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Relationship Between Positive Childhood Experiences and Psychological Resilience in University Students: The Mediating Role of Self-Esteem

Published online by Cambridge University Press:  21 September 2021

Metin Kocatürk Open the ORCID record for Metin Kocatürk [Opens in a new window]  and
İlhan Çiçek Open the ORCID record for İlhan Çiçek [Opens in a new window]
Metin Kocatürk*
Affiliation:
Guidance and Psychological Counseling, Istanbul University-Cerrahpasa, Istanbul, Turkey
İlhan Çiçek
Affiliation:
Child Development, Batman University, Batman, Turkey
*
*Corresponding author: Email: metin.kocaturk@iuc.edu.tr
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Abstract

Childhood experiences can affect individuals’ self-esteem and psychological resilience during personality and psychosocial development in adolescence and adulthood. The effect of positive childhood experiences on adulthood has rarely been investigated, with most studies focusing on negative aspects of childhood. Evidence shows that they also influence the development of psychological resilience and self-esteem. This study examined the relationship between positive childhood experiences, self-esteem, and psychological resilience. A total of 570 university students completed the Positive Childhood Experience Scale, Brief Resilience Scale and Rosenberg Self-Esteem Scale. The results of structural equation modelling indicated that positive experiences significantly predicted self-esteem and resilience. Self-esteem also predicted psychological resilience. Most importantly, positive childhood experiences had an indirect effect on resilience through self-esteem. The results suggest that focusing on positive aspects of childhood is as important and functional as dealing with negative ones to contribute to self-esteem and resilience. We suggest that school psychologists and counsellors could integrate these results into intervention programs to improve resilience through increased self-esteem.

Keywords

Positive childhood experienceself-esteemresilienceyoung adult
Type
Original Article
Information
Journal of Psychologists and Counsellors in Schools , Volume 33 , Issue 1 , June 2023 , pp. 78 - 89
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Copyright
© The Author(s), 2021. Published by Cambridge University Press

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