Scholarlink

<p>Fear of negative evaluation (FNE) impacts adolescent young adult (AYA) college students’ mental health through impaired academic and social performance. Adverse childhood experiences (ACEs) are prevalent among college students and may play a role in exacerbating FNE symptoms. Early life stressors are associated with anxiety sensitivity (AS) which may contribute to the development or worsening of FNE. We examined predictors of FNE among college students during the COVID-19 pandemic, hypothesizing that AS would mediate the relationship between ACEs and FNE. Participants were 192 students (<i>M</i><sub><i>age</i></sub>=19.90, <i>SD</i> = 1.26; 66.7% female; 78.6% non-Hispanic White) from a public, midwestern university. Participants completed demographics, ACEs, AS, and FNE questionnaires during March and April of 2020. AS fully mediated the relation between ACEs and FNE. Students who experienced greater ACEs reported increased AS and FNE. Findings suggest AS may be a help prevent further psychological distress from FNE among students who have been impacted by childhood adversity.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Fear of Negative Evaluation among College Students during the COVID-19 Pandemic: The Role of Adverse Childhood Experiences and Anxiety Sensitivity

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年8月18日

查看全文
  • Francesca A. St. Pe,
  • Isabella K. Pallotto,
  • Jacquana L. Smith,
  • Angela Combs,
  • Abigail McCarthy,
  • Zoey Bass,
  • Cathleen C. Odar Stough

摘要

Fear of negative evaluation (FNE) impacts adolescent young adult (AYA) college students’ mental health through impaired academic and social performance. Adverse childhood experiences (ACEs) are prevalent among college students and may play a role in exacerbating FNE symptoms. Early life stressors are associated with anxiety sensitivity (AS) which may contribute to the development or worsening of FNE. We examined predictors of FNE among college students during the COVID-19 pandemic, hypothesizing that AS would mediate the relationship between ACEs and FNE. Participants were 192 students (Mage=19.90, SD = 1.26; 66.7% female; 78.6% non-Hispanic White) from a public, midwestern university. Participants completed demographics, ACEs, AS, and FNE questionnaires during March and April of 2020. AS fully mediated the relation between ACEs and FNE. Students who experienced greater ACEs reported increased AS and FNE. Findings suggest AS may be a help prevent further psychological distress from FNE among students who have been impacted by childhood adversity.