Childhood trauma and psychological resilience: the mediating role of rumination and core self-evaluation

Childhood trauma and psychological resilience: the mediating role of rumination and core self-evaluation | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Childhood trauma and psychological resilience: the mediating role of rumination and core self-evaluation Mohamed Alhwaiti This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6565798/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Objectives This study aimed to investigate the possible pathway by which of rumination and core self-evaluation affects childhood trauma and psychological resilience. Methods 1200 college students were invited to participate in this study. They completed The Childhood Trauma Questionnaire (SF-CTQ), Core Self-Evaluation Scale, The Event Related Rumination Inventory (ERRI), and Connor-Davidson Resilience Scale (CD-S). Statistical analysis was conducted via SPSS 27.0 and SPSS PROCESS. Results The mediating effect of intrusive rumination between childhood trauma and resilience is not significant; active rumination and core self-evaluation have significant mediating effects between childhood trauma and resilience; intrusive rumination has a significant indirect effect between childhood trauma and resilience through proactive rumination; intrusive rumination has a significant indirect effect between childhood trauma and resilience through core self-evaluation; proactive rumination has a significant indirect effect between childhood trauma and resilience through core self-evaluation; intrusive rumination has a significant indirect effect between childhood trauma and resilience through active rumination. Conclusions This study focused on the unique resilience characteristics of college students in the early adulthood from the perspective of positive psychology, based on the resilience theory framework guided by the ecological system theory, and explores the impact mechanism of childhood trauma on resilience. Childhood trauma psychological resilience rumination core self-evaluation Figures Figure 1 Figure 2 Introduction Childhood trauma refers to abuse and neglect that causes actual or potential harm to an individual during childhood, such as physical abuse, sexual abuse, emotional abuse, neglect, and deprivation (Arıcı, 2021). Studies have shown that 26.6% of children under the age of 18 in my country have suffered physical abuse, 19.6% have suffered mental abuse, 8.7% have suffered sexual abuse, and 26.0% have been neglected by significant others (Jin et al., 2021 ). Due to the inability to bear the pain caused by childhood trauma, individuals may experience negative psychological reactions such as tension, fear, and sadness, and may even lead to mental disorders in adolescence and early adulthood (Hosny et al., 2023 ;Malizia, 2017 ). Childhood traumatic experiences will prompt individuals to form negative internal working models of themselves and others (maladaptive cognition), which is one of the predictors of internalized mental health problems (such as anxiety, depression, withdrawal) and externalized behavioral problems (such as aggressive behavior) in adolescents (Cruz et al., 2022 ). Psychological resilience, also known as flexibility, resilience, and resistance, refers to the ability of individuals to adapt well when facing adversity, trauma, frustration, or other life pressures (Alsheef, 2025 ; Üstündağ Kocakuşak & Akar Vural,2022). College students in the emerging adulthood stage face many growing pains and confusions. They experience conflict and confusion in their exploration of self-identity; they experience instability and uncertainty in the challenges of love, study, and career choice, and endure frustration and failure. Good psychological resilience is the driving force that drives college students through adversity and confusion, and is also the resource and growth force for them to actively cope with stress and challenges (Dinç & İlgar,2022; Elkady, 2019 ). The psychological resilience theory framework proposed by Kumpfer ( 1999 )claims that psychological resilience is an important protective factor for individual mental health. The higher the level of individual psychological resilience, the more it can reduce the negative emotional impact of childhood trauma. Regulating and protecting mental health plays an important role in individual trauma recovery. Studies have shown that early abuse or neglect is a factor that affects individual psychological resilience. The more childhood trauma experiences, the worse the psychological resilience may be Elkin et al., 2025 ; Li et al., 2023 ). However, some studies have shown that even if an individual is in an environment that seriously threatens his or her own development, he or she can still maintain a healthy mentality and believe in the psychological coordination ability that will produce good results, and can recover quickly no matter what kind of difficulties he or she faces (Kohrt et al., 2020 ). Research has found that when exploring life experiences and their impact, some people are able to remain open to new perspectives, accept past events from within, re-examine themselves, others, and situations, transform the impact of past negative experiences, and actively seek development and growth (Downey & Crummy,2022). This shows that childhood trauma does not necessarily have a negative impact on an individual's psychological resilience. Some people will become more courageous after the trauma. However, the mechanism of childhood traumatic experience on the level of psychological resilience of college students is still unclear. Therefore, this study aims to reveal the mechanism of the impact of childhood traumatic experience and psychological resilience, and provide educational inspiration and intervention strategies for enhancing psychological resilience and improving psychological quality. Kumpfer(1999) proposed a psychological resilience model that takes into account both factors and processes based on the theory of psychological development ecosystem. The model believes that development is the interaction between people's initiative and the ecological environment in which they are embedded, in which the proximal interaction process is the "development engine" of psychological development. Usually people actively interact with the outside world and construct their own experience world. In the process of interacting with stress or adversity, the individual's cognitive process of themselves, others, and the environment and the internal self-factors are important mechanisms that affect psychological resilience (Tedeschi & Calhoun, 2004 ). Intrusive rumination and deliberate rumination are two different cognitive thinking styles after trauma. Intrusive rumination refers to an individual's involuntary repeated thinking about an event, which is intrusive and negative (Ibrahim, 2024 ; Mostafa, 2018). It not only causes pain, but also leads to the deterioration of the individual's health and social function, thus producing non-constructive results; while deliberate rumination is an individual's conscious reflection on an event, focusing on the lessons learned from an event or strategies to prevent the recurrence of traumatic events. It emphasizes that individuals actively think about traumatic events (Ibrahim, 2024 ). Both types of rumination will have an impact on the psychological changes of individuals after traumatic experiences (Steve & Zhao, 2025 ), and may also play a mediating role between childhood trauma and psychological resilience. Some studies have found that intrusive rumination may appear before deliberate rumination, and provide individuals with clues for deliberate rumination, promoting the occurrence of deliberate rumination (Xu et al., 2022 ). However, some studies believe that intrusive rumination will aggravate individuals' negative emotions, causing individuals to have negative cognitions about traumatic events, thereby hindering individuals' positive cognition (Egan et al., 2014 ). Although previous studies on the relationship between intrusive rumination and active rumination have different results, they all indicate that intrusive rumination may affect active rumination. Therefore, this paper proposes a research hypothesis: childhood trauma is correlated with intrusive rumination and active rumination, and intrusive rumination plays a chain mediating role between childhood trauma and psychological resilience through active rumination. Core self-evaluations (CSE) are the most basic evaluations and estimates of an individual's self-ability and self-worth. They are a high-level personality structure composed of four basic traits: self-esteem, general self-efficacy, emotional stability, and locus of control (Farčić et al., 2020 ). They are also an overall self-evaluation that affects self-evaluation in specific areas (Bipp et al., 2019 ). Core self-evaluations are related to life events and are formed or changed according to the environment and the internalization of external information (Ma et al., 2023 ). Studies have found that individuals who have been abused in childhood have a negative cognitive response style, tend to repeatedly think about negative stimuli related to traumatic events, have negative cognitive schemas, and thus have lower core self-evaluation levels (Luttenbacher et al., 2021 ). In the interaction between core self-evaluations and situations, individuals with high core self-evaluations view the environment positively and believe that these environments will bring benefits to themselves (Smedema et al., 2021 ). Individuals maintain positive cognition and emotions by responding positively to the environment, perceive less unfavorable information and more favorable information, thereby obtaining more psychological resources, which provides the possibility for coping with difficulties, effectively evaluating and transforming resource advantages (Zhang & Yan, 2024 ). Individuals with high core self-evaluation have a more positive attitude towards life, interpret stressful events as opportunities rather than threats, and believe that the world is controllable, so they experience fewer stressors and anxiety (Yeager et al., 2022 ). Compared with individuals with low core self-evaluation, individuals with high core self-evaluation are less likely to adopt avoidance coping and emotional suppression, and choose more positive problem coping strategies (Komal et al., 2025). Core self-evaluation is also considered to be a psychological resource that can promote individuals to self-regulate and actively adapt (Komal et al., 2025). Current study This study starts from the perspective of positive psychology, based on the framework of psychological resilience theory, and based on the uniqueness of college students in the early adulthood, explores the mechanism of the influence of rumination and core self-evaluation on the development of psychological resilience in childhood trauma, and proposes a research hypothesis model (as shown in Fig. 1 ). This study focuses on stimulating and enhancing the intrinsic psychological resilience factors of college students and improving their level of psychological resilience, rather than being limited to reducing the risk of exposure to childhood trauma or improving defects. It provides practical guidance and intervention suggestions for promoting the development of college students' psychological resilience, helping them overcome adversity, meet challenges, and grow healthily. Hypotheses The following research hypotheses are proposed: childhood trauma has a negative predictive effect on core self-evaluation; core self-evaluation has a positive predictive effect on individual psychological resilience; core self-evaluation has a partial mediating effect between rumination and psychological resilience. Methods Participants This study adopted a convenient sampling method. In September, 2024, online 1,300 questionnaires were distributed to college students in kafr el Sheikh, and other regions through Questionnaire Star. After eliminating the polygraph questions with incorrect answers, the questionnaires with answering time outside three standard deviations, and the questionnaires with obvious answering patterns and tendencies, 1200 valid questionnaires were obtained, with an effective recovery rate of 92.3%. The average age of the survey subjects was 19.0 ± 2.3, including 500 males (41.6%) and 700 females (58.4%). Inclusion criteria included: (1) healthy college students with normal intelligence; (2) voluntarily participating and signing an informed consent form; (3) having no cognitive impairments or mental illnesses. Exclusion criteria were: (1) having received psychotherapy in the past three months; (2) Having encountered a major life change in the past three months. Informed consent forms for students were provides in accordance with the ethical principles outlined in the Declaration of Helsinki. Data collection tools The Childhood Trauma Questionnaire (SF-CTQ) is a 28-item questionnaire developed by Bernstein and Fink ( 1998 ). It has 25 clinical and 3 narrative items that assess 5 specific forms of childhood trauma: sexual abuse (such as someone tried to touch me in a sexual way); physical abuse (such as I was punished with a belt, stick, rope, or other hard object); physical neglect (I was forced to wear dirty clothes); emotional abuse (my family called me words like “stupid,” “crazy,” or “ugly”); and emotional neglect (I felt unloved and unloved). This item is reverse scored. The questionnaire questions are answered on a 5-point Likert scale (1 = never true, 2 = rarely true, 3 = sometimes true, 4 = often true, 5 = very true). The internal consistency reliability of the SF-CTQ has been reported to range from 0.66 to 0.92. This scale also has good test-retest reliability (79–86 over a 4-month period). Given the high correlation between CTQ scores and clinicians' assessments of childhood maltreatment, concurrent validity has also been good (Bernstein & Fink, 1998 ).This scale also had high convergent and discriminant validity with the adult clinical interview on childhood trauma (Bernstein et al., 1997 ). In the present study, the internal consistency reliability of the SF-CTQ was α = 0.93. Also, exploratory factor analysis was used to determine the structural validity of this scale. The KMO index value was 0.89. The results of factor analysis using the principal components method with Varimax rotation confirmed the existence of 4 factors in the questionnaire (physical neglect, emotional abuse, physical abuse, and sexual abuse). These factors explain 41.42% of the variance of the research variables. Core Self-Evaluation Scale : The Core Self-Evaluation Scale (CSE; Judge et al.,2003) measures individuals’ core evaluations of themselves and has 12 items, some of which directly assess the core of their self-evaluations and some of which inversely assess them. Items 1, 2, 5, 11, 8, and 12 are inversely scored. The scale is scored on a 4-point Likert scale from strongly disagree (1) to strongly agree (4), and all items are weighted equally to obtain the total core self-evaluation score. Thus, the range of scores on this scale ranges from 12 to 60. High scores on this scale indicate positive self-evaluations and low scores reflect negative self-evaluations. The Cronbach's alpha value and its two-week test-retest reliability were 0.86 and 0.81, respectively. The validity of this scale among college students has been confirmed through Confirmatory Factor Analysis (CFA), with model fit indices indicating satisfactory results: χ²/df = 3.12, CFI = 0.94, and RMSEA = 0.07. The Event Related Rumination Inventory (ERRI; Cann et al., 2011 ) is a self-report instrument to assess ruminative thoughts that occurred immediately after the event. This inventory consists of a total of 20 items, which are divided into two subscales: 10 items that report intrusive thoughts and assess the style of intrusive rumination (e.g. I tried not to think about the event, but I could not get the thoughts out of my mind); 10 items related to deliberate thoughts and assessing the style of proactive rumination (e.g. I deliberately thought about how the event had affected me). The assessment is carried out using a 4-point Likert scale (0- Never; 1- Sometimes; 2- Frequently; 3- Almost Always). The score can range from 0 to 60 for the total scale, with a higher value indicating more frequent rumination. In this study, the total Cronbach's α coefficient of the scale was 0.97, the Cronbach's α coefficient of the subscale intrusive rumination was 0.97, and the Cronbach's α coefficient of the proactive rumination was 0.97. Connor-Davidson Resilience Scale (CD-S) : This scale was developed by Connor and Davidson ( 2003 ) and has 25 items that are scored on a 6-point Likert scale (from zero for completely false to five for always true). This scale measures an individual’s ability to cope with threats and pressures and can effectively distinguish resilient individuals from non-resilient individuals. It has 4 subscales: tolerance of negative emotions, goal orientation, spiritual coping, and self-leadership. The minimum and maximum scores of an individual on this scale are 25 and 125, respectively, and a higher score indicates greater resilience. A resilience score higher than 50 indicates greater resilience. The content validity of this scale has been confirmed. The Cronbach’s alpha coefficient of this scale was also obtained as 0.87. Results Common Method Bias Test The Harman single-factor method was used to test for common method bias. When all scale items were subjected to exploratory factor analysis, if only one factor was obtained or the first factor had a particularly large explanatory power, exceeding the 40% limit, it was determined that there was common method bias. Otherwise, it indicated that there was no obvious common method bias (Harman, 1967 ). The results showed that the first factor had an unrotated variance explanation rate of 27.52%, which was less than 40%. Therefore, there was no obvious common method bias in this study. correlation analysis As shown in Table 1 , correlation analysis showed that childhood trauma has a significant positive correlation with intrusive rumination and active rumination, and a significant negative correlation with core self-evaluation and resilience; intrusive rumination has a significant positive correlation with active rumination, and a significant negative correlation with core self-evaluation and resilience; core self-evaluation has a significant positive correlation with resilience; active rumination has a significant negative correlation with core self-evaluation, and has no significant correlation with resilience. Table 1 Correlation analysis of research variables 1 2 3 4 5 1. Childhood Trauma 1 2. Intrusive rumination 0.39** 1 3. proactive rumination 0.30** 0.66** 1 4. Core Self-Evaluation -0.45** -0.37** -0.23** 1 5. Resilience -0.40** -0.27** -0.08 0.60** 1 Note: * p < 0.05, ** p < 0.01. The mediating effect of rumination and core self-evaluation between childhood trauma and psychological resilience This study explores the chain mediating effect of rumination and core self-evaluation between childhood trauma and psychological resilience. First, a multiple mediation model was established, and the hypothesized model was tested through path analysis to preliminarily check the model fitting structure and the significance of the regression coefficient; secondly, the model was adjusted based on the significance of the path analysis; finally, the significance of the mediation effect was tested based on the non-parametric test Bootstrap sampling method, and 95% BootCI represents the 95% confidence interval calculated by Bootstrap sampling. If the 95% confidence interval does not include 0, it means that there is a significant mediation effect, and if the 95% confidence interval includes the number 0, it means that the mediation effect is not significant. Testing the hypothesis model through path analysis The hypothesis model was confirmed through path analysis, and the maximum likelihood method ML was used to estimate the model. The results showed that the prediction path from intrusive rumination to psychological resilience did not show significance, that is, intrusive rumination had no statistical effect on psychological resilience. Therefore, the prediction path from intrusive rumination to psychological resilience was excluded, and the hypothesis model was adjusted. The adjusted hypothesis model is shown in Fig. 2 . All paths in the model are significant. Bootstrap analysis of significance test of mediation effect Bootstrap sampling method based on non-parametric tests was used to test the significance of the mediation effect. The test results are shown in Table 2 . The results show that the 95% confidence interval of the path from childhood trauma to resilience through intrusive rumination includes 0, that is, the mediating effect of intrusive rumination between childhood trauma and resilience is not significant; active rumination and core self-evaluation have significant mediating effects between childhood trauma and resilience; intrusive rumination has a significant indirect effect between childhood trauma and resilience through proactive rumination; intrusive rumination has a significant indirect effect between childhood trauma and resilience through core self-evaluation; proactive rumination has a significant indirect effect between childhood trauma and resilience through core self-evaluation; intrusive rumination has a significant indirect effect between childhood trauma and resilience through active rumination. Results show that intrusive rumination has multiple mediating effects between childhood trauma and resilience through proactive rumination; intrusive rumination has multiple chain mediating effects between childhood trauma and resilience through active rumination and core self-evaluation. Table 2 Bootstrap analysis of significance test of mediation effect path Effect size 95% confidence interval Lower limit Upper limit Childhood trauma ⇒ intrusive rumination ⇒ resilience -0.012 -0.043 0.019 Childhood trauma ⇒ proactive rumination ⇒ resilience -0.008 -0.016 -0.002 Childhood trauma ⇒ core self-evaluation ⇒ resilience -0.150 -0.196 -0.136 Childhood trauma ⇒ intrusive rumination ⇒ proactive rumination ⇒ resilience 0.036 0.017 0.058 Childhood trauma ⇒ intrusive rumination ⇒ core self-evaluation ⇒ resilience -0.054 -0.080 -0.045 Childhood trauma ⇒ proactive rumination ⇒ core self-evaluation ⇒ resilience -0.004 -0.008 -0.001 Childhood trauma ⇒ intrusive rumination ⇒ proactive rumination ⇒ core self-evaluation ⇒ resilience 0.026 0.014 0.039 Negative prediction of childhood trauma on psychological resilience and related thinking Discussion This study aimed to advance our understanding of the possible pathway by which of rumination and core self-evaluation affects childhood trauma and psychological resilience. Childhood trauma has a negative predictive effect on the psychological resilience of college students in the early adulthood, indicating that childhood traumatic experiences are still a distal risk factor for college students' psychological resilience. This is consistent with the results of previous studies (Hu et al., 2024 ; Wang et al., 2025 ). The more traumatic and adverse events encountered in childhood, the worse the psychological resilience of college students in adulthood, which in turn will hinder the psychological quality and good development of college students. Therefore, college mental health screening, assessment and intervention work should pay certain attention and attention to college students' childhood traumatic experiences, and provide timely support, guidance and encouragement to give college students the strength and source to reshape their lives. It should also be noted that with the development of the economy and society, parents often neglect to give and support their children's emotions while focusing on providing high-quality material conditions for their children. This can also easily cause individuals in childhood to suffer from negative experiences such as emotional neglect and physical neglect (Schafer, 2024 ). While paying attention to college students' early traumatic experiences, college teachers should not only limit their understanding of childhood trauma to physical abuse such as beating, scolding and corporal punishment, but also pay more attention to emotional trauma such as humiliation and neglect experienced by college students. Results indicated that after introducing the mediating variable, the negative impact of childhood trauma on resilience was alleviated. Intrusive rumination played a significant multiple mediating role between childhood trauma and resilience through active rumination, and positively predicted resilience (Erduran & Şirin,2023). This shows that cognitive thinking style is a proximal influencing factor of resilience and has an important positive impact on the development of individual resilience in the process of childhood trauma. Similar to previous research results, although childhood trauma has a negative impact on resilience, when rumination, a retrospective cognitive thinking process, is activated, intrusive rumination reverses the negative impact of childhood trauma on resilience through proactive rumination (Dehghan et al., 2024). This explains to some extent why individuals who have experienced early trauma can still grow and develop positively and healthily. Studies believe that intrusive rumination and active rumination after trauma are both normal, non-pathological cognitive processing processes (Brooks et al., 2017 ; Taku et al., 2009 ; Wu et al., 2015 ). This may be because the cognitive imbalance after the individual suffers from trauma not only triggers intrusive rumination, but also provides the individual with clues for active rumination, promotes the occurrence of active rumination, helps the individual end the negative cognition of the traumatic event, and then prompts the individual to consciously seek the positive meaning of the traumatic event, rethink and reconstruct the understanding of oneself, others and the world (Wisco et al., 2023 ),thereby producing positive psychological changes and improving the individual's psychological resilience. Under the influence of active rumination, the individual's childhood trauma experience becomes a catalyst for psychological resilience, and the level of psychological resilience is improved in the course of life development, making the individual more likely to face greater pressure and challenges. Results found that intrusive rumination played a significant role in the multi-chain mediation between childhood trauma and resilience through active rumination and core self-evaluation, that is, core self-evaluation further enhanced the mediating role of intrusive rumination through active rumination between childhood trauma and resilience through partial mediation, thereby improving the level of resilience. The results are consistent with the response style theory(Nolen-Hoeksema et al., 2008 ), that is, individuals with high active rumination tend to focus on the positive aspects of stimulation, and at the same time try to improve problem-solving ability and take a constructive approach to deal with problems, which in turn has many positive effects on individuals (Nolen-Hoeksema et al., 2008 ), such as improving their self-esteem, self-worth, sense of control and efficacy, and higher levels of self-esteem and sense of control usually reflect that individuals have higher core self-evaluation. Core self-evaluation not only affects individuals' positive evaluation of themselves and their positive response to surrounding events, but also enhances their ability to achieve good adaptive results in the interaction between cognition and environment (Chen et al., 2022 ). Individuals with high core self-evaluations believe that they are capable of coping with stress and can view the environment positively. When they encounter difficulties or setbacks in life, they pay less attention to possible adverse consequences, thus experiencing less stress and tension, and try to make use of the advantages given by the environment as much as possible (Akosile & Ekemen, 2022 ). At the same time, they rarely adopt avoidant negative coping strategies. In addition, individuals with high core self-evaluations tend to set more challenging goals, focus more on the positive aspects that the current task can bring to their own growth (Du et al., 2022 ), benefit from positive experiences, and thus have more motivation and superior resources to cope with challenge. Therefore, improving college students' core self-evaluations is more likely to help them gain the psychological resilience to grow and develop in the "ups and downs" of life. Conclusions and suggestions This study focused on the unique resilience characteristics of college students in the early adulthood from the perspective of positive psychology, based on the resilience theory framework guided by the ecological system theory, and explores the impact mechanism of childhood trauma on resilience. The study found that individuals' conscious and active reflection and healthy self-cognition play a positive role in the development of resilience. The driving role of these key factors in the process of resilience not only reduces the negative impact of childhood adversity on individuals, but also reduces the "negative chain reaction" and increases the "positive chain reaction", providing a way to transform risk factors and adversity, expanding the positive cognition of experience and resource orientation perspective, and helping individuals to better focus on coping with stress and challenges. When guiding college students to explore the impact of life experiences on them, college teachers should focus on guiding college students to acknowledge and accept what has happened in the past, cherish their own life experiences more, focus on what can be changed in the present, and discover more choices and possibilities for change through active and conscious constructive reflection, so as to gain the power and opportunity to reshape themselves and develop psychological resilience. Implications Even if there is a connection between adverse childhood experiences and later development, college students in the early stages of adulthood have more freedom to control their own lives and the possibility of change. Therefore, colleges can conduct a mental health survey of freshmen to increase their understanding and assessment of college students' early traumatic experiences, and regularly check the psychological state of college students with childhood trauma. Once college students are found to have more serious intrusive ruminations or negative self-cognition tendencies, they need to provide timely help and conduct psychological treatment and intervention to help college students grow in the critical period of development and improve their ability to cope with setbacks and challenges. Despite facing long-term and profound stress or pain caused by childhood traumatic experiences, college students in the early stages of adulthood can still reduce or transform the adverse effects of childhood trauma in many ways. Colleges and universities should be good at using potential resources from campus, family, and society to help young college students improve their psychological resilience, enhance their adaptability, and achieve healthy physical and mental development by cultivating proactive personality, positive cognitive thinking patterns, maintaining emotional stability, promoting positive experiences, enhancing self-worth, and the dominance and initiative of self-growth. Strengths and limitations The main strength of this study lies in exploring the possible pathway by which of rumination and core self-evaluation affects childhood trauma and psychological resilience. This study verifies the role of individual subjectivity and initiative in the development of resilience from the perspective of system integration, which not only enriches the theory of resilience to a certain extent, but also provides a reference for the prevention and intervention practice of resilience in specific groups. This study has some limitations. First, this study employed a cross-sectional design, which hinders conclusion from cause-and-effect relation to be drawn. Nevertheless, the results of the current study provide guidance for future investigations on any causal relations among the measured variables. Second, though the sample size of the current study is commendable, participants in this study share similar regional and cultural characteristics conditions, the result need to be interpreted with caution. Therefore, the generalizability of applying these results to the other people might be limited. Declarations Author Contribution M: Conceptualization, Methodology, Software, Data curation, Writing- Original draft preparation, Visualization, Investigation, Supervision, Software, Validation and Writing- Reviewing and Editing, References Akosile, A. L., & Ekemen, M. A. (2022). The Impact of Core Self-Evaluations on Job Satisfaction and Turnover Intention among Higher Education Academic Staff: Mediating Roles of Intrinsic and Extrinsic Motivation. Behavioral Sciences , 12 (7), 236. https://doi.org/10.3390/bs12070236 Alsheef, M. Y. (2025). The Mediating Role of Resilience in the Relationship Between Mindfulness and Creative Teaching Self-efficacy among Special Needs Teachers in Inclusive Classrooms. Psycho-Educational Research Reviews , 14 (1), 15–23. https://doi.org/10.52963/PERR_Biruni_V14.N1.02 Arıcı Özcan, N. (2021). The Effectiveness of Somatic Experience Based Stabilization Program for Refugee Women’s Post-Traumatic Stress, Mindfulness And Social Support Level. Psycho-Educational Research Reviews , 10 (1), 46–60. Retrieved from https://www.perrjournal.com/index.php/perrjournal/article/view/91 Bernstein, D. P., & Fink, L. (1998). Childhood Trauma Questionnaire: A retrospective selfreport . Harcourt, Brace, and Company. Bernstein, D. P., Ahluvalia, T., Pogge, D., & Handelsman, L. (1997). Validity of the Childhood Trauma Questionnaire in an adolescent psychiatric population. Journal of the American Academy of Child and Adolescent Psychiatry , 36 , 340–348. Bipp, T., Kleingeld, A., & Ebert, T. (2019). Core self-evaluations as a personal resource at work for motivation and health. Personality and Individual Differences , 151 . https://doi.org/10.1016/j.paid.2019.109556 . Article 109556. Brooks, M., Graham-Kevan, N., Lowe, M., & Robinson, S. (2017). Rumination, event centrality, and perceived control as predictors of post‐traumatic growth and distress: The Cognitive Growth and Stress model. British Journal of Clinical Psychology , 56 (3), 286–302. https://doi.org/10.1111/bjc.12138 Cann, A., Calhoun, L. G., Tedeschi, R. G., Triplett, K. N., Vishnevsky, T., & Lindstrom, C. M. (2011). Assessing posttraumatic cognitive processes: The Event Related Rumination Inventory. Anxiety, Stress, and Coping, 24, 137–156. 10.1080/10615806.2010.529901 Chen, W., Yang, T., & Luo, J. (2022). Core self-evaluation and subjective wellbeing: A moderated mediation model. Front Public Health , 10 , 1036071. 10.3389/fpubh.2022.1036071 Connor, K. M., & Davidson, J. R. (2003). Development of a new resilience scale: The Connor-Davidson resilience scale: (CD-RISC). Depression and Anxiety , 18 (2), 76–82. 10.1002/da.10113 Cruz, D., Lichten, M., Berg, K., & &George, P. (2022). Developmental trauma: Conceptual framework, associated risks and comorbidities, and evaluation and treatment. Frontiers In Psychiatry , 22 , 13:800687. 10.3389/fpsyt.2022.800687 Dehghan Manshadi, Z., Neshat-Doost, H. T., & Jobson, L. (2024). Cognitive factors as mediators of the relationship between childhood trauma and depression symptoms: the mediating roles of cognitive overgeneralisation, rumination, and social problem-solving. Eur J Psychotraumatol , 15 (1), 2320041. Dinç, G., & İlgar, M. Z. (2022). In Maintaining a Marriage, Examination of the Relationship Between Mutual Happiness Levels, and Adult Attachment Styles and Psychological Resilience Levels. Psycho-Educational Research Reviews , 11 (2), 1–22. https://doi.org/10.52963/PERR_Biruni_V11.N2.01 Downey, C., & Crummy, A. (2022). The impact of childhood trauma on children's wellbeing and adult behavior. European Journal of Trauma & Dissociation , 6 (1). https://doi.org/10.1016/j.ejtd.2021.100237 . Article 100237. Du, B., Yu, X., Luo, N., & Liu, X. (2022). The effect of core self-evaluations on career adaptability: The mediating role of protean career attitudes and the moderating role of meritocratic beliefs. Frontiers In Psychology , 13 , 1000615. 10.3389/fpsyg.2022.1000615 Egan, S. J., Hattaway, M., & Kane, R. T. (2014). The relationship between perfectionism and rumination in post traumatic stress disorder. Behavioural and Cognitive Psychotherapy , 42 (2), 211–223. https://doi.org/10.1017/S1352465812001129 Elkady, A. A. M. (2019). Mindfulness and Resilience as Predictors of Job Burnout among Nurses in Public Hospitals. Psycho-Educational Research Reviews , 8 (Special Issue), 14–21. Retrieved from https://www.perrjournal.com/index.php/perrjournal/article/view/167 Elkin, N., Mohammed Ashraf, A. K., Kılınçel, O., KılınçeL, S., Ranganathan, M., Sakarya, A. K., & Soydan, A. M. (2025). Screens and scars: SEM analysis of the relationship between childhood trauma, emotion regulation, and social media addiction. Frontiers In Psychology , 16 , 1502968. 10.3389/fpsyg.2025.1502968 Erduran Tekin, Ö., & Şirin, A. (2023). Rumination Mediates the Relationship Between Childhood Traumas with Cognitive Defusion, Acceptance, and Emotion Regulation: A Qualitative and Quantitative Study. J Rat-Emo Cognitive-Behav Ther , 41 , 810–837. https://doi.org/10.1007/s10942-023-00503-4 Farčić, N., Barać, I., Plužarić, J., Ilakovac, V., Pačarić, S., Gvozdanović, Z., & Lovrić, R. (2020). Personality traits of core self-evaluation as predictors on clinical decision-making in nursing profession. PLoS One , 15 (5), e0233435. 10.1371/journal.pone.0233435 Harman, D. (1967). A Single Factor Test of Common Method Variance. The Journal of Psychology , 35 , 359–378. Hosny, N., Bovey, M., Dutray, F., & Heim, E. (2023). How is trauma-related distress experienced and expressed in populations from the greater Middle East and North Africa? A systematic review of qualitative literature. SSM Mental Health , 4 , 100258. https://doi.org/10.1016/j.ssmmh.2023.100258 Hu, H., Chen, C., Xu, B., & &Wang, D. (2024). Moderating and mediating effects of resilience between childhood trauma and psychotic-like experiences among college students. Bmc Psychiatry , 24 (1), 273. 10.1186/s12888-024-05719-x Ibrahim, S. A. M. (2024). The Mediating Role of Rumination and Emotion Regulation on the Relationship between Perceived Stress and Problematic Smartphone Use Among Adolescents. Psycho-Educational Research Reviews , 13 (3), 159–168. https://doi.org/10.52963/PERR_Biruni_V13.N3.03 Jin, M., Wang, Q., Xu, X., & Zhong, J. (2021). Emotional, Physical, and Sexual Child Abuse in China: Prevalence and Psychological Consequence. Psychology , 12 , 1325–1340. 10.4236/psych.2021.128083 Judge, T. A., Erez, A., Bono, J. E., & Thoresen, C. J. (2003). The core self- evaluations scale: Development of a measure. Personal Psychology , 56 , 303–331. Kohrt, B. A., Ottman, K., Panter-Brick, C., Konner, M., & Patel, V. (2020). Why we heal: The evolution of psychological healing and implications for global mental health. Clinical Psychology Review , 82 , 101920. 10.1016/j.cpr.2020.101920 Komal Usman, S., Khan, & Hayat Muhammad. (2025). &. Core self-evaluation, psychological distress, coping strategies, perceived social support in medical students. `, 3 (01), 309–324. Retrieved from https://assajournal.com/index.php/36/article/view/147 Kumpfer, K. L. (1999). Factors and processes contributing to resilience: The resilience framework. In M. D. Glantz, & J. L. Johnson (Eds.), Resilience and development: Positive life adaptations (pp. 179–224). Kluwer Academic. Li, C., Lv, G., Liu, B., et al. (2023). Impact of childhood maltreatment on adult resilience. Bmc Psychiatry , 23 , 637. https://doi.org/10.1186/s12888-023-05124-w Luttenbacher, I., Breukel, J. S., & Adamson, M. M. (2021). The Mediating Role of Rumination in the Relationship between Loneliness and Depression in University Students during the COVID-19 Pandemic. COVID , 1 (2), 447–457. https://doi.org/10.3390/covid1020038 Ma, X., Li, Z., & Lu, F. (2023). The influence of stressful life events on procrastination among college students: multiple mediating roles of stress beliefs and core self-evaluations. Frontiers In Psychology , 14 , 1104057. 10.3389/fpsyg.2023.1104057 Malizia, N. (2017). The Psychological Trauma in Children and Adolescents: Scientific and Sociological Profiles. Sociology Mind , 7 , 11–25. 10.4236/sm.2017.71002 Mostafa Kamel, O. (2018). The Relationship between Adaptive / Maladaptive Cognitive Emotion Regulation Strategies and Cognitive Test Anxiety among University Students. Psycho-Educational Research Reviews , 7 (1), 100–105. Retrieved from https://www.perrjournal.com/index.php/perrjournal/article/view/253 Nolen-Hoeksema, S., Wisco, B. E., & Lyubomirsky, S. (2008). Rethinking Rumination. Perspectives on Psychological Science , 3 (5), 400–424. https://doi.org/10.1111/j.1745-6924.2008.00088.x Schafer, E. S. (2024). Trauma in Schools: A Review of the Impact of Childhood Trauma and Assessment of a Potential Intervention. OBM Integrative and Complementary Medicine , 9 (2), 030. 10.21926/obm.icm.2402030 Smedema, S. M., Lee, D., & Bhattarai, M. (2021). An Examination of the Relationship of Core Self-Evaluations and Life Satisfaction in College Students With Disabilities. Rehabilitation Counseling Bulletin , 65 (2), 129–139. https://doi.org/10.1177/0034355221993569 Steve, J., & Zhao, S. (2025). Relationship between purposeful rumination and post-traumatic growth of college students who experienced childhood trauma: a regulated intermediary model [version 1; peer review: awaiting peer review]. F1000Research 14:150 ( https://doi.org/10.12688/f1000research.161228.1) Taku, K., Cann, A., Tedeschi, R. G., & Calhoun, L. G. (2009). Intrusive versus deliberate rumination in posttraumatic growth across US and Japanese samples. Anxiety Stress Cop , 22 , 129–136. 10.1080/10615800802317841 Tedeschi, R. G., & Calhoun, L. G. (2004). Target Article: Posttraumatic Growth: Conceptual Foundations and Empirical Evidence. Psychological Inquiry , 15 (1), 1–18. https://doi.org/10.1207/s15327965pli1501_01 Üstündağ Kocakuşak, N., & Akar Vural, R. (2022). The Effect of a Teacher Empowerment Programme on the Resilience Levels of Primary School Teachers. Psycho-Educational Research Reviews , 11 (3), 513–529. https://doi.org/10.52963/PERR_Biruni_V11.N3.09 Wang, X., Yang, G., & Meng, W. (2025). Childhood maltreatment must lead to hate? The relation between childhood maltreatment and social mindfulness among college students: the roles of self-compassion, shyness and hostile attribution bias. Frontiers In Psychology , 16 , 1447043. 10.3389/fpsyg.2025.1447043 Wisco, B. E., Vrshek-Schallhorn, S., May, C. L., Campbell, A. A., Nomamiukor, F. O., & Pugach, C. P. (2023). Effects of trauma-focused rumination among trauma-exposed individuals with and without posttraumatic stress disorder: An experiment. Journal Of Traumatic Stress , 36 (2), 285–298. 10.1002/jts.22905 Wu, X., Zhou, X., Wu, Y., & An, Y. (2015). The role of rumination in posttraumatic stress disorder and posttraumatic growth among adolescents after the wenchuan earthquake. Frontiers In Psychology , 6 , 1335. 10.3389/fpsyg.2015.01335 Xu, W., Feng, C., Tang, W., & Yang, Y. (2022). Rumination, Posttraumatic Stress Disorder Symptoms, and Posttraumatic Growth Among Wenchuan Earthquake Adult Survivors: A Developmental Perspective. Front Public Health , 9 , 764127. 10.3389/fpubh.2021.764127 Yeager, D. S., Bryan, C. J., Gross, J. J., et al. (2022). A synergistic mindsets intervention protects adolescents from stress. Nature , 607 , 512–520. https://doi.org/10.1038/s41586-022-04907-7 Zhang, Z., & Yan, Z. (2024). The impact of core self-evaluations and person-job fit on work-related outcomes. Frontiers In Psychology , 15 , 1341717. 10.3389/fpsyg.2024.1341717 Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6565798","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":453226908,"identity":"9989feac-8ef9-433a-9661-3cc85b720df0","order_by":0,"name":"Mohamed Alhwaiti","email":"data:image/png;base64,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","orcid":"","institution":"Umm al-Qura University","correspondingAuthor":true,"prefix":"","firstName":"Mohamed","middleName":"","lastName":"Alhwaiti","suffix":""}],"badges":[],"createdAt":"2025-04-30 14:23:15","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-6565798/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6565798/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":88659832,"identity":"380f7412-81c9-46c9-807d-56d8001e688e","added_by":"auto","created_at":"2025-08-08 20:37:45","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":27695,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cem\u003eHypothesized model of the relationship between childhood trauma, rumination, core self-evaluation and resilience\u003c/em\u003e\u003c/p\u003e","description":"","filename":"floatimage1.png","url":"https://assets-eu.researchsquare.com/files/rs-6565798/v1/99793f064ca7d417d82a704a.png"},{"id":88660839,"identity":"0a9bf0d4-b0b7-45f5-8938-2bd907b5ed7f","added_by":"auto","created_at":"2025-08-08 20:53:46","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":29892,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cem\u003eChain mediating effects of childhood trauma, rumination, core self-evaluation and resilience\u003c/em\u003e\u003c/p\u003e","description":"","filename":"floatimage2.png","url":"https://assets-eu.researchsquare.com/files/rs-6565798/v1/1648bc3cb26544812e1b2f04.png"},{"id":88660844,"identity":"7764f7d4-aefa-4399-915d-f705b1a24c94","added_by":"auto","created_at":"2025-08-08 20:53:50","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":737491,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6565798/v1/05934edd-5296-4f48-a75c-40469c9834d3.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Childhood trauma and psychological resilience: the mediating role of rumination and core self-evaluation","fulltext":[{"header":"Introduction","content":"\u003cp\u003eChildhood trauma refers to abuse and neglect that causes actual or potential harm to an individual during childhood, such as physical abuse, sexual abuse, emotional abuse, neglect, and deprivation (Arıcı, 2021). Studies have shown that 26.6% of children under the age of 18 in my country have suffered physical abuse, 19.6% have suffered mental abuse, 8.7% have suffered sexual abuse, and 26.0% have been neglected by significant others (Jin et al., \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Due to the inability to bear the pain caused by childhood trauma, individuals may experience negative psychological reactions such as tension, fear, and sadness, and may even lead to mental disorders in adolescence and early adulthood (Hosny et al., \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2023\u003c/span\u003e;Malizia, \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2017\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eChildhood traumatic experiences will prompt individuals to form negative internal working models of themselves and others (maladaptive cognition), which is one of the predictors of internalized mental health problems (such as anxiety, depression, withdrawal) and externalized behavioral problems (such as aggressive behavior) in adolescents (Cruz et al., \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Psychological resilience, also known as flexibility, resilience, and resistance, refers to the ability of individuals to adapt well when facing adversity, trauma, frustration, or other life pressures (Alsheef, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; \u0026Uuml;st\u0026uuml;ndağ Kocakuşak \u0026amp; Akar Vural,2022).\u003c/p\u003e\u003cp\u003eCollege students in the emerging adulthood stage face many growing pains and confusions. They experience conflict and confusion in their exploration of self-identity; they experience instability and uncertainty in the challenges of love, study, and career choice, and endure frustration and failure. Good psychological resilience is the driving force that drives college students through adversity and confusion, and is also the resource and growth force for them to actively cope with stress and challenges (Din\u0026ccedil; \u0026amp; İlgar,2022; Elkady, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2019\u003c/span\u003e ). The psychological resilience theory framework proposed by Kumpfer (\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e1999\u003c/span\u003e)claims that psychological resilience is an important protective factor for individual mental health.\u003c/p\u003e\u003cp\u003eThe higher the level of individual psychological resilience, the more it can reduce the negative emotional impact of childhood trauma. Regulating and protecting mental health plays an important role in individual trauma recovery. Studies have shown that early abuse or neglect is a factor that affects individual psychological resilience. The more childhood trauma experiences, the worse the psychological resilience may be Elkin et al., \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Li et al., \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eHowever, some studies have shown that even if an individual is in an environment that seriously threatens his or her own development, he or she can still maintain a healthy mentality and believe in the psychological coordination ability that will produce good results, and can recover quickly no matter what kind of difficulties he or she faces (Kohrt et al., \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Research has found that when exploring life experiences and their impact, some people are able to remain open to new perspectives, accept past events from within, re-examine themselves, others, and situations, transform the impact of past negative experiences, and actively seek development and growth (Downey \u0026amp; Crummy,2022). This shows that childhood trauma does not necessarily have a negative impact on an individual's psychological resilience. Some people will become more courageous after the trauma.\u003c/p\u003e\u003cp\u003eHowever, the mechanism of childhood traumatic experience on the level of psychological resilience of college students is still unclear. Therefore, this study aims to reveal the mechanism of the impact of childhood traumatic experience and psychological resilience, and provide educational inspiration and intervention strategies for enhancing psychological resilience and improving psychological quality.\u003c/p\u003e\u003cp\u003eKumpfer(1999) proposed a psychological resilience model that takes into account both factors and processes based on the theory of psychological development ecosystem. The model believes that development is the interaction between people's initiative and the ecological environment in which they are embedded, in which the proximal interaction process is the \"development engine\" of psychological development. Usually people actively interact with the outside world and construct their own experience world. In the process of interacting with stress or adversity, the individual's cognitive process of themselves, others, and the environment and the internal self-factors are important mechanisms that affect psychological resilience (Tedeschi \u0026amp; Calhoun, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2004\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eIntrusive rumination and deliberate rumination are two different cognitive thinking styles after trauma. Intrusive rumination refers to an individual's involuntary repeated thinking about an event, which is intrusive and negative (Ibrahim, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Mostafa, 2018). It not only causes pain, but also leads to the deterioration of the individual's health and social function, thus producing non-constructive results; while deliberate rumination is an individual's conscious reflection on an event, focusing on the lessons learned from an event or strategies to prevent the recurrence of traumatic events. It emphasizes that individuals actively think about traumatic events (Ibrahim, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2024\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eBoth types of rumination will have an impact on the psychological changes of individuals after traumatic experiences (Steve \u0026amp; Zhao, \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2025\u003c/span\u003e), and may also play a mediating role between childhood trauma and psychological resilience. Some studies have found that intrusive rumination may appear before deliberate rumination, and provide individuals with clues for deliberate rumination, promoting the occurrence of deliberate rumination (Xu et al., \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). However, some studies believe that intrusive rumination will aggravate individuals' negative emotions, causing individuals to have negative cognitions about traumatic events, thereby hindering individuals' positive cognition (Egan et al., \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2014\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eAlthough previous studies on the relationship between intrusive rumination and active rumination have different results, they all indicate that intrusive rumination may affect active rumination. Therefore, this paper proposes a research hypothesis: childhood trauma is correlated with intrusive rumination and active rumination, and intrusive rumination plays a chain mediating role between childhood trauma and psychological resilience through active rumination.\u003c/p\u003e\u003cp\u003eCore self-evaluations (CSE) are the most basic evaluations and estimates of an individual's self-ability and self-worth. They are a high-level personality structure composed of four basic traits: self-esteem, general self-efficacy, emotional stability, and locus of control (Farčić et al., \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). They are also an overall self-evaluation that affects self-evaluation in specific areas (Bipp et al., \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Core self-evaluations are related to life events and are formed or changed according to the environment and the internalization of external information (Ma et al., \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Studies have found that individuals who have been abused in childhood have a negative cognitive response style, tend to repeatedly think about negative stimuli related to traumatic events, have negative cognitive schemas, and thus have lower core self-evaluation levels (Luttenbacher et al., \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eIn the interaction between core self-evaluations and situations, individuals with high core self-evaluations view the environment positively and believe that these environments will bring benefits to themselves (Smedema et al., \u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Individuals maintain positive cognition and emotions by responding positively to the environment, perceive less unfavorable information and more favorable information, thereby obtaining more psychological resources, which provides the possibility for coping with difficulties, effectively evaluating and transforming resource advantages (Zhang \u0026amp; Yan, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Individuals with high core self-evaluation have a more positive attitude towards life, interpret stressful events as opportunities rather than threats, and believe that the world is controllable, so they experience fewer stressors and anxiety (Yeager et al., \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eCompared with individuals with low core self-evaluation, individuals with high core self-evaluation are less likely to adopt avoidance coping and emotional suppression, and choose more positive problem coping strategies (Komal et al., 2025). Core self-evaluation is also considered to be a psychological resource that can promote individuals to self-regulate and actively adapt (Komal et al., 2025).\u003c/p\u003e\n\u003ch3\u003eCurrent study\u003c/h3\u003e\n\u003cp\u003eThis study starts from the perspective of positive psychology, based on the framework of psychological resilience theory, and based on the uniqueness of college students in the early adulthood, explores the mechanism of the influence of rumination and core self-evaluation on the development of psychological resilience in childhood trauma, and proposes a research hypothesis model (as shown in Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e). This study focuses on stimulating and enhancing the intrinsic psychological resilience factors of college students and improving their level of psychological resilience, rather than being limited to reducing the risk of exposure to childhood trauma or improving defects. It provides practical guidance and intervention suggestions for promoting the development of college students' psychological resilience, helping them overcome adversity, meet challenges, and grow healthily.\u003c/p\u003e\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e\u003ch2\u003eHypotheses\u003c/h2\u003e\u003cp\u003eThe following research hypotheses are proposed: childhood trauma has a negative predictive effect on core self-evaluation; core self-evaluation has a positive predictive effect on individual psychological resilience; core self-evaluation has a partial mediating effect between rumination and psychological resilience.\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003c/div\u003e"},{"header":"Methods","content":"\u003cdiv id=\"Sec5\" class=\"Section2\"\u003e\u003ch2\u003eParticipants\u003c/h2\u003e\u003cp\u003eThis study adopted a convenient sampling method. In September, 2024, online 1,300 questionnaires were distributed to college students in kafr el Sheikh, and other regions through Questionnaire Star. After eliminating the polygraph questions with incorrect answers, the questionnaires with answering time outside three standard deviations, and the questionnaires with obvious answering patterns and tendencies, 1200 valid questionnaires were obtained, with an effective recovery rate of 92.3%. The average age of the survey subjects was 19.0\u0026thinsp;\u0026plusmn;\u0026thinsp;2.3, including 500 males (41.6%) and 700 females (58.4%). Inclusion criteria included: (1) healthy college students with normal intelligence; (2) voluntarily participating and signing an informed consent form; (3) having no cognitive impairments or mental illnesses. Exclusion criteria were: (1) having received psychotherapy in the past three months; (2) Having encountered a major life change in the past three months. Informed consent forms for students were provides in accordance with the ethical principles outlined in the Declaration of Helsinki.\u003c/p\u003e\u003c/div\u003e\n\u003ch3\u003eData collection tools\u003c/h3\u003e\n\u003cp\u003e\u003cem\u003eThe Childhood Trauma Questionnaire (SF-CTQ)\u003c/em\u003e is a 28-item questionnaire developed by Bernstein and Fink (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e1998\u003c/span\u003e). It has 25 clinical and 3 narrative items that assess 5 specific forms of childhood trauma: sexual abuse (such as someone tried to touch me in a sexual way); physical abuse (such as I was punished with a belt, stick, rope, or other hard object); physical neglect (I was forced to wear dirty clothes); emotional abuse (my family called me words like \u0026ldquo;stupid,\u0026rdquo; \u0026ldquo;crazy,\u0026rdquo; or \u0026ldquo;ugly\u0026rdquo;); and emotional neglect (I felt unloved and unloved). This item is reverse scored. The questionnaire questions are answered on a 5-point Likert scale (1\u0026thinsp;=\u0026thinsp;never true, 2\u0026thinsp;=\u0026thinsp;rarely true, 3\u0026thinsp;=\u0026thinsp;sometimes true, 4\u0026thinsp;=\u0026thinsp;often true, 5\u0026thinsp;=\u0026thinsp;very true). The internal consistency reliability of the SF-CTQ has been reported to range from 0.66 to 0.92. This scale also has good test-retest reliability (79\u0026ndash;86 over a 4-month period). Given the high correlation between CTQ scores and clinicians' assessments of childhood maltreatment, concurrent validity has also been good (Bernstein \u0026amp; Fink, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e1998\u003c/span\u003e).This scale also had high convergent and discriminant validity with the adult clinical interview on childhood trauma (Bernstein et al., \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e1997\u003c/span\u003e). In the present study, the internal consistency reliability of the SF-CTQ was α\u0026thinsp;=\u0026thinsp;0.93. Also, exploratory factor analysis was used to determine the structural validity of this scale. The KMO index value was 0.89. The results of factor analysis using the principal components method with Varimax rotation confirmed the existence of 4 factors in the questionnaire (physical neglect, emotional abuse, physical abuse, and sexual abuse). These factors explain 41.42% of the variance of the research variables.\u003c/p\u003e\u003cp\u003e\u003cem\u003eCore Self-Evaluation Scale\u003c/em\u003e: The Core Self-Evaluation Scale (CSE; Judge et al.,2003) measures individuals\u0026rsquo; core evaluations of themselves and has 12 items, some of which directly assess the core of their self-evaluations and some of which inversely assess them. Items 1, 2, 5, 11, 8, and 12 are inversely scored. The scale is scored on a 4-point Likert scale from strongly disagree (1) to strongly agree (4), and all items are weighted equally to obtain the total core self-evaluation score. Thus, the range of scores on this scale ranges from 12 to 60. High scores on this scale indicate positive self-evaluations and low scores reflect negative self-evaluations. The Cronbach's alpha value and its two-week test-retest reliability were 0.86 and 0.81, respectively. The validity of this scale among college students has been confirmed through Confirmatory Factor Analysis (CFA), with model fit indices indicating satisfactory results: χ\u0026sup2;/df\u0026thinsp;=\u0026thinsp;3.12, CFI\u0026thinsp;=\u0026thinsp;0.94, and RMSEA\u0026thinsp;=\u0026thinsp;0.07.\u003c/p\u003e\u003cp\u003e\u003cem\u003eThe Event Related Rumination Inventory (ERRI;\u003c/em\u003e Cann et al., \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2011\u003c/span\u003e) is a self-report instrument to assess ruminative thoughts that occurred immediately after the event. This inventory consists of a total of 20 items, which are divided into two subscales: 10 items that report intrusive thoughts and assess the style of intrusive rumination (e.g. I tried not to think about the event, but I could not get the thoughts out of my mind); 10 items related to deliberate thoughts and assessing the style of proactive rumination (e.g. I deliberately thought about how the event had affected me). The assessment is carried out using a 4-point Likert scale (0- Never; 1- Sometimes; 2- Frequently; 3- Almost Always). The score can range from 0 to 60 for the total scale, with a higher value indicating more frequent rumination. In this study, the total Cronbach's α coefficient of the scale was 0.97, the Cronbach's α coefficient of the subscale intrusive rumination was 0.97, and the Cronbach's α coefficient of the proactive rumination was 0.97.\u003c/p\u003e\u003cp\u003e\u003cem\u003eConnor-Davidson Resilience Scale (CD-S)\u003c/em\u003e: This scale was developed by Connor and Davidson (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2003\u003c/span\u003e) and has 25 items that are scored on a 6-point Likert scale (from zero for completely false to five for always true). This scale measures an individual\u0026rsquo;s ability to cope with threats and pressures and can effectively distinguish resilient individuals from non-resilient individuals. It has 4 subscales: tolerance of negative emotions, goal orientation, spiritual coping, and self-leadership. The minimum and maximum scores of an individual on this scale are 25 and 125, respectively, and a higher score indicates greater resilience. A resilience score higher than 50 indicates greater resilience. The content validity of this scale has been confirmed. The Cronbach\u0026rsquo;s alpha coefficient of this scale was also obtained as 0.87.\u003c/p\u003e"},{"header":"Results","content":"\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e\u003ch2\u003eCommon Method Bias Test\u003c/h2\u003e\u003cp\u003eThe Harman single-factor method was used to test for common method bias. When all scale items were subjected to exploratory factor analysis, if only one factor was obtained or the first factor had a particularly large explanatory power, exceeding the 40% limit, it was determined that there was common method bias. Otherwise, it indicated that there was no obvious common method bias (Harman, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e1967\u003c/span\u003e). The results showed that the first factor had an unrotated variance explanation rate of 27.52%, which was less than 40%. Therefore, there was no obvious common method bias in this study.\u003c/p\u003e\u003c/div\u003e\n\u003ch3\u003ecorrelation analysis\u003c/h3\u003e\n\u003cp\u003eAs shown in Table \u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e, correlation analysis showed that childhood trauma has a significant positive correlation with intrusive rumination and active rumination, and a significant negative correlation with core self-evaluation and resilience; intrusive rumination has a significant positive correlation with active rumination, and a significant negative correlation with core self-evaluation and resilience; core self-evaluation has a significant positive correlation with resilience; active rumination has a significant negative correlation with core self-evaluation, and has no significant correlation with resilience.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003e\u003cem\u003eCorrelation analysis of research variables\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"6\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e1. Childhood Trauma\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e2. Intrusive rumination\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.39**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e3. proactive rumination\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.30**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.66**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e4. Core Self-Evaluation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e-0.45**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e-0.37**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e-0.23**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e5. Resilience\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e-0.40**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e-0.27**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e-0.08\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.60**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003ctfoot\u003e\u003ctr\u003e\u003ctd colspan=\"6\"\u003eNote: * p\u0026thinsp;\u0026lt;\u0026thinsp;0.05, ** p\u0026thinsp;\u0026lt;\u0026thinsp;0.01.\u003c/td\u003e\u003c/tr\u003e\u003c/tfoot\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\n\u003ch3\u003eThe mediating effect of rumination and core self-evaluation between childhood trauma and psychological resilience\u003c/h3\u003e\n\u003cp\u003eThis study explores the chain mediating effect of rumination and core self-evaluation between childhood trauma and psychological resilience. First, a multiple mediation model was established, and the hypothesized model was tested through path analysis to preliminarily check the model fitting structure and the significance of the regression coefficient; secondly, the model was adjusted based on the significance of the path analysis; finally, the significance of the mediation effect was tested based on the non-parametric test Bootstrap sampling method, and 95% BootCI represents the 95% confidence interval calculated by Bootstrap sampling. If the 95% confidence interval does not include 0, it means that there is a significant mediation effect, and if the 95% confidence interval includes the number 0, it means that the mediation effect is not significant.\u003c/p\u003e\u003cdiv id=\"Sec11\" class=\"Section2\"\u003e\u003ch2\u003eTesting the hypothesis model through path analysis\u003c/h2\u003e\u003cp\u003eThe hypothesis model was confirmed through path analysis, and the maximum likelihood method ML was used to estimate the model. The results showed that the prediction path from intrusive rumination to psychological resilience did not show significance, that is, intrusive rumination had no statistical effect on psychological resilience. Therefore, the prediction path from intrusive rumination to psychological resilience was excluded, and the hypothesis model was adjusted. The adjusted hypothesis model is shown in Fig.\u0026nbsp;\u003cspan refid=\"Fig2\" class=\"InternalRef\"\u003e2\u003c/span\u003e. All paths in the model are significant.\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec12\" class=\"Section2\"\u003e\u003ch2\u003eBootstrap analysis of significance test of mediation effect\u003c/h2\u003e\u003cp\u003eBootstrap sampling method based on non-parametric tests was used to test the significance of the mediation effect. The test results are shown in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e. The results show that the 95% confidence interval of the path from childhood trauma to resilience through intrusive rumination includes 0, that is, the mediating effect of intrusive rumination between childhood trauma and resilience is not significant; active rumination and core self-evaluation have significant mediating effects between childhood trauma and resilience; intrusive rumination has a significant indirect effect between childhood trauma and resilience through proactive rumination; intrusive rumination has a significant indirect effect between childhood trauma and resilience through core self-evaluation; proactive rumination has a significant indirect effect between childhood trauma and resilience through core self-evaluation; intrusive rumination has a significant indirect effect between childhood trauma and resilience through active rumination. Results show that intrusive rumination has multiple mediating effects between childhood trauma and resilience through proactive rumination; intrusive rumination has multiple chain mediating effects between childhood trauma and resilience through active rumination and core self-evaluation.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003e\u003cem\u003eBootstrap analysis of significance test of mediation effect\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"4\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003epath\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eEffect size\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u003cp\u003e95% confidence interval\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eLower limit\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eUpper limit\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eChildhood trauma \u0026rArr; intrusive rumination \u0026rArr; resilience\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e-0.012\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e-0.043\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.019\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eChildhood trauma \u0026rArr; proactive rumination \u0026rArr; resilience\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e-0.008\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e-0.016\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e-0.002\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eChildhood trauma \u0026rArr; core self-evaluation \u0026rArr; resilience\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e-0.150\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e-0.196\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e-0.136\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eChildhood trauma \u0026rArr; intrusive rumination \u0026rArr; proactive rumination \u0026rArr; resilience\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e0.036\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.017\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.058\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eChildhood trauma \u0026rArr; intrusive rumination \u0026rArr; core self-evaluation \u0026rArr; resilience\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e-0.054\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e-0.080\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e-0.045\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eChildhood trauma \u0026rArr; proactive rumination \u0026rArr; core self-evaluation \u0026rArr; resilience\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e-0.004\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e-0.008\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e-0.001\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eChildhood trauma \u0026rArr; intrusive rumination \u0026rArr; proactive rumination \u0026rArr; core self-evaluation \u0026rArr; resilience\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e0.026\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.014\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.039\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec13\" class=\"Section2\"\u003e\u003ch2\u003eNegative prediction of childhood trauma on psychological resilience and related thinking\u003c/h2\u003e\u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eThis study aimed to advance our understanding of the possible pathway by which of rumination and core self-evaluation affects childhood trauma and psychological resilience. Childhood trauma has a negative predictive effect on the psychological resilience of college students in the early adulthood, indicating that childhood traumatic experiences are still a distal risk factor for college students' psychological resilience. This is consistent with the results of previous studies (Hu et al., \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Wang et al., \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2025\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eThe more traumatic and adverse events encountered in childhood, the worse the psychological resilience of college students in adulthood, which in turn will hinder the psychological quality and good development of college students. Therefore, college mental health screening, assessment and intervention work should pay certain attention and attention to college students' childhood traumatic experiences, and provide timely support, guidance and encouragement to give college students the strength and source to reshape their lives.\u003c/p\u003e\u003cp\u003eIt should also be noted that with the development of the economy and society, parents often neglect to give and support their children's emotions while focusing on providing high-quality material conditions for their children. This can also easily cause individuals in childhood to suffer from negative experiences such as emotional neglect and physical neglect (Schafer, \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). While paying attention to college students' early traumatic experiences, college teachers should not only limit their understanding of childhood trauma to physical abuse such as beating, scolding and corporal punishment, but also pay more attention to emotional trauma such as humiliation and neglect experienced by college students.\u003c/p\u003e\u003cp\u003eResults indicated that after introducing the mediating variable, the negative impact of childhood trauma on resilience was alleviated. Intrusive rumination played a significant multiple mediating role between childhood trauma and resilience through active rumination, and positively predicted resilience (Erduran \u0026amp; Şirin,2023). This shows that cognitive thinking style is a proximal influencing factor of resilience and has an important positive impact on the development of individual resilience in the process of childhood trauma. Similar to previous research results, although childhood trauma has a negative impact on resilience, when rumination, a retrospective cognitive thinking process, is activated, intrusive rumination reverses the negative impact of childhood trauma on resilience through proactive rumination (Dehghan et al., 2024).\u003c/p\u003e\u003cp\u003eThis explains to some extent why individuals who have experienced early trauma can still grow and develop positively and healthily. Studies believe that intrusive rumination and active rumination after trauma are both normal, non-pathological cognitive processing processes (Brooks et al., \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Taku et al., \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2009\u003c/span\u003e; Wu et al., \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). This may be because the cognitive imbalance after the individual suffers from trauma not only triggers intrusive rumination, but also provides the individual with clues for active rumination, promotes the occurrence of active rumination, helps the individual end the negative cognition of the traumatic event, and then prompts the individual to consciously seek the positive meaning of the traumatic event, rethink and reconstruct the understanding of oneself, others and the world (Wisco et al., \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2023\u003c/span\u003e),thereby producing positive psychological changes and improving the individual's psychological resilience. Under the influence of active rumination, the individual's childhood trauma experience becomes a catalyst for psychological resilience, and the level of psychological resilience is improved in the course of life development, making the individual more likely to face greater pressure and challenges.\u003c/p\u003e\u003cp\u003eResults found that intrusive rumination played a significant role in the multi-chain mediation between childhood trauma and resilience through active rumination and core self-evaluation, that is, core self-evaluation further enhanced the mediating role of intrusive rumination through active rumination between childhood trauma and resilience through partial mediation, thereby improving the level of resilience. The results are consistent with the response style theory(Nolen-Hoeksema et al., \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2008\u003c/span\u003e), that is, individuals with high active rumination tend to focus on the positive aspects of stimulation, and at the same time try to improve problem-solving ability and take a constructive approach to deal with problems, which in turn has many positive effects on individuals (Nolen-Hoeksema et al., \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2008\u003c/span\u003e), such as improving their self-esteem, self-worth, sense of control and efficacy, and higher levels of self-esteem and sense of control usually reflect that individuals have higher core self-evaluation.\u003c/p\u003e\u003cp\u003eCore self-evaluation not only affects individuals' positive evaluation of themselves and their positive response to surrounding events, but also enhances their ability to achieve good adaptive results in the interaction between cognition and environment (Chen et al., \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Individuals with high core self-evaluations believe that they are capable of coping with stress and can view the environment positively. When they encounter difficulties or setbacks in life, they pay less attention to possible adverse consequences, thus experiencing less stress and tension, and try to make use of the advantages given by the environment as much as possible (Akosile \u0026amp; Ekemen, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eAt the same time, they rarely adopt avoidant negative coping strategies. In addition, individuals with high core self-evaluations tend to set more challenging goals, focus more on the positive aspects that the current task can bring to their own growth (Du et al., \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), benefit from positive experiences, and thus have more motivation and superior resources to cope with challenge. Therefore, improving college students' core self-evaluations is more likely to help them gain the psychological resilience to grow and develop in the \"ups and downs\" of life.\u003c/p\u003e\u003cdiv id=\"Sec15\" class=\"Section2\"\u003e\u003ch2\u003eConclusions and suggestions\u003c/h2\u003e\u003cp\u003eThis study focused on the unique resilience characteristics of college students in the early adulthood from the perspective of positive psychology, based on the resilience theory framework guided by the ecological system theory, and explores the impact mechanism of childhood trauma on resilience. The study found that individuals' conscious and active reflection and healthy self-cognition play a positive role in the development of resilience. The driving role of these key factors in the process of resilience not only reduces the negative impact of childhood adversity on individuals, but also reduces the \"negative chain reaction\" and increases the \"positive chain reaction\", providing a way to transform risk factors and adversity, expanding the positive cognition of experience and resource orientation perspective, and helping individuals to better focus on coping with stress and challenges.\u003c/p\u003e\u003cp\u003eWhen guiding college students to explore the impact of life experiences on them, college teachers should focus on guiding college students to acknowledge and accept what has happened in the past, cherish their own life experiences more, focus on what can be changed in the present, and discover more choices and possibilities for change through active and conscious constructive reflection, so as to gain the power and opportunity to reshape themselves and develop psychological resilience.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec16\" class=\"Section2\"\u003e\u003ch2\u003eImplications\u003c/h2\u003e\u003cp\u003eEven if there is a connection between adverse childhood experiences and later development, college students in the early stages of adulthood have more freedom to control their own lives and the possibility of change. Therefore, colleges can conduct a mental health survey of freshmen to increase their understanding and assessment of college students' early traumatic experiences, and regularly check the psychological state of college students with childhood trauma. Once college students are found to have more serious intrusive ruminations or negative self-cognition tendencies, they need to provide timely help and conduct psychological treatment and intervention to help college students grow in the critical period of development and improve their ability to cope with setbacks and challenges.\u003c/p\u003e\u003cp\u003eDespite facing long-term and profound stress or pain caused by childhood traumatic experiences, college students in the early stages of adulthood can still reduce or transform the adverse effects of childhood trauma in many ways. Colleges and universities should be good at using potential resources from campus, family, and society to help young college students improve their psychological resilience, enhance their adaptability, and achieve healthy physical and mental development by cultivating proactive personality, positive cognitive thinking patterns, maintaining emotional stability, promoting positive experiences, enhancing self-worth, and the dominance and initiative of self-growth.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec17\" class=\"Section2\"\u003e\u003ch2\u003eStrengths and limitations\u003c/h2\u003e\u003cp\u003eThe main strength of this study lies in exploring the possible pathway by which of rumination and core self-evaluation affects childhood trauma and psychological resilience. This study verifies the role of individual subjectivity and initiative in the development of resilience from the perspective of system integration, which not only enriches the theory of resilience to a certain extent, but also provides a reference for the prevention and intervention practice of resilience in specific groups.\u003c/p\u003e\u003cp\u003eThis study has some limitations. First, this study employed a cross-sectional design, which hinders conclusion from cause-and-effect relation to be drawn. Nevertheless, the results of the current study provide guidance for future investigations on any causal relations among the measured variables. Second, though the sample size of the current study is commendable, participants in this study share similar regional and cultural characteristics conditions, the result need to be interpreted with caution. Therefore, the generalizability of applying these results to the other people might be limited.\u003c/p\u003e\u003c/div\u003e"},{"header":"Declarations","content":"\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eM: Conceptualization, Methodology, Software, Data curation, Writing- Original draft preparation, Visualization, Investigation, Supervision, Software, Validation and Writing- Reviewing and Editing,\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAkosile, A. L., \u0026amp; Ekemen, M. A. (2022). The Impact of Core Self-Evaluations on Job Satisfaction and Turnover Intention among Higher Education Academic Staff: Mediating Roles of Intrinsic and Extrinsic Motivation. \u003cem\u003eBehavioral Sciences\u003c/em\u003e, \u003cem\u003e12\u003c/em\u003e(7), 236. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.3390/bs12070236\u003c/span\u003e\u003cspan address=\"10.3390/bs12070236\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eAlsheef, M. Y. (2025). The Mediating Role of Resilience in the Relationship Between Mindfulness and Creative Teaching Self-efficacy among Special Needs Teachers in Inclusive Classrooms. \u003cem\u003ePsycho-Educational Research Reviews\u003c/em\u003e, \u003cem\u003e14\u003c/em\u003e(1), 15\u0026ndash;23. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.52963/PERR_Biruni_V14.N1.02\u003c/span\u003e\u003cspan address=\"10.52963/PERR_Biruni_V14.N1.02\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eArıcı \u0026Ouml;zcan, N. (2021). The Effectiveness of Somatic Experience Based Stabilization Program for Refugee Women\u0026rsquo;s Post-Traumatic Stress, Mindfulness And Social Support Level. \u003cem\u003ePsycho-Educational Research Reviews\u003c/em\u003e, \u003cem\u003e10\u003c/em\u003e(1), 46\u0026ndash;60. Retrieved from \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://www.perrjournal.com/index.php/perrjournal/article/view/91\u003c/span\u003e\u003cspan address=\"https://www.perrjournal.com/index.php/perrjournal/article/view/91\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eBernstein, D. P., \u0026amp; Fink, L. (1998). \u003cem\u003eChildhood Trauma Questionnaire: A retrospective selfreport\u003c/em\u003e. Harcourt, Brace, and Company.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eBernstein, D. P., Ahluvalia, T., Pogge, D., \u0026amp; Handelsman, L. (1997). Validity of the Childhood Trauma Questionnaire in an adolescent psychiatric population. \u003cem\u003eJournal of the American Academy of Child and Adolescent Psychiatry\u003c/em\u003e, \u003cem\u003e36\u003c/em\u003e, 340\u0026ndash;348.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eBipp, T., Kleingeld, A., \u0026amp; Ebert, T. (2019). Core self-evaluations as a personal resource at work for motivation and health. \u003cem\u003ePersonality and Individual Differences\u003c/em\u003e, \u003cem\u003e151\u003c/em\u003e. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1016/j.paid.2019.109556\u003c/span\u003e\u003cspan address=\"10.1016/j.paid.2019.109556\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e. Article 109556.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eBrooks, M., Graham-Kevan, N., Lowe, M., \u0026amp; Robinson, S. (2017). Rumination, event centrality, and perceived control as predictors of post‐traumatic growth and distress: The Cognitive Growth and Stress model. \u003cem\u003eBritish Journal of Clinical Psychology\u003c/em\u003e, \u003cem\u003e56\u003c/em\u003e(3), 286\u0026ndash;302. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1111/bjc.12138\u003c/span\u003e\u003cspan address=\"10.1111/bjc.12138\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eCann, A., Calhoun, L. G., Tedeschi, R. G., Triplett, K. N., Vishnevsky, T., \u0026amp; Lindstrom, C. M. (2011). Assessing posttraumatic cognitive processes: The Event Related Rumination Inventory. Anxiety, Stress, and Coping, 24, 137\u0026ndash;156. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.1080/10615806.2010.529901\u003c/span\u003e\u003cspan address=\"10.1080/10615806.2010.529901\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eChen, W., Yang, T., \u0026amp; Luo, J. (2022). Core self-evaluation and subjective wellbeing: A moderated mediation model. \u003cem\u003eFront Public Health\u003c/em\u003e, \u003cem\u003e10\u003c/em\u003e, 1036071. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.3389/fpubh.2022.1036071\u003c/span\u003e\u003cspan address=\"10.3389/fpubh.2022.1036071\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eConnor, K. M., \u0026amp; Davidson, J. R. (2003). Development of a new resilience scale: The Connor-Davidson resilience scale: (CD-RISC). \u003cem\u003eDepression and Anxiety\u003c/em\u003e, \u003cem\u003e18\u003c/em\u003e(2), 76\u0026ndash;82. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.1002/da.10113\u003c/span\u003e\u003cspan address=\"10.1002/da.10113\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eCruz, D., Lichten, M., Berg, K., \u0026amp; \u0026amp;George, P. (2022). Developmental trauma: Conceptual framework, associated risks and comorbidities, and evaluation and treatment. \u003cem\u003eFrontiers In Psychiatry\u003c/em\u003e, \u003cem\u003e22\u003c/em\u003e, 13:800687. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.3389/fpsyt.2022.800687\u003c/span\u003e\u003cspan address=\"10.3389/fpsyt.2022.800687\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eDehghan Manshadi, Z., Neshat-Doost, H. T., \u0026amp; Jobson, L. (2024). Cognitive factors as mediators of the relationship between childhood trauma and depression symptoms: the mediating roles of cognitive overgeneralisation, rumination, and social problem-solving. \u003cem\u003eEur J Psychotraumatol\u003c/em\u003e, \u003cem\u003e15\u003c/em\u003e(1), 2320041.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eDin\u0026ccedil;, G., \u0026amp; İlgar, M. Z. (2022). In Maintaining a Marriage, Examination of the Relationship Between Mutual Happiness Levels, and Adult Attachment Styles and Psychological Resilience Levels. \u003cem\u003ePsycho-Educational Research Reviews\u003c/em\u003e, \u003cem\u003e11\u003c/em\u003e(2), 1\u0026ndash;22. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.52963/PERR_Biruni_V11.N2.01\u003c/span\u003e\u003cspan address=\"10.52963/PERR_Biruni_V11.N2.01\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eDowney, C., \u0026amp; Crummy, A. (2022). The impact of childhood trauma on children's wellbeing and adult behavior. \u003cem\u003eEuropean Journal of Trauma \u0026amp; Dissociation\u003c/em\u003e, \u003cem\u003e6\u003c/em\u003e(1). \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1016/j.ejtd.2021.100237\u003c/span\u003e\u003cspan address=\"10.1016/j.ejtd.2021.100237\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e. Article 100237.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eDu, B., Yu, X., Luo, N., \u0026amp; Liu, X. (2022). The effect of core self-evaluations on career adaptability: The mediating role of protean career attitudes and the moderating role of meritocratic beliefs. \u003cem\u003eFrontiers In Psychology\u003c/em\u003e, \u003cem\u003e13\u003c/em\u003e, 1000615. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.3389/fpsyg.2022.1000615\u003c/span\u003e\u003cspan address=\"10.3389/fpsyg.2022.1000615\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eEgan, S. J., Hattaway, M., \u0026amp; Kane, R. T. (2014). The relationship between perfectionism and rumination in post traumatic stress disorder. \u003cem\u003eBehavioural and Cognitive Psychotherapy\u003c/em\u003e, \u003cem\u003e42\u003c/em\u003e(2), 211\u0026ndash;223. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1017/S1352465812001129\u003c/span\u003e\u003cspan address=\"10.1017/S1352465812001129\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eElkady, A. A. M. (2019). Mindfulness and Resilience as Predictors of Job Burnout among Nurses in Public Hospitals. \u003cem\u003ePsycho-Educational Research Reviews\u003c/em\u003e, \u003cem\u003e8\u003c/em\u003e(Special Issue), 14\u0026ndash;21. Retrieved from \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://www.perrjournal.com/index.php/perrjournal/article/view/167\u003c/span\u003e\u003cspan address=\"https://www.perrjournal.com/index.php/perrjournal/article/view/167\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eElkin, N., Mohammed Ashraf, A. K., Kılın\u0026ccedil;el, O., Kılın\u0026ccedil;eL, S., Ranganathan, M., Sakarya, A. K., \u0026amp; Soydan, A. M. (2025). Screens and scars: SEM analysis of the relationship between childhood trauma, emotion regulation, and social media addiction. \u003cem\u003eFrontiers In Psychology\u003c/em\u003e, \u003cem\u003e16\u003c/em\u003e, 1502968. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.3389/fpsyg.2025.1502968\u003c/span\u003e\u003cspan address=\"10.3389/fpsyg.2025.1502968\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eErduran Tekin, \u0026Ouml;., \u0026amp; Şirin, A. (2023). Rumination Mediates the Relationship Between Childhood Traumas with Cognitive Defusion, Acceptance, and Emotion Regulation: A Qualitative and Quantitative Study. \u003cem\u003eJ Rat-Emo Cognitive-Behav Ther\u003c/em\u003e, \u003cem\u003e41\u003c/em\u003e, 810\u0026ndash;837. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1007/s10942-023-00503-4\u003c/span\u003e\u003cspan address=\"10.1007/s10942-023-00503-4\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eFarčić, N., Barać, I., Plužarić, J., Ilakovac, V., Pačarić, S., Gvozdanović, Z., \u0026amp; Lovrić, R. (2020). Personality traits of core self-evaluation as predictors on clinical decision-making in nursing profession. \u003cem\u003ePLoS One\u003c/em\u003e, \u003cem\u003e15\u003c/em\u003e(5), e0233435. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.1371/journal.pone.0233435\u003c/span\u003e\u003cspan address=\"10.1371/journal.pone.0233435\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eHarman, D. (1967). A Single Factor Test of Common Method Variance. \u003cem\u003eThe Journal of Psychology\u003c/em\u003e, \u003cem\u003e35\u003c/em\u003e, 359\u0026ndash;378.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eHosny, N., Bovey, M., Dutray, F., \u0026amp; Heim, E. (2023). How is trauma-related distress experienced and expressed in populations from the greater Middle East and North Africa? A systematic review of qualitative literature. \u003cem\u003eSSM Mental Health\u003c/em\u003e, \u003cem\u003e4\u003c/em\u003e, 100258. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1016/j.ssmmh.2023.100258\u003c/span\u003e\u003cspan address=\"10.1016/j.ssmmh.2023.100258\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eHu, H., Chen, C., Xu, B., \u0026amp; \u0026amp;Wang, D. (2024). Moderating and mediating effects of resilience between childhood trauma and psychotic-like experiences among college students. \u003cem\u003eBmc Psychiatry\u003c/em\u003e, \u003cem\u003e24\u003c/em\u003e(1), 273. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.1186/s12888-024-05719-x\u003c/span\u003e\u003cspan address=\"10.1186/s12888-024-05719-x\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eIbrahim, S. A. M. (2024). The Mediating Role of Rumination and Emotion Regulation on the Relationship between Perceived Stress and Problematic Smartphone Use Among Adolescents. \u003cem\u003ePsycho-Educational Research Reviews\u003c/em\u003e, \u003cem\u003e13\u003c/em\u003e(3), 159\u0026ndash;168. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.52963/PERR_Biruni_V13.N3.03\u003c/span\u003e\u003cspan address=\"10.52963/PERR_Biruni_V13.N3.03\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eJin, M., Wang, Q., Xu, X., \u0026amp; Zhong, J. (2021). Emotional, Physical, and Sexual Child Abuse in China: Prevalence and Psychological Consequence. \u003cem\u003ePsychology\u003c/em\u003e, \u003cem\u003e12\u003c/em\u003e, 1325\u0026ndash;1340. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.4236/psych.2021.128083\u003c/span\u003e\u003cspan address=\"10.4236/psych.2021.128083\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eJudge, T. A., Erez, A., Bono, J. E., \u0026amp; Thoresen, C. J. (2003). The core self- evaluations scale: Development of a measure. \u003cem\u003ePersonal Psychology\u003c/em\u003e, \u003cem\u003e56\u003c/em\u003e, 303\u0026ndash;331.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eKohrt, B. A., Ottman, K., Panter-Brick, C., Konner, M., \u0026amp; Patel, V. (2020). Why we heal: The evolution of psychological healing and implications for global mental health. \u003cem\u003eClinical Psychology Review\u003c/em\u003e, \u003cem\u003e82\u003c/em\u003e, 101920. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.1016/j.cpr.2020.101920\u003c/span\u003e\u003cspan address=\"10.1016/j.cpr.2020.101920\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eKomal Usman, S., Khan, \u0026amp; Hayat Muhammad. (2025). \u0026amp;. Core self-evaluation, psychological distress, coping strategies, perceived social support in medical students. `, \u003cem\u003e3\u003c/em\u003e(01), 309\u0026ndash;324. Retrieved from \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://assajournal.com/index.php/36/article/view/147\u003c/span\u003e\u003cspan address=\"https://assajournal.com/index.php/36/article/view/147\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eKumpfer, K. L. (1999). Factors and processes contributing to resilience: The resilience framework. In M. D. Glantz, \u0026amp; J. L. Johnson (Eds.), \u003cem\u003eResilience and development: Positive life adaptations\u003c/em\u003e (pp. 179\u0026ndash;224). Kluwer Academic.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eLi, C., Lv, G., Liu, B., et al. (2023). Impact of childhood maltreatment on adult resilience. \u003cem\u003eBmc Psychiatry\u003c/em\u003e, \u003cem\u003e23\u003c/em\u003e, 637. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1186/s12888-023-05124-w\u003c/span\u003e\u003cspan address=\"10.1186/s12888-023-05124-w\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eLuttenbacher, I., Breukel, J. S., \u0026amp; Adamson, M. M. (2021). The Mediating Role of Rumination in the Relationship between Loneliness and Depression in University Students during the COVID-19 Pandemic. \u003cem\u003eCOVID\u003c/em\u003e, \u003cem\u003e1\u003c/em\u003e(2), 447\u0026ndash;457. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.3390/covid1020038\u003c/span\u003e\u003cspan address=\"10.3390/covid1020038\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eMa, X., Li, Z., \u0026amp; Lu, F. (2023). The influence of stressful life events on procrastination among college students: multiple mediating roles of stress beliefs and core self-evaluations. \u003cem\u003eFrontiers In Psychology\u003c/em\u003e, \u003cem\u003e14\u003c/em\u003e, 1104057. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.3389/fpsyg.2023.1104057\u003c/span\u003e\u003cspan address=\"10.3389/fpsyg.2023.1104057\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eMalizia, N. (2017). The Psychological Trauma in Children and Adolescents: Scientific and Sociological Profiles. \u003cem\u003eSociology Mind\u003c/em\u003e, \u003cem\u003e7\u003c/em\u003e, 11\u0026ndash;25. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.4236/sm.2017.71002\u003c/span\u003e\u003cspan address=\"10.4236/sm.2017.71002\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eMostafa Kamel, O. (2018). The Relationship between Adaptive / Maladaptive Cognitive Emotion Regulation Strategies and Cognitive Test Anxiety among University Students. \u003cem\u003ePsycho-Educational Research Reviews\u003c/em\u003e, \u003cem\u003e7\u003c/em\u003e(1), 100\u0026ndash;105. Retrieved from \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://www.perrjournal.com/index.php/perrjournal/article/view/253\u003c/span\u003e\u003cspan address=\"https://www.perrjournal.com/index.php/perrjournal/article/view/253\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eNolen-Hoeksema, S., Wisco, B. E., \u0026amp; Lyubomirsky, S. (2008). Rethinking Rumination. \u003cem\u003ePerspectives on Psychological Science\u003c/em\u003e, \u003cem\u003e3\u003c/em\u003e(5), 400\u0026ndash;424. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1111/j.1745-6924.2008.00088.x\u003c/span\u003e\u003cspan address=\"10.1111/j.1745-6924.2008.00088.x\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eSchafer, E. S. (2024). Trauma in Schools: A Review of the Impact of Childhood Trauma and Assessment of a Potential Intervention. \u003cem\u003eOBM Integrative and Complementary Medicine\u003c/em\u003e, \u003cem\u003e9\u003c/em\u003e(2), 030. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.21926/obm.icm.2402030\u003c/span\u003e\u003cspan address=\"10.21926/obm.icm.2402030\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eSmedema, S. M., Lee, D., \u0026amp; Bhattarai, M. (2021). An Examination of the Relationship of Core Self-Evaluations and Life Satisfaction in College Students With Disabilities. \u003cem\u003eRehabilitation Counseling Bulletin\u003c/em\u003e, \u003cem\u003e65\u003c/em\u003e(2), 129\u0026ndash;139. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1177/0034355221993569\u003c/span\u003e\u003cspan address=\"10.1177/0034355221993569\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eSteve, J., \u0026amp; Zhao, S. (2025). Relationship between purposeful rumination and post-traumatic growth of college students who experienced childhood trauma: a regulated intermediary model [version 1; peer review: awaiting peer review]. \u003cem\u003eF1000Research\u003c/em\u003e 14:150 (\u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.12688/f1000research.161228.1)\u003c/span\u003e\u003cspan address=\"10.12688/f1000research.161228.1)\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eTaku, K., Cann, A., Tedeschi, R. G., \u0026amp; Calhoun, L. G. (2009). Intrusive versus deliberate rumination in posttraumatic growth across US and Japanese samples. \u003cem\u003eAnxiety Stress Cop\u003c/em\u003e, \u003cem\u003e22\u003c/em\u003e, 129\u0026ndash;136. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.1080/10615800802317841\u003c/span\u003e\u003cspan address=\"10.1080/10615800802317841\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eTedeschi, R. G., \u0026amp; Calhoun, L. G. (2004). Target Article: Posttraumatic Growth: Conceptual Foundations and Empirical Evidence. \u003cem\u003ePsychological Inquiry\u003c/em\u003e, \u003cem\u003e15\u003c/em\u003e(1), 1\u0026ndash;18. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1207/s15327965pli1501_01\u003c/span\u003e\u003cspan address=\"10.1207/s15327965pli1501_01\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003e\u0026Uuml;st\u0026uuml;ndağ Kocakuşak, N., \u0026amp; Akar Vural, R. (2022). The Effect of a Teacher Empowerment Programme on the Resilience Levels of Primary School Teachers. \u003cem\u003ePsycho-Educational Research Reviews\u003c/em\u003e, \u003cem\u003e11\u003c/em\u003e(3), 513\u0026ndash;529. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.52963/PERR_Biruni_V11.N3.09\u003c/span\u003e\u003cspan address=\"10.52963/PERR_Biruni_V11.N3.09\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eWang, X., Yang, G., \u0026amp; Meng, W. (2025). Childhood maltreatment must lead to hate? The relation between childhood maltreatment and social mindfulness among college students: the roles of self-compassion, shyness and hostile attribution bias. \u003cem\u003eFrontiers In Psychology\u003c/em\u003e, \u003cem\u003e16\u003c/em\u003e, 1447043. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.3389/fpsyg.2025.1447043\u003c/span\u003e\u003cspan address=\"10.3389/fpsyg.2025.1447043\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eWisco, B. E., Vrshek-Schallhorn, S., May, C. L., Campbell, A. A., Nomamiukor, F. O., \u0026amp; Pugach, C. P. (2023). Effects of trauma-focused rumination among trauma-exposed individuals with and without posttraumatic stress disorder: An experiment. \u003cem\u003eJournal Of Traumatic Stress\u003c/em\u003e, \u003cem\u003e36\u003c/em\u003e(2), 285\u0026ndash;298. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.1002/jts.22905\u003c/span\u003e\u003cspan address=\"10.1002/jts.22905\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eWu, X., Zhou, X., Wu, Y., \u0026amp; An, Y. (2015). The role of rumination in posttraumatic stress disorder and posttraumatic growth among adolescents after the wenchuan earthquake. \u003cem\u003eFrontiers In Psychology\u003c/em\u003e, \u003cem\u003e6\u003c/em\u003e, 1335. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.3389/fpsyg.2015.01335\u003c/span\u003e\u003cspan address=\"10.3389/fpsyg.2015.01335\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eXu, W., Feng, C., Tang, W., \u0026amp; Yang, Y. (2022). Rumination, Posttraumatic Stress Disorder Symptoms, and Posttraumatic Growth Among Wenchuan Earthquake Adult Survivors: A Developmental Perspective. \u003cem\u003eFront Public Health\u003c/em\u003e, \u003cem\u003e9\u003c/em\u003e, 764127. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.3389/fpubh.2021.764127\u003c/span\u003e\u003cspan address=\"10.3389/fpubh.2021.764127\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eYeager, D. S., Bryan, C. J., Gross, J. J., et al. (2022). A synergistic mindsets intervention protects adolescents from stress. \u003cem\u003eNature\u003c/em\u003e, \u003cem\u003e607\u003c/em\u003e, 512\u0026ndash;520. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1038/s41586-022-04907-7\u003c/span\u003e\u003cspan address=\"10.1038/s41586-022-04907-7\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eZhang, Z., \u0026amp; Yan, Z. (2024). The impact of core self-evaluations and person-job fit on work-related outcomes. \u003cem\u003eFrontiers In Psychology\u003c/em\u003e, \u003cem\u003e15\u003c/em\u003e, 1341717. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.3389/fpsyg.2024.1341717\u003c/span\u003e\u003cspan address=\"10.3389/fpsyg.2024.1341717\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Childhood trauma, psychological resilience, rumination, core self-evaluation","lastPublishedDoi":"10.21203/rs.3.rs-6565798/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6565798/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eObjectives\u003c/h2\u003e\u003cp\u003eThis study aimed to investigate the possible pathway by which of rumination and core self-evaluation affects childhood trauma and psychological resilience.\u003c/p\u003e\u003ch2\u003eMethods\u003c/h2\u003e\u003cp\u003e1200 college students were invited to participate in this study. They completed The Childhood Trauma Questionnaire (SF-CTQ), Core Self-Evaluation Scale, The Event Related Rumination Inventory (ERRI), and Connor-Davidson Resilience Scale (CD-S). Statistical analysis was conducted via SPSS 27.0 and SPSS PROCESS.\u003c/p\u003e\u003ch2\u003eResults\u003c/h2\u003e\u003cp\u003eThe mediating effect of intrusive rumination between childhood trauma and resilience is not significant; active rumination and core self-evaluation have significant mediating effects between childhood trauma and resilience; intrusive rumination has a significant indirect effect between childhood trauma and resilience through proactive rumination; intrusive rumination has a significant indirect effect between childhood trauma and resilience through core self-evaluation; proactive rumination has a significant indirect effect between childhood trauma and resilience through core self-evaluation; intrusive rumination has a significant indirect effect between childhood trauma and resilience through active rumination.\u003c/p\u003e\u003ch2\u003eConclusions\u003c/h2\u003e\u003cp\u003eThis study focused on the unique resilience characteristics of college students in the early adulthood from the perspective of positive psychology, based on the resilience theory framework guided by the ecological system theory, and explores the impact mechanism of childhood trauma on resilience.\u003c/p\u003e","manuscriptTitle":"Childhood trauma and psychological resilience: the mediating role of rumination and core self-evaluation","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-08-08 20:37:41","doi":"10.21203/rs.3.rs-6565798/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"ea6b09d8-7634-476c-867a-3767644190cf","owner":[],"postedDate":"August 8th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-08-08T20:37:41+00:00","versionOfRecord":[],"versionCreatedAt":"2025-08-08 20:37:41","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6565798","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6565798","identity":"rs-6565798","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}