ABSTRACT

In many parts of the world, emerging adults, aged 18 to 25 years old, require education beyond high school to transition to a stable, secure adulthood. Child abuse, trauma, victimization, and adversity have been shown to negatively affect academic functioning and educational attainment during childhood and adolescence. Despite this, many emerging adults who have experienced these adverse events also show remarkable resilience. Understanding both maladaptation and resilience among emerging adults will inform efforts to increase academic success and post-secondary educational attainment. In the current review, we synthesize literature on associations between child sexual abuse and academic functioning and educational outcomes in emerging adults and college students, including possible social, emotional, and cognitive mediators. We find initial evidence that academic functioning and educational outcomes are separable, with more research needed on reasons for leaving college other than low grades, more research on community colleges, trade schools, on-the-job training, military training, and other sites of post-secondary learning, and as well as the antecedents and consequences of academic experiences in emerging adulthood. Overall, we have a limited understanding of the social and emotional functioning important to educational success in college and other post-secondary educational settings.

摘要

在世界许多地方，年龄在18至25岁之间的新兴成年人要求从高中开始接受教育，才能过渡到稳定，安全的成年人身份。虐待儿童，创伤，受害和逆境已被证明会对儿童和青少年的学业和教育水平产生负面影响。尽管如此，许多经历了这些不良事件的新兴成年人也表现出了出色的适应能力。了解新兴成年人的适应不良和适应能力，将有助于提高学业成绩和大专学历。在当前的审查中，我们综合了有关新兴性成年人和大学生，包括可能的社会，情感和认知中介者中儿童性虐待与学术功能和教育成果之间的关联的文献。我们发现初步证据表明，学术职能和教育成果是可分离的，除了低年级以外，还需要针对离校原因进行更多的研究，对社区学院，贸易学校，在职培训，军事训练以及其他一些场所的研究也更多。专上学习，以及成年后成年学习经历的前因和后果。总体而言，我们对社交和情感功能的了解有限，这些社交和情感功能对于大学和其他专上教育机构的教育成功至关重要。以及新兴成人时代学术经验的前因和后果。总体而言，我们对社交和情感功能的了解有限，这些社交和情感功能对于大学和其他专上教育机构的教育成功至关重要。以及新兴成人时代学术经验的前因和后果。总体而言，我们对社交和情感功能的了解有限，这些社交和情感功能对于大学和其他专上教育机构的教育成功至关重要。