Indian Journal of Positive Psychology, 2023, 14(2), 171-178 © 2023 Indian Association of Health, Research and Welfare

Peer-reviewed and Indexed Journal ISSN-p-2229-4937,e-2321-368X

https://iahrw.org/our-services/journals/indian-journal-of-positive-psychology/ NAAS Rating 4.38

Unravelling Childhood Experiences: Exploring Emotional

Regulation and Resilience through Positive
and Adverse Experiences
Parima Narula and Divi Tara
Amity Institute of Psychology and Allied Sciences, Amity University, Uttar Pradesh

Childhood experiences play a crucial role in shaping an individual's emotional regulation and resilience. The
development of emotional regulation and resilience can be encouraged by positive experiences like dependable
relationships and secure environments. A sample of 100 participants, who ranged in age from 18 to 25, were used to
gather the data for this study. This study examined how emotional regulation and resilience in young people are
shaped by both positive and adverse childhood events through statistical analysis. 100% of the respondents had at
least one BCE, and the mean number of positive childhood experiences (BCE) was 8.49. However, the average
number of adverse childhood experiences (ACE) was 4.88, and 69% of the sample reported that they have
experienced more than 4 ACEs. Results of this study indicate that resilience in young adults has been correlated with
an increase in the number of positive childhood experiences. Additionally, a link has been found between an
increase in positive childhood experiences and a decrease in adverse childhood experiences. However, both the
correlation between Adverse Childhood Experiences and Resilience and Emotional Regulation as well as the
correlation between Positive Childhood Experiences and Emotional Regulation were not significant. The findings
of this study shed significant light on the complex relationship between early experiences and adult emotional
control and resilience.

Keywords: Adverse Childhood Experiences (ACEs), Positive Childhood Experiences (PCEs), emotional regulation

The unique life experiences of individuals have a profound impact on
their personal development and identity formation. The
repercussions of such interactions extend to an individual's
physiological and psychological well-being, as posited by Elder
(1998). This concept has motivated scholars to examine the potential
impact of early life experiences on subsequent health and
behavioural consequences. The term "early life experiences" refers
to the various encounters and exposures that an individual undergoes
prior to birth, during infancy, and within the initial years of life that
have a profound impact on a child's future emotional, social, and
cognitive development (APA). These experiences encompass a
range of factors, including but not limited to social and environmental
determinants, stress exposure, nutritional status, genetic and epigenetic
influences, and dietary intake. The developmental outcomes of early
life events can be either advantageous or detrimental, contingent upon
the nature and magnitude of the experiences.
The initial encounters that an individual has can exert a substantial
influence on the development of their brain, thereby carrying
enduring consequences for their well-being, aptitude for acquiring
knowledge, and conduct. Early experiences play a crucial role in
Author Note
Parima Narula, Amity Institute of Psychology and Allied Sciences
Amity University, Uttar Pradesh
Dr. Divi Tara, Assistant Professor, Amity Institute of Psychology
and Allied Sciences, Amity University, Uttar Pradesh
We have no known conflict of interest to disclose
Correspondence concerning this article should be addressed to
Parima Narula, Amity Institute of Psychology and Allied Sciences
Amity University, Uttar Pradesh
E-mail: parimanarula@gmail.com
shaping the structural makeup of the brain, as they establish neural
links that serve as the foundation for subsequent learning and
behaviour (Tierney & Nelson, 2009). The study conducted by Luby
et al. (2013) revealed that newborns who were provided with
maternal care and support had larger hippocampal volumes, a
critical brain region for memory and learning, compared to their
counterparts who did not receive such care. The study found a
correlation between poverty and reduced volumes of cortical grey
matter, white matter, hippocampus, and amygdala. It demonstrated
that the impact of poverty on the size of the hippocampus was
influenced by the level of support or hostility in caregiving, both on
the left and right sides, as well as by stressful life events specifically
on the left side.
Early life events have also been linked to the development of
social and emotional skills such as attachment, self-control, and
social competence (Wang et al., 2023). Children who have positive
early life experiences are more likely to develop secure connections,
emotional regulation, and prosocial behaviour (Sroufe, 2005). For
instance, Fonagy et al. (1991) conducted a study which suggests that
the quality of early interactions between an individual and their
carers plays a significant role in shaping their attachment patterns.
These attachment patterns, in turn, have a lasting impact on an
individual's social and emotional outcomes throughout their
lifespan.
Positive Childhood Experiences
As per the findings of various scholarly studies (Narayan et al.,
2018; Crandall et al., 2019) PCEs are affirmative occurrences during
an individual's childhood that occur prior to the age of 18. These
experiences are also known as BCEs (benevolent childhood
experiences) or counter-ACEs (advantageous childhood
 NARULA AND TARA/ UNRAVELLING CHILDHOOD EXPERIENCES: EXPLORING EMOTIONAL
experiences). Positive Childhood Experiences (PCEs) encompass a
range of factors that contribute to positive outcomes for children.
These may include the cultivation of supportive relationships with
family and friends (Masten et al., 2012); active engagement in
extracurricular activities (Bowler et al., 2010); a sense of safety and
security within both home and school environments (Bradley &
Corwyn, 2005; Shonkoff et al., 2012); acknowledgment and
appreciation for achievements, access to healthcare services,
enjoyment of community traditions, a sense of belonging within the
high school context (excluding those who were homeschooled or did
not attend school), and the presence of at least two non-parental
adults who demonstrate genuine interest in the child's well-being
(Narayan et al., 2017). It is more probable that PCEs will provide
support for favourable health consequences such as successful adult
development or achieving the necessary social and emotional
assistance. These advantageous health characteristics have the
potential to reduce the impact of illness, even if complete elimination
of the issue is not achieved.
Positive childhood experiences have the potential to positively
influence a child's emotional, social, cognitive, and physical
development. Wingo and colleagues (2017) found that individuals
who reported a higher number of positive childhood experiences
exhibited lower rates of post-traumatic stress disorder, despair, and
anxiety. Moreover, A positive correlation exists between the number
of reported PCEs and enhanced social skills, heightened self-esteem,
and reduced probability of engaging in delinquent behaviour among
children. The study also suggests that individuals who reported more
favourable childhood experiences demonstrated elevated levels of
empathy and compassion (Sege & Browne, 2017). Diverse
possibilities exist for the emergence of such opportunities, yet they
share a commonality in their facilitation of the promotion of
children's sound growth and welfare.
Adverse Childhood Experiences
Adverse Childhood Experiences (ACEs) refer to events that may
have a traumatic impact on an individual during their formative years
(Felitti & Anda, 1998). These events may include physical,
emotional, or sexual abuse, exposure to domestic violence, or being
raised in a household with substance abuse or mental illness. The
impact of such experiences on an individual's physical and mental
health, behaviour, and overall well-being can be enduring over the
course of their life (Felitti & Anda, 1998). Adverse childhood
experiences (ACEs) pertain to potentially traumatic incidents within
the context of childhood and adolescence. The range of experiences
that individuals may encounter can vary from instances of abuse,
including physical, emotional, or sexual abuse, to living in
dysfunctional environments, such as cohabiting with a parent who
struggles with a mental health condition, substance misuse, or has a
history of incarceration (WHO, 2011). Maniglio (2009) conducted a
study which revealed that individuals who were subjected to
childhood sexual abuse exhibited elevated levels of depression and
anxiety in comparison to those who did not undergo such abuse.
Teicher et al. (2016) found that emotional abuse is associated with
negative outcomes such as depression, anxiety, and post-traumatic
stress disorder (PTSD).
Throughout an individual's lifespan, Adverse Childhood
Experiences (ACEs) have been shown to have detrimental impacts
on their physical health (Felitti et al., 1998); mental well-being
(Dube et al., 2001); social and behavioural problems (McLaughlin et
172
al., 2012; Anda et al., 2002). The ramifications of adverse childhood
experiences can vary depending on several factors, including but not
limited to the intensity and duration of the experience, the
developmental stage and age of the child, and the existence of
protective variables such as supportive relationships and resources.
Emotional Regulation
The term emotional regulation pertains to "the mechanisms through
which individuals exert control over the emotions they experience,
the timing of their occurrence, and the manner in which they are
manifested and communicated" (Gross, 1998). Daniel Goleman
argues that emotional regulation is a fundamental element of
emotional intelligence, and can be improved through practice and
training. According to him, individuals who possess adeptness in
emotional regulation are more proficient in managing stress,
fostering favourable relationships, and attaining their objectives in
life.
Emotional regulation is the process of managing emotional
experiences, expressions, and reactions in an adaptive manner.
Goleman (1995) asserted that emotional intelligence involves
assessing stressful circumstances, masking signs of fear or sorrow,
and focusing on activities that elicit joy or tranquilly. This cognitive
capacity forms the foundation for the skills necessary to strategize
and resolve, understand the motives, sentiments, preferences, or
convictions of others, interpret conduct, and regulate social
exchanges. According to Shanker (2010), effective management of
attention is a critical factor in shaping a child's learning attitudes and
behavioural patterns, such as persistence, inquisitiveness, and self-
confidence. As a result, the neural processes underlying the
acquisition of self-regulation skills in children can be influenced
positively or negatively by environmental and social factors. Carers
may seek strategies that nurture a child's aptitudes and devise
techniques to address challenges.
Emotional regulation is an essential aspect of psychological well-
being and has been found to be associated with several favourable
consequences, including elevated levels of life satisfaction, social
proficiency, physical health (Gross & Levenson, 1997); mental well
being (Aldao, Nolen-Hoeksema, & Schweizer, 2010); and academic
achievement (Brackett, Rivers, & Salovey, 2011). The regulation of
emotions is a critical aspect for individuals across all developmental
stages and is subject to a wide variety of factors, such as genetics,
temperament, parenting practises, social support (Lakey & Orehek,
2011; Masten et al., 2012) and life experiences. Thompson and
Meyer (2017) have reported that there exists a positive correlation
between warm, attentive, and supportive parenting styles and
enhanced emotional regulation in children. Raver and Knitzer
(2002) posit that early interventions aimed at enhancing emotional
regulation skills can have enduring effects on both socio-emotional
and academic outcomes. Furthermore, research has demonstrated
that individuals who engage in emotional suppression as a coping
mechanism during stressful situations are at a higher risk of
developing symptoms of depression and anxiety (Gross & John,
2003).
Resilience
According to Masten (2014), the term "resilience" denotes the
ability of individuals to effectively navigate towards resources that
promote their well-being, such as opportunities for constructive
social interactions, cognitive and problem-solving proficiencies,
173 Indian Journal of Positive Psychology 2023, 14(2), 171-178
efficient coping mechanisms, and affirmative self-concepts.
Resilience is characterised as the ability to adjust effectively to
challenging circumstances, including but not limited to adversity,
trauma, tragedy, threats, and significant sources of stress such as
family and relationship issues, serious health problems, or workplace
and financial stressors (APA, 2021).
Resilience is a multifaceted construct that is impacted by various
factors, including but not limited to social support, satisfying
interpersonal connections, a sense of significance and direction, and
effective management of emotions (Howell & Miller-Graff, 2014).
Ungar and Liebenberg's (2011) research indicates that positive social
support is the most notable protective factor for promoting resilience
in children and adolescents. The significance of fostering positive
youth development as a strategy for increasing resilience and
enhancing well-being among at-risk youth has been highlighted by
(Sanders et al., 2015).
Resilience research has garnered heightened attention in India in
recent times, with a specific focus on catering to the mental health
requirements of marginalised populations such as impoverished
children, survivors of natural calamities, and individuals affected by
political turmoil. The absence of resilience has been identified as a
potential contributing factor to the likelihood of experiencing
homelessness. The study conducted by Narayanan (2015) sought to
ascertain the determinants of resilience in Indian adolescents
belonging to the low socioeconomic strata. The research revealed
that social support, coping mechanisms, constructive self-image, and
spirituality were noteworthy determinants of resilience within this
demographic. The findings of the research underscored the
significance of social and emotional assistance in fostering resilience
among underprivileged adolescents in India.
Resilience can significantly influence an individual's life,
particularly with regard to their mental health and overall well-being.
Numerous studies have indicated that individuals exhibiting
elevated levels of resilience are more prone to achieving superior
mental health outcomes, including decreased levels of anxiety and
depression, and are also more adept at coping with stress and
adversity (Connor & Davidson, 2003; Fergus & Zimmerman, 2005;
Ong et al., 2006; Sippel et al., 2015).
Aim of the Study
To examine the role of positive and adverse childhood experiences
on emotional regulation and resilience among young adults.
Objectives of the Study
● Objective 1. To study the relationship between positive childhood
experiences and emotional regulation and resilience.
● Objective 2. To study the relationship between adverse childhood
experiences and emotional regulation and resilience.
Hypotheses of the Study
● H1. There is a significant relationship between positive childhood
experiences and resilience.
● H2. There is a significant relationship between positive childhood
experiences and emotional regulation.
● H3. There is a significant relationship between adverse childhood
experiences and resilience.
● H4. There is a significant relationship between adverse childhood
experiences and emotional regulation.
Method
Participants
The study employed a non-probability sampling technique to obtain
a sample size of 100 individuals. The study sample comprised
individuals who were between the ages of 18 and 25 and held Indian
citizenship. Individuals who have received a current clinical
diagnosis or are taking medication for a mental disorder were
excluded from the research. Individuals who fulfilled the
predetermined criteria were invited to partake in the research. All
individuals involved in the study provided voluntary participation,
and informed consent was obtained in accordance with the ethical
standards set forth by the American Psychological Association.
Measures
Adverse Childhood Experiences International Questionnaire (ACE-
IQ). Adverse Childhood Questionnaire (WHO, 2011) is intended for
individuals who are 18 years of age or older. The ACE-IQ evaluation
measures the prevalence of 13 categories, or sub-dimensions, of
Adverse Childhood Experiences (ACEs) in adults. These categories
are organised into four dimensions; family dysfunction; physical,
sexual and emotional abuse and neglect by parents or caregivers;
peer violence; witnessing community violence, and exposure to
collective violence. The ACE-IQ assessment tool exhibits
favourable content validity (0.89) and test-retest reliability (0.88).
Benevolent Childhood Experiences Scale (BCEs). The scale
comprises 10 positive childhood experiences that took place from
birth to 18 years of age. The scale evaluates three dimensions of
BCEs: (1) perceived safety and security, both internally and
externally, which includes beliefs that provide comfort; (2) quality
of life, which is positive and predictive, and includes having a
predictable home routine; and (3) relational support, which involves
having an adult who can offer support or advice, but is not a parent or
carer. The cumulative score of BCEs was obtained from a 10-item
scale with a range of 0 to 10. A higher score indicates a greater
number of positive childhood experiences.
Emotional Regulation Questionnaire (ERQ). The ERQ (Gross &
John, 2003) uses 10 items to evaluate two emotion regulation
strategies: cognitive reappraisal and expressive suppression.
Cognitive reappraisal involves re-evaluating the initial
interpretation of a situation during the early cognitive stages of
emotional activity, while expressive suppression is a maladaptive
response strategy that is implemented after the complete
development of an emotional response. Higher scores indicate
greater utilisation of a specific emotion regulation strategy, while
lower scores indicate infrequent use.
Connor Davidson Resilience Scale (CD-RISC 25). The Connor-
Davidson Resilience Scale was developed by Kathryn, Conner, and
Jonathan, and Davidson in 2003. The CD-RISC is a self-report
questionnaire consisting of 25 items that was created to assess
resilience. The resilience score ranges from 0 to 100, with higher
scores indicating higher levels of resilience. Connor and Davidson
(2003) found that the CD-RISC demonstrated strong internal
consistency (α=0.89) and acceptable test-retest reliability (r=0.87).
Statistical Analysis
After data was collected, statistical analysis was conducted using
SPSS- 14.0. Data was entered into the SPSS and the required result
 NARULA AND TARA/ UNRAVELLING CHILDHOOD EXPERIENCES: EXPLORING EMOTIONAL
tables were generated. SPSS was used to find the normality of the
data and to analyze the descriptive statistics. Further, correlation and
regression analysis were also conducted.
Procedure
Topic selection is the initial and primary step. After reviewing
relevant literature, the study's objectives, hypothesis, population,
and research design were determined. Several tools were evaluated
to select appropriate ones and create a consolidated questionnaire.
The form was generated by compiling questions from the previously
chosen instruments. Participants were screened using a Personal
Data Sheet to determine their eligibility based on predetermined
criteria. The participants willingly provided their consent.
Participants were advised of their right to withdraw from the study at
any point. Tests were administered on the willing participants. The
Table 1
Descriptive Statistics
N Mean
Positive Childhood Experiences 100
Adverse Childhood Experiences 100
Resilience 100
Cognitive Appraisal Facet 100
Expression Suppression Facet 100
The study sample consisted of 100 participants between the ages 18-
25. Descriptive data of the sample is presented in Table 1. The mean
positive childhood experiences (BCE) were 8.49 (SD=1.74) among
Table 2
Correlation Analysis and Regression Analysis Summary for Positive Childhood
Experiences (BCE) and Resilience
Variable r (Correlation) R Square
BCE 1 -
Resilience 0.215* 0.046
Note. * Correlation is significant at the 0.05 level (2-tailed), ** Correlation is significant at the 0.01
level (2-tailed).
Upon performing a correlation analysis (as presented in Table 2), it
was determined that a statistically significant positive correlation
exists between positive childhood experiences and resilience
(r=.215; p<0.05). This finding provides evidence to support
Hypothesis 1, which posits a significant correlation between positive
childhood experiences and resilience. Moreover, the R square value
indicates that a proportion of 4.6% of the variability in resilience can
be accounted for by positive childhood experiences. The obtained t-
value of 2.178 suggests a statistically significant predictive
relationship between positive childhood experiences and resilience
(Sig = 0.032; p< 0.05). The present finding aligns with prior research
that has recognised various positive childhood experiences that can
foster resilience, such as nurturing parental care, communal support,
and a secure and unwavering milieu (Masten, 2014; Ungar, 2015).
Hjemdal et al. (2011) conducted a study which revealed a positive
174
collected data was filtered to eliminate duplicate or redundant
information. The data was organised and analysed. SPSS software
was utilised for statistical analysis. The results were interpreted
according to the study's objectives and hypothesis. The study's
outcomes were analysed, leading to a discussion of the findings and
a conclusive statement. The study's implementation and constraints
were also emphasised.
Results and Discussion
The promotion of positive mental health outcomes in individuals
requires the presence of essential components such as positive
childhood experiences, adverse childhood experiences, resilience,
and emotional regulation. The objective of the present study was to
evaluate the correlation among positive childhood experiences,
adverse childhood experiences, emotional regulation, and resilience.
Standard Deviation
8.49 1.74
4.88 2.59
75.02 14.01
19.44 7.54
16.06 5.56
which 100% of the data had at least 1 BCE. On the other hand, mean
adverse childhood experiences (ACE) were 4.88 (SD=2.59) of
which 69% of the sample reported having more than 4 ACEs.
Sig Beta t
- - -
0.032* 0.215 2.178
correlation between resilience and positive childhood experiences,
such as emotional support from parents and a positive self-image, in
a group of Norwegian adolescents. Bonanno et al. (2007) discovered
that individuals who reported elevated levels of positive childhood
experiences, such as feelings of love and support, were more prone
to displaying resilient responses to stressful life events. According to
Werner and Smith's (1992) research, many children who were born
into impoverished conditions were able to exhibit resilience despite
their challenging circumstances. This was attributed, in part, to the
presence of positive relationships with nurturing adults and
supportive surroundings.
The present study employs the Emotional Regulation
Questionnaire (ERQ) to evaluate two distinct aspects of emotion
regulation, namely cognitive reappraisal and expressive suppression.
Table 3 illustrates that there exists a statistically insignificant
175 Indian Journal of Positive Psychology 2023, 14(2), 171-178

negative correlation between positive childhood experiences and the
cognitive reappraisal facet (r= -.125), while a statistically
insignificant positive correlation is observed between positive
childhood experiences and the expression suppression facet
(r=.095). This statement posits that there is no significant correlation
between emotional regulation and positive childhood
experiences. Therefore, the second hypothesis has not been
substantiated. Additionally, the analysis conducted in Table 3
indicates that there is no significant predictive association
between positive childhood experiences and emotional
regulation, specifically in terms of the cognitive reappraisal
facet and expressive suppression facet.
The absence of a noteworthy correlation between positive
childhood experiences and emotional regulation is somewhat
unexpected, considering the crucial role of early experiences in
moulding the capacity to regulate emotions (Thompson, 2014). It is
plausible that genetic predispositions and other aspects of early life
experience may exert a greater influence on the acquisition of
emotional regulation abilities than positive childhood experiences
in isolation. Shields et al. (2001) conducted a study which revealed
that a considerable proportion of the variance in emotion regulation
capabilities among a group of preschool-aged children could be
attributed to genetic factors. Mezulis et al. (2006) conducted a study
which yielded results indicating the absence of a significant
correlation between positive childhood experiences and emotional
regulation. The research investigated the correlation between
positive and negative life events and techniques for managing
emotions in a cohort of university attendees.

Table 3
Correlation Analysis and Regression Analysis Summary for Positive Childhood Experiences
(BCE) and Emotional Regulation
Variable r (Correlation) R Square Sig Beta t
BCE 1 - - - -
Cognitive Reappraisal Facet -0.125 0.016 -0.214 -0.125 -1.251
Expression Suppression Facet -0.095 0.009 -0.346 -0.95 -0.946
Note. * Correlation is significant at the 0.05 level (2-tailed), ** Correlation is significant at the 0.01 level (2-
tailed)

Table 4
Correlation Analysis and Regression Analysis Summary for Adverse Childhood
Experiences (ACE) and Resilience
Variable r (Correlation) R Square Sig Beta t
ACE 1 - - - -
Resilience 0.002 0.000 0.982 0.02 0.023
Note. * Correlation is significant at the 0.05 level (2-tailed), ** Correlation is significant at the 0.01
level (2-tailed).

According to Table 4, there appears to be an insignificant correlation
(r=.002) between adverse childhood experiences and resilience. This
implies that the third hypothesis, has not been substantiated. The
results of the regression analysis presented in Table 4 indicate that
there is no apparent predictive association between adverse
childhood experiences and resilience. Numerous research studies
have investigated the correlation between adverse childhood
experiences and resilience. While some of these studies have
discovered a noteworthy negative correlation, others have found no
significant correlation.
Lee et al. (2018) conducted a study examining the potential
association between adverse childhood experiences and resilience in
a cohort of patients with schizophrenia and non-psychiatric
participants. The results of the study indicated that no statistically
significant relationship was observed between these two variables. It
is important to mention that certain research has discovered a
substantial inverse correlation between adverse childhood
experiences and resilience. Happer et al. (2017) conducted a study
which revealed that individuals who experienced childhood abuse
exhibited lower levels of resilience in comparison to those who did
not have a history of abuse. In general, despite some inconclusive
findings, the correlation between adverse childhood experiences
and resilience is apparent. The potential impact of adverse childhood
experiences on resilience may be influenced by various factors,
including social support, availability of mental health resources, and
personal coping mechanisms.
Table 5 indicates that there was no significant correlation between
adverse childhood experiences and the cognitive reappraisal facet
(r=.175) or the expressive suppression facet (r=.049). Furthermore,
the study did not discover any predictive association between
adverse childhood experiences and emotional regulation,
specifically in the cognitive reappraisal facet and expressive
suppression facet, as presented in Table 5. This indicates that there is
insufficient evidence to support hypothesis 4. These findings are in
contrast to previous research.
The study conducted by Sroufe et al. (2005) longitudinally
examined the impact of adverse childhood experiences (ACEs),
including neglect or abuse, on emotional regulation. The findings
revealed that individuals who were exposed to high levels of ACEs
exhibited lower levels of emotional regulation.
 NARULA AND TARA/ UNRAVELLING CHILDHOOD EXPERIENCES: EXPLORING EMOTIONAL 176

Table 5
Correlation Analysis and Regression Analysis Summary for Adverse Childhood Experiences
(ACE) and Emotional Regulation
Variable r (Correlation) R Square Sig Beta t
ACE 1 - - - -
Cognitive Reappraisal Facet 0.175 0.031 0.081 0.175 1.762
Expression Suppression Facet 0.049 0.002 0.629 0.049 0.485
Note. * Correlation is significant at the 0.05 level (2-tailed), ** Correlation is significant at the 0.01 level (2-
tailed)

Nevertheless, there exists some research that corroborates the
present findings. According to Karatsoreos and McEwen's (2013),
review article, there exists no direct correlation between Adverse
Childhood Experiences (ACEs) and emotional regulation. The
authors propose that differences in resilience and susceptibility to stress
among individuals may hold greater significance in determining the
emotional regulation outcomes of ACEs. Gruhn and Compas (2020)
conducted a study which revealed that there was no significant
correlation between adverse childhood experiences and emotional
dysregulation at the factor level of a group of young adults.

Table 6
Correlation Analysis and Regression Analysis Summary for Positive Childhood
Experiences (BCE) and Adverse Childhood Experiences (ACE)
Variable r (Correlation) R Square Sig Beta t
BCE 1 0.139 0.00** -0.373 -3.983
ACE -0.373** 0.139 0.00** -0.373 -3.983
Note. * Correlation is significant at the 0.05 level (2-tailed), ** Correlation is significant at the 0.01
level (2-tailed).

The present analysis, as presented in Table 6, indicates a statistically
significant negative correlation between positive childhood
experiences and adverse childhood experiences (r=-3.73; p<0.01).
Moreover, the R square value indicates that a proportion of 13.9% of
the variability in resilience can be accounted for by positive
childhood experiences. The obtained t-value of -3.983 suggests a
statistically significant predictive relationship between positive
childhood experiences and resilience (Sig = 0.000; p< 0.01). This
suggests that individuals who have encountered a greater number of
positive childhood experiences exhibit a lower probability of having
undergone adverse childhood experiences, and vice versa. This
finding is in line with prior studies that have demonstrated the
potential of positive childhood experiences, such as a nurturing
familial setting can serve as protecting factors against the negative
effects of adverse childhood experiences, such as maltreatment or
disregard (Felitti et al., 1998; Masten & Tellegen, 2012).
Research has indicated that individuals who have had positive
childhood experiences are more inclined to possess adaptive coping
mechanisms and social support systems that can aid them in
overcoming challenges and fostering resilience (Hjemdal et al.,
2011; Tanaka & Wekerle, 2015). Conversely, those who have
undergone adverse childhood experiences are prone to have
encountered various risk elements that can hinder their cognitive and
emotional growth, such as negative relationships, trauma, and
chronic stress (McLaughlin et al., 2015; Shields & Cicchetti, 2001).
These experiences have the potential to result in maladaptive coping
mechanisms and challenges in regulating emotions, thereby playing
a role in the emergence of mental health conditions (Scher & Holt,
2018). Hence, a negative relationship between positive and adverse
childhood experiences is a significant discovery that highlights the
importance of fostering constructive childhood experiences as a
strategy for preventing and alleviating the detrimental consequences
of adverse childhood experiences. It also highlights the necessity of
implementing interventions that prioritise the enhancement of
resilience and beneficial mental health outcomes. Such
interventions may involve reinforcing familial bonds, facilitating
access to educational resources, and fostering social support.
Conclusion
Childhood experiences significantly impact an individual's
development and well-being, whether positive or negative. The
study aimed to evaluate the correlation between positive and adverse
childhood experiences, resilience, and emotional regulation in
young adults aged 18-25 years. This study found a significant and
positive correlation between positive childhood experiences and
resilience, suggesting that creating a secure and encouraging
household, ensuring healthcare accessibility, and establishing
favourable associations with carers, peers, and educators can
promote resilience. The study also found a significant negative
correlation between adverse childhood experiences and positive
experiences. This indicates that promoting positive experiences can
help mitigate the adverse effects of childhood adversity. However,
no correlation was found between emotional regulation and positive
childhood experiences as well as adverse childhood experiences. No
significant relationship was found between resilience and adverse
childhood experiences.
177 Indian Journal of Positive Psychology 2023, 14(2), 171-178
Implications and Future Research
This study can guide the advancement of prevention and intervention
techniques to alleviate the detrimental impacts of adverse childhood
experiences and foster favourable childhood experiences. It can also
have implications for public health and policy, as policymakers can
foster the healthy development of children and adolescents by
promoting resilience factors.
Future studies should investigate potential cross-cultural
variations in the influence of childhood experiences on emotional
regulation and resilience. Longitudinal studies can provide valuable
insights into the ways in which early life experiences impact
emotional regulation and resilience in later stages of life.
Intervention studies targeting enhancing emotional regulation and
resilience in individuals who have undergone adverse childhood
experiences are needed.
Limitations of the Study
The study's limitations include an inadequate sample size, lack of
gender balance, and limited generalizability due to its geographic or
community-specific nature. Gender differences in emotional
regulation and resilience may affect the ability to generalise the
findings. Moreover, the study may not be transferable to other
populations due to cultural, communal, or societal differences.
Additionally, the study may have had limited diversity with regards
to age, socioeconomic status, and other demographic variables.
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Received May 21, 2023
Revision received June 2, 2023
Accepted June 5, 2023
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