Executive Functioning Among College Students With and Without History of Childhood Maltreatment. Issue 7 (9th August 2017)

• Record Type: Journal Article
• Authors: Daly, Brian P.; Hildenbrand, Aimee K.; Turner, Elise; Berkowitz, Steven; Tarazi, Reem A.
• Is Part Of: Journal of aggression, maltreatment & trauma. Volume 26:Issue 7(2017)
• Page Start: 717
• Page End: 735
• Publication Date: 2017-08-09
• Subjects: Abuse -- behavior -- childhood maltreatment -- cognition -- college -- executive function -- neuropsychology -- young adult; Violence -- Periodicals; Offenses against the person -- Periodicals; Aggression -- Periodicals; Crime Victims -- Periodicals; Stress Disorders, Post-Traumatic -- Periodicals; Violence -- Periodicals; 616.8582
• DOI: 10.1080/10926771.2017.1317685
• Languages: English
• ISSNs: 1092-6771

Abstract

ABSTRACT: This study utilized performance-based and self-report measures to examine differences in executive functions in college students with and without histories of childhood maltreatment. On the performance-based measures of executive function, all scores fell within the normal range for age. However, participants in the childhood maltreatment group reported more problems with metacognition than those without history of maltreatment. Severity of childhood maltreatment was associated with poorer cognitive inhibition/switching and phonetic fluency. Although significant group differences were found on a laboratory-based task of executive function, performance across the other tasks was generally similar. However, those with a history of maltreatment reported more problems with metacognition, suggesting a potential avenue for brief interventions focused on improving metacognitive skills important for success in the college environment. Implications and suggestions for future research are discussed.