International Journal For Multidisciplinary Research

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Adverse Experiences and Academic Success in Engineering Education

Author(s) LAURA ADRIANA MARQUEZ-ORTIZ, ARMIDA GONZALEZ-LORENCE, JOSE GABRIEL AYALA-LANDEROS
Country Mexico
Abstract Adverse Childhood Experiences (ACEs) have a significant impact on individuals' cognitive, emotional, and social development, with consequences extending into adulthood and affecting academic performance in higher education. This study examines the relationship between ACEs and academic performance of engineering students at the Technological Institute of San Juan del Río, Mexico. Using a mixed-methods approach, a questionnaire (n=313) and a focus group (n=9) were conducted to assess the prevalence of ACEs, their impact on emotional well-being, and academic performance. Results indicate a high prevalence of ACEs among students, with 67.8% reporting at least one adverse experience. A significant negative correlation was found between the number of ACEs and academic average (r = -0.28, p < 0.001). Qualitative analysis revealed recurrent themes of difficulties in emotional regulation, low self-esteem, and problems in interpersonal relationships. This study underscores the need to implement specific psychological and academic support programs for students with histories of childhood adversity in higher education institutions.
Keywords Engineering education, mental health, adverse experiences, childhood, academic performance, mixed methods
Field Sociology > Education
Published In Volume 6, Issue 6, November-December 2024
Published On 2024-11-25
Cite This Adverse Experiences and Academic Success in Engineering Education - LAURA ADRIANA MARQUEZ-ORTIZ, ARMIDA GONZALEZ-LORENCE, JOSE GABRIEL AYALA-LANDEROS - IJFMR Volume 6, Issue 6, November-December 2024. DOI 10.36948/ijfmr.2024.v06i06.31175
DOI https://doi.org/10.36948/ijfmr.2024.v06i06.31175
Short DOI https://doi.org/g8r8kf
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