ArticlePsychology research and behavior management2022
The Hidden Factors Affecting Academic Performance Among Chinese Middle School Students: Traumatic Experience and Posttraumatic Stress Symptoms.
Article in Psychology research and behavior management, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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3 citing papers in PubMed, 5 citations in OpenAlex.
- Post-traumatic growth, psychological inflexibility, and the mediating role of intolerance of uncertainty in adolescents affected by the Kahramanmaraş earthquake.Scientific reports · 2025Article
- Stress events and stress symptoms in Chinese secondary school students: gender and academic year characteristics of the relationship.Frontiers in public health · 2024Article
- Latent classes of posttraumatic stress disorder among survivors of the Bam Earthquake after 17 years.BMC psychiatry · 2022Article
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Authors and funding
9 authors at 3 institutions in 1 country.
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No grant is acknowledged in the PubMed record.
Abstract
background and purposeThe role of posttraumatic stress disorder (PTSD) in the path from traumatic exposure (TE) to academic performance (AP) is still not explicitly illustrated. The current study aimed to examine the moderator role of PTSD on the relationship between TE and AP, and then to investigate whether this moderator role is influenced by gender. PARTICIPANTS AND
methodsA sample of Chinese students (
resultsThe average IES-R score was 27.57 (SD=13.265, range 0-67). The average score for earthquake exposure was 5.86 (SD=2.069, range 1-12). The results showed that both TE and the interaction term of PTSD*TE had significant negative correlations with AP, while PTSD was not associated with AP. Subsequent hierarchical regression analysis found that the relationship of the interaction term and AP was only significant in female students, and a simple slope plot showed a distinct pattern of the moderating effect of PTSD in both genders.
conclusionThis study supported that PTSD moderated the connection between TE and AP in middle school students who had undergone a major earthquake trauma, which was influenced by gender. Students who experienced major trauma with drastic exposure history and manifested PTSD symptoms need specified intervention to avoid further deterioration in performance in school.
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