An investigation of the predictive level of executive functions by undergraduate students' adverse childhood experiences and emotion regulation skills

Objective: To investigate whether Adverse Childhood Experiences (ACEs) and the level of emotion regulation can predict the executive functioning of undergraduate students at a state university in Türkiye. Method: A relational survey model, which is a quantitative research design, was used in this study. The research included, 271 (73%) female (N=371) and 100 (27%) male (N = 371) undergraduate students from a state university in Eskişehir. The researcher utilized a demographic information form, the childhood adverse experiences scale, the emotion regulation scale, and the executive functions scale to gather data. Data collection involved filling out the scales through face-to-face observation. The research data were analyzed using Jamovi 2.4.11 software. Descriptive statistics, linear correlation analysis, and multiple regression analysis were employed for data analysis, and the findings were presented in tables. Findings: The study's findings indicate a low-level negative correlation between ACEs and executive functions (p < 0.001). There was a moderate positive relationship between executive functions and cognitive reappraisal, a sub-dimension of emotion regulation, and a low positive relationship between two sub-dimensions of emotion regulation, suppression, and cognitive reappraisal skills (p < 0.001). The results suggest no significant correlation between ACEs and cognitive reappraisal and suppression (p > 0.05). Additionally, there was no significant relationship between executive functions and suppression (p > 0.05). Multiple regression analyses revealed that ACEs negatively predicted executive functioning skills, while cognitive reappraisal positively predicted executive functioning skills. Conclusion and Suggestions: This study emphasizes the significant impact of adverse childhood experiences (ACEs) on university students' executive functioning skills, while also identifying cognitive reappraisal as a crucial predictor of these cognitive skills. These findings indicate the need for targeted interventions that concentrate on enhancing emotion regulation strategies like cognitive reappraisal to bolster cognitive development.