RELATIONSHIP OF RESILIENCE AND CHILDHOOD EXPERIENCES TO HIGH SCHOOL ACADEMIC SUCCESS

Abstract

This study examined the relationships among resiliency and adverse childhood experiences (ACEs). Additional variables included positive childhood experiences, grit, mindset, and academic success as measured by self-reported high school grade point averages and self-reported high school letter grades. Participants were 135 college students enrolled in a freshmen-level class general psychology course at Middle Tennessee State University. Although I did not find any significant relationships between adverse childhood experiences and resiliency, I did find that resiliency had statistically significant positive relationships with both mindset and grit and that positive childhood experiences and negative childhood experience had a statistically significant negative relationship. I concluded that the number of ACEs did not statistically significantly relate to a student’s self-reported GPA nor did having a high number of reported adverse childhood experiences when compared to a high number of positive childhood experiences. Finally, limitations included the homogenous nature of the study sample and the use of self-reported GPA as the dependent variable.