Effect of Childhood Trauma on Emotional Distress: A Chain‐Mediated Effects of Alexithymia and Psychological Flexibility
Bibliographic record
Abstract
OBJECTIVE: The study aims to explore how emotional distress is affected by childhood trauma through pathways involving alexithymia and psychological flexibility, and to construct a complete model established on this foundation, which will be provided as a theoretical theory for interventions in college students' mental health. METHODS: Note that 1002 college students were assessed using Childhood Trauma Questionnaire (CTQ), The Depression Anxiety Stress Scale (DASS-21), the 20-item Toronto alexithymia scale (TAS-20), and Acceptance and Action Questionnaire-2nd Edition (AAQ-II). After removing some non-compliant questionnaires, the remaining 885 were used for data analysis. RESULTS: Scores on childhood trauma, alexithymia, and psychological flexibility exhibited notable correlation with depression, anxiety, and stress; childhood trauma had chain mediation effects on depression, anxiety, and stress through alexithymia and psychological flexibility. CONCLUSION: Among college students, childhood trauma is positively associated with depression, anxiety, and stress, and impacts the relationship between them through the single mediation and chain mediation of alexithymia and psychological flexibility.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.002 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.007 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".