THE RELATIONSHIP BETWEEN ADVERSE CHILDHOOD EXPERIENCES AND EXECUTIVE FUNCTIONING DIMENSIONS

dc.contributor.advisor Marshall, Seth
dc.contributor.author Wilson, Kathryn
dc.contributor.committeemember Rust, James O.
dc.contributor.committeemember Ujcich Ward, Kimberly
dc.date.accessioned 2020-05-13T19:02:20Z
dc.date.available 2020-05-13T19:02:20Z
dc.date.issued 2020
dc.date.updated 2020-05-13T19:02:21Z
dc.description.abstract ABSTRACT More research is needed that investigates how and to what extent adverse childhood experiences (ACEs) are predicted by neurocognitive executive functioning (EF) skills. To address this, the current study analyzed how ACEs were predicted by two core dimensions of executive functioning (EF), that is, inhibition (i.e., behavior regulation skills) and working memory (i.e., metacognition skills). College students (N =388 ) were administered the ACE Questionnaire, (Felitti et al., 1998), and the Behavior Rating Inventory of Executive Function Adult Version (BRIEF-A; Roth, Isquith, & Gioia, 2005). Results indicated ACEs significantly predicted more difficulty with global EF skills. This was also the case when each EF dimensions was looked at individually. ACEs predicted more EF inhibition and working memory problems. ACEs were slightly more associated with EF inhibition difficulties in comparison to EF working memory difficulties. These findings contribute to ACEs and EF research by utilizing an EF dimensional approach on a non-clinical US sample of college students.
dc.description.degree M.A.
dc.identifier.uri https://jewlscholar.mtsu.edu/handle/mtsu/6217
dc.language.rfc3066 en
dc.publisher Middle Tennessee State University
dc.subject Psychology
dc.subject Educational psychology
dc.thesis.degreegrantor Middle Tennessee State University
dc.thesis.degreelevel masters
dc.title THE RELATIONSHIP BETWEEN ADVERSE CHILDHOOD EXPERIENCES AND EXECUTIVE FUNCTIONING DIMENSIONS
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