The Longitudinal Association between Adverse Childhood Experiences and Aggressive Behavior in Vocational College Students: the Moderating Effect of Gender and the Mediating Role of Executive Functions.

Abstract

Aim this study aimed to investigate the effect of adverse childhood experiences (ACEs) on aggressive behavior among vocational college students and explore the moderating role of gender. The study also examined the mediating role of executive functions (EFs) in this relationship among male students. Design a longitudinal survey. Methods a longitudinal survey was conducted with 293 students from 4 vocational colleges in Shandong Province, China. ACEs, aggressive behavior, and EFs were measured using the Adverse Childhood Experiences Questionnaire, the 12-item Aggression Questionnaire, and the Behavior Rating Inventory of Executive Function-Adult Version, respectively. Pearson correlation analysis was used to assess the relationships between ACEs, aggressive behavior, and EFs. The moderating effect of gender on the associations between ACEs and aggressive behavior was examined using multiple linear regression analysis. The mediating role of EFs in the relationship between ACEs and aggressive behavior among male students was analyzed using mediation analysis. Results ACEs significantly associated with aggressive behavior two years later among vocational college students (r = 0.118, p < 0.05), with gender playing a moderating role in this relationship (β = -1.429, SE = 0.711, p = 0.045). For male students, ACEs significantly predicted aggressive behavior two years later (β = 1.629, SE = 0.752, 95% CI [0.138, 3.121]; p = 0.033). EFs partially mediated the relationship between ACEs and aggressive behavior (β = 1.455, p = 0.049). No significant association was found in female students. Conclusion this study found that ACEs may influence aggressive behavior two years later among vocational college students, with gender moderating this relationship. Among male students, ACEs not only directly impacted aggressive behavior, but also indirectly influenced it through EFs. These findings provide a theoretical foundation for developing targeted intervention strategies based on gender and EFs.