Posttraumatic stress disorder symptom severity and functional impairment in the education domain

Takarangi, Melanie K. T.; Moeck, Ella; Peters, Joshua; Stirling, Nadine S.J.

doi:10.1016/j.janxdis.2022.102573

Cited by 4 publications

(1 citation statement)

References 54 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Depending on the focus of the research, these constructs can be adapted to focus on degrees (e.g., Browning, 2015) or specific courses/subjects (e.g., Shackelford et al, 2019). We note that there may be some circumstances where self-reported measures of attendance (e.g., days unable to study) may be better indicators of whether someone is experiencing education-related impairment than university records (Takarangi et al, 2022).…”

Section: University Recordsmentioning

confidence: 99%

Assessing Student Veterans’ Academic Outcomes and Wellbeing: A Scoping Review

Moeck

Takarangi

Wadham

2022

Journal of Veterans Studies

Self Cite

View full text Add to dashboard Cite

Higher education provides a pathway for military veterans to transition to an engaged civilian life. Veterans can be model students because of their diverse experiences, resilience, and discipline. Yet some veterans are simultaneously "at-risk"; most are nontraditional students and more likely than the general population to face mental/physical health issues. We propose wellbeing might protect student veterans from academic difficulties ensuring positive outcomes. But few studies have investigated the relationship between student veterans' wellbeing and academic outcomes. To guide much-needed research, we mapped how wellbeing and academic outcomes have been assessed in the student veteran literature. We reviewed 96 studies that quantitatively measured student veterans' wellbeing or academic outcomes (databases: PsycINFO, ERIC, Proquest Dissertation/ Theses, PubMed). Wellbeing was conceptualized in several ways, demonstrating lack of uniformity. Academic outcomes predominantly focused on performance, though nonperformance-based measures (e.g., adjustment) were common. We outline existing research limitations and provide future research measurement recommendations.

show abstract

Section: University Recordsmentioning

confidence: 99%

Assessing Student Veterans’ Academic Outcomes and Wellbeing: A Scoping Review

Moeck

Takarangi

Wadham

2022

Journal of Veterans Studies

Self Cite

View full text Add to dashboard Cite

show abstract

People experience similar intrusions about past and future autobiographical negative experiences

Takarangi,

Sanson,

Moeck

et al. 2024

Memory

View full text Add to dashboard Cite

Experiential Avoidance, Post-Traumatic Stress Symptoms, and Academic Impairment

Laman-Maharg,

Valentiner,

Szöllös

et al. 2024

Psychol Rep

View full text Add to dashboard Cite

The ways in which Posttraumatic Stress Disorder (PTSD) symptoms lead to impairments in functioning, including academic performance, are not well understood. The present study sought to examine the role of a common maladaptive coping strategy, experiential avoidance, as a moderator of the relationship between posttraumatic stress symptoms (PTSS) and academic achievement. Participants ( N = 326) were undergraduate students enrolled in introductory psychology courses at a large university in the Midwestern United States who reported at least one event potentially meeting Criterion A for PTSD. The prospective association of PTSS with current and subsequent semester GPAs, and with experiential avoidance as the moderator, were examined. The interaction between PTSS and experiential avoidance significantly predicted both current semester GPA and subsequent semester GPA, with stronger associations between PTSS and GPA being observed at higher levels of experiential avoidance. These results were not fully explained by control variables of high school performance, standardized test scores, and general negative affect. This study found that experiential avoidance significantly moderates the relationship between PTSS and academic performance. These results suggest that interventions that target PTSS and/or experiential avoidance may increase GPA. Limitations and future directions are discussed.

show abstract

Posttraumatic stress disorder symptom severity and functional impairment in the education domain

Cited by 4 publications

References 54 publications

Assessing Student Veterans’ Academic Outcomes and Wellbeing: A Scoping Review

Assessing Student Veterans’ Academic Outcomes and Wellbeing: A Scoping Review

People experience similar intrusions about past and future autobiographical negative experiences

Experiential Avoidance, Post-Traumatic Stress Symptoms, and Academic Impairment

Contact Info

Product

Resources

About