ACADEMIC OUTCOMES OF SEXUAL ASSAULT: THE ROLE OF POST-TRAUMATIC STRESS, SELF-COMPASSION, AND PSYCHOLOGICAL FLEXIBILITY
Notice bibliographique
Résumé
Sexual assault continues to be a significant concern for post-secondary students in Ontario, Canada, as evidenced by the 18% increase in cases reported in 2021, the highest growth rate since 1996 (Statistics Canada, 2022). In addition to documenting the negative effects on mental health, recent studies have outlined the negative effects that sexual assault has on students’ academic performance as well. Although not all women who are affected by sexual assault report negative academic outcomes and posttraumatic stress health symptoms, several protective mechanisms including psychological flexibility and self-compassion have been proposed as moderating factors in the pathway linking sexual assault, posttraumatic stress symptoms, and academic outcomes. These factors were examined among women enrolled in postsecondary institutions in Canada. Specifically, the role of posttraumatic stress symptoms (PTSS) was investigated as a mediator between sexual assault and academic outcomes. As well, psychological flexibility, defined as “the ability to be in the present moment with full awareness and openness to our experience, and to take action guided by our values” (Harris, 2009, p.12) and self-compassion, known as “compassion turned inward and refers to how we relate to ourselves in instances of perceived failure, inadequacy, or personal suffering” (Neff, 2015) were explored as protective moderating factors against the development and/or maintenance of PTSS for survivors of sexual assault. Female-identifying post-secondary students in Ontario, Canada (N = 301) responded to an aggregated online survey, which assessed for experiences of sexual assault, academic outcomes, PTSS, psychological flexibility, and self-compassion. In addition, a semi-structured interview was designed to collect a richer source of data from a subset of participants (n = 12) to help better understand and explore students’ experiences. The results indicated that PTSS mediated the link between sexual assault and academic interference, which encompassed factors that may impede student progress or hinder academic success (e.g., delayed in a course). Some components of psychological flexibility, including present moment awareness and attentiveness, moderated the indirect effect of sexual assault on academic interference through PTSS, unlike other components, such as cognitive defusion, acceptance, committed action, as well as self-compassion. The small overall effect size suggests other factors may influence the relationship between sexual assault, PTSS, and academic interference. Findings from this study hold implications for professionals who will provide appropriate and empirically based academic advising and support to survivors of sexual assault, for those developing targeted intervention and prevention strategies, and could improve the consistency and continuity of care of the mental health needs of survivors.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».