Rumination as a Moderator of the Relation between Childhood Adversity Exposure and College Students’ Psychological Distress

Abstract

American college students (N = 598) completed self-report questionnaires assessing rumination, psychological distress while attending college (general distress, anhedonic depression, anxious arousal), and exposure to specific types of childhood adversity (i.e., emotional abuse, sexual abuse, physical abuse, emotional neglect, and physical neglect). Latent Moderated Structural Equation Modeling indicated that 1) rumination was associated with all three indicators of psychological distress and 2) rumination moderated associations between childhood adversity exposure and college students’ reports of general distress and anxious arousal such that associations were strongest at higher levels of rumination and weaker at lower levels of rumination. Implications regarding higher education professionals’ efforts to support college student well-being are discussed.