Childhood Trauma, Time Management Disposition and Academic Self-efficacy in High School Students

Academic self-efficacy is very important for high school students. Studies show that academic self-efficacy is influenced by childhood trauma and personality, especially childhood trauma, which may even affect the formation and development of individual personality. Time management disposition is a kind of personality based on time perspective. This study aimed to explore the relationship between childhood trauma, especially psychological abuse and neglect, time management disposition, and academic self-efficacy in high school students. Two hundred and eighty-three high school students in two Chinese rural public secondary schools of Gansu Wuwei have measured their childhood trauma (Child Psychological Abuse and Neglect Scale), time management disposition (Adolescents Time Management Disposition Inventory), academic self-efficacy (Academic Self-efficacy Inventory). A structural equation model was performed to analyze the mediator effect of Time Management Disposition for the relationship between childhood trauma and academic self-efficacy. High school students have a prevalence of psychological abuse and neglect. Specific forms of trauma(neglect) can significantly negatively predict academic self-efficacy and childhood neglect can directly affect academic self-efficacy through time management disposition. The neglected experience of childhood may affect the time personality of high school students, which will affect their confidence in academic ability.