Positive and Adverse Childhood Experiences and Academic Self-Efficacy Among University Students: Exploring Mediating Roles of Procrastination and Self-Regulation

Background: While academic self-efficacy (ASE) plays a vital role in student success, little is known about its developmental origins in higher education students. Most research focuses on other educational levels and emphasizes adverse childhood experiences (ACEs) over positive childhood experiences (PCEs). This study examined whether self-regulation and procrastination statistically accounted for the associations of ACEs and PCEs with ASE. Methods: A total of 533 Turkish university students (66.6% female; Mage = 21.87, SD = 3.41) participated in this cross-sectional study. Participants completed self-report measures assessing ASE, self-regulation, procrastination, ACEs, and PCEs. Results: ACEs were negatively, whereas PCEs were positively, associated with ASE. Self-regulation and procrastination statistically accounted for part of the associations between childhood experiences and ASE. The indirect association through self-regulation was larger than that through procrastination. Conclusions: This study highlights the associations between childhood experiences and ASE. Notably, PCEs may be as relevant as ACEs in explaining ASE among university students. Interventions targeting academic self-efficacy may consider incorporating self-regulation strategies and addressing childhood experiences that may be relevant to academic functioning.