大学生儿童期不良经历近期生活事件与执行功能的关系

探讨儿童期不良经历和近期生活事件对大学生执行功能的影响,为相关领域的干预工作提供参考.方法 采用方便抽样方法,选取济南市烟台市658名高校学生,使用儿童期不良经历(Adverse Childhood Experiences,ACEs)、青少年生活事件量表(Adolescent Self-Rating Life Events Check List,ASLEC)筛选被试,用E-prime 2.0软件设计执行功能3个子系统的实验.结果大学生ACEs发生率为44.8%.ACEs、生活事件与抑制能力的相关性具有统计学意义(r值分别为0.50,0.47,P值均<0.01).ACEs组在任务转换实验中的反应时大于非ACEs组(t=-2.55,P<0.05).与生活事件低分组相比,高分组的抑制能力、工作记忆1-back、任务转换的平均反应时均较长(t值分别为3.16,2.45,2.46,P值均<0.01).ACEs、生活事件对抑制能力的逐步回归分析结果表明,ACEs、生活事件对抑制能力的预测均达到46%;ACEs与生活事件对抑制能力的回归有统计学意义,对抑制能力的共同预测力达到56%.结论 大学生的儿童期不良经历发生率较高,儿童期不良经历、生活事件均对大学生执行功能造成不良影响.

Study on the relationships among adverse childhood experiences,life events and executive function of college students

Objective To investigate the effects of adverse childhood experiences and life events on the college students' inhibitory control ability,cognitive flexibility,and working memory,and to provide a reference for intervention work in relevant fields.Methods A total of 658 college students were selected from Yantai and Jinan,and the adverse childhood experiences (ACEs),adolescent life event scale(ASLEC) were used to screen subjects,E-prime software was applied to design the experiment of three subsystems of executive function.Results The incidence rate of ACEs was 44.8%;ACEs,life events and the inhibition ability have a significant correlation(r=0.50,0.47,P<0.01);In the switching task,the reaction time of ACEs group was longer than that of non-ACEs(t=-2.55,P<0.05).Compared with the group of low score in life events,the group of high score used longer reaction time in the tasks of inhibition,switching and working memory,longer average response task switching(t =3.16,2.45,2.46,P<0.01).The regression analysis results showed that ACEs,life events could predict 46% of the inhibiting ability,and ACEs and life events were of statistical significance to the regression of inhibiting ability,with the total prediction rate of 56% to the inhibiting ability.Conclusion The prevalence of adverse childhood experiences is high among the college students.Both the adverse childhood experiences and life events have negative effects on executive function of college students.