Adverse childhood experiences and their influence on psychological well-being and emotional intelligence among university students

Background Adverse Childhood Experience (ACEs) have been linked to several detrimental health outcomes, including poor mental health. Due to the change from high school to college life and the increasing pressures, university students are especially susceptible to the harmful effects of ACEs. Emotional intelligence (EI) has been identified as a protective factor against the negative impact of ACEs on psychological well-being (PWB). Objectives This study aims to explore and examine the relationship between ACEs, PWB, and EI among university students in Al-Hasa Governorate of Saudi Arabia. Methodology A cross-sectional study was carried out with a convenience sample of 272 university students recruited from different academic disciplines in King Faisal University, Al-Hasa, Saudi Arabia. Participants completed a web-based survey in which they were asked to retrospectively self-report on ACEs, PWB and EI. Chi-square and t-tests were performed to examine differences in demographic characteristics, and ACE scores. Linear regression model was applied to predict the PWB and EI from total ACE score and p value was considered statistically significant at p < 0.05. Result Only 27.5% of the study sample experienced no ACEs, and 18.01% participants experienced >= 4 ACEs. Participants aged between 18-24 years old had a significantly higher frequency of ACEs for emotional abuse (p = 0.01), emotional neglect (p = 0.01), and household mental illness (p = 0.01) than the other age group. Results clearly revealed that participants who had never experienced any ACE's reported better PSW and high EI. Correlation results indicated fair to moderately strong relationship between ACE, PSW and EI. ACE was found significant predictor of autonomy (r(2) = .11, b = -.75, p < 0.01), environmental maturity (r(2) = .15, b = -.90, p < 0.01), personal growth (r(2) = .10, b = -.77, p < 0.01), positive relations (r(2) = .07, b = -.67, p < 0 .01) and self-acceptance (r(2) = .19, b = -1.17, p < 0.01) dimensions of PWB. Appraisal of own emotions (p < 0.01), appraisal of others emotions (p < 0.05), regulation of own emotions (p < 0.05), regulation of others emotions (p < 0.05), and utilization of emotions (p < 0.01) were found significant predictors of ACE. Conclusion These findings may have implications for mental health professional and university administration, as students with higher number of adverse experiences need higher level of service and support.