Exploring the Impact of Combat Trauma and PTSD on Student Veterans in Postsecondary Education and the Mediating Roles of Positive Spiritual/Religious Coping and Social Support

Student veterans with combat trauma (CT) and posttraumatic stress disorder (PTSD) face significant challenges in postsecondary education, impacting their retention and degree completion. Despite efforts by institutions to accommodate student veterans, gaps remain in understanding the factors that influence their educational success. This study was grounded in constructivist self-development theory, examining the relationship between student veterans with CT/PTSD (X) and postsecondary satisfaction (Y) through two mediators: positive spiritual/religious coping (PSRC; M1) and social support (SS; M2). Using a quantitative, cross-sectional, descriptive correlational design, this study employed Hayes's PROCESS Model 6 to analyze both X's direct and indirect effects on Y. Data collection was conducted through a nonexperimental snowball sampling method via an online survey, utilizing the following instruments: PTSD Checklist for DSM-5 (PCL-5), Brief Religious Cope (RCOPE), Interpersonal Support Evaluation List (ISEL), and Higher Education Service Quality (HiEduQual). Results partially supported the study's hypotheses. PTSD had a significant negative effect on student satisfaction (H1), confirming expectations that higher levels of PTSD symptoms were associated with lower level of educational satisfaction. Additionally, perceived PSRC significantly mediated this relationship (H2); higher PTSD symptoms were associated with increased reliance on PSRC, which in turn enhanced student satisfaction. However, SS did not emerge as a significant mediator (H3), and the full serial mediation model was not supported (H4). These findings emphasize the importance of trauma-informed education policies, broader consideration of PSRC integration, and targeted interventions for student veterans.