Empowering Educational Journeys: Academic Self-Concept, Hope, and Tertiary Education Engagement Among Emerging Adults Exposed to Varied Childhood Experiences

Houghton, Keith (2024) Empowering Educational Journeys: Academic Self-Concept, Hope, and Tertiary Education Engagement Among Emerging Adults Exposed to Varied Childhood Experiences. Doctoral thesis, University of East Anglia.

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Abstract

Adverse Childhood Experiences (ACEs) are increasingly recognised as a significant public health issue, with growing evidence linking childhood adversity to a range of negative development and health outcomes. Conversely, Positive Childhood Experiences (PCEs) play an important role in promoting healthy physical, social-emotional, and cognitive development, operating as both protective and promotive factors. ASC and Hope have demonstrated their capacity to influence various aspects of a child’s life affected by adversity, with a bidirectional relationship between the two constructs being observed within the literature. As such, ASC and Hope represent important internal assets that can potentially be fostered through PCEs, potentially disrupting the cycle of negative outcomes associated with ACEs, and enabling individuals to engage with tertiary education, whilst experiencing the distinct developmental period of emerging adulthood. The mixed methods study aimed to further understand the relationship between ACEs, PCEs, ASC and Hope, as well as to explore key mechanisms that enable individuals to maintain higher levels of ASC and Hope despite varied childhood experiences. During phase one, participants initially completed an online questionnaire (n=28), following which participants with higher levels of ASC and Hope and varied childhood experiences were identified and contacted via email. During phase two, participants completed semi-structured interviews (n=6), and transcripts were analysed using Reflexive Thematic Analysis. The finding suggests that cumulative exposure to ACEs influences levels of Hope, but not ASC. Neither Hope, nor ASC were significantly influenced by PCEs, and the interaction between the number of ACEs and PCEs significantly influenced levels of Hope, but not ASC. The results indicate that the observed bidirectional relationship between ASC and Hope may be less prominent than anticipated. Recommendations for future research include the need for longitudinal studies to explore the dynamic nature of these factors overtime, investigating whether the nature, severity, or timing of ACEs/PCEs have differential influences, and a call to expand on the conceptualisation of what constitutes an ACE or PCE. Additionally, the findings highlight the potential role of EPs in supporting children and young people across multiple systems, who have experienced individual and cumulative ACEs.

Item Type:	Thesis (Doctoral)
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User:	Chris White
Date Deposited:	01 Oct 2024 08:24
Last Modified:	01 Oct 2024 08:38
URI:	https://ueaeprints.uea.ac.uk/id/eprint/96839
DOI:

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