Objective: Dissociation seems to be associated with deviations in motor, cognitive and neurobehavioral abilities. In this study, our aim was to examine the effects of dissociative experiences on academic performance and attention processes among undergraduate students.
Methods: Participants were 317 undergraduates recruited from various faculties of Yuzuncu Yil University. Their mean age was 22.53 (SD±2.27) years; range: 18-38). Subjects were administered a socio-demographic questionnaire, the Posttraumatic Diagnostic Scale (PDS), Dissociative Experiences Scale (DES), Adult ADHD Self-Report Scale (ASRS), Beck Depression Inventory (BDI) and Beck Anxiety Inventory (BAI).
Results: 209 participants (65.93%) were the survivors of the 2011 Van earthquake. Earthquake survivors made significantly higher scores on PTSD global and three sub-scales of the PDS than participants without prior earthquake experience. Earthquake survivors also made greater scores on the DES total, amnesia, depersonalization/derealization sub-scales, but mean absorption scores did not differ between groups. Moreover, severity of depression symptoms was significantly higher among participants, who experienced earthquake than participants who experienced no earthquake. Attention deficit and hyperactivity/impulsivity sub-scales of the ASRS as well as anxiety scores did not significantly differ between groups. Overall and sub-scale scores of the DES were significantly correlated with PTSD global and sub-types of posttraumatic symptoms in terms of re-experiencing, avoidance, and hyper arousal.
Conclusion: Our results provide evidence that dissociative experiences do not only impair cognitive functions, but also they cause poor academic performance. This can lead to trouble with learning. These results will help parents and educators more profoundly in evaluating academic learning disabilities.