The Relationship Between Childhood Trauma and Impulsivity with Neuroticism in Students: The Mediating Role of Emotional Inhibition

Abstract

The present study aimed to examine the relationship between childhood trauma and impulsivity with neuroticism in students through the mediating role of emotional inhibition. This study employed a descriptive–correlational design using structural equation modeling. The statistical population consisted of students of Islamic Azad University, Rasht Branch, during the 2023–2024 academic year, from whom 285 participants were selected through convenience sampling. Data were collected using the Childhood Trauma Questionnaire, Kellner Emotional Inhibition Scale, Barratt Impulsivity Scale, and the Neuroticism subscale of the NEO Five-Factor Inventory. Data analysis was conducted using SPSS-22 and SmartPLS-3 software. Pearson correlation analysis, structural equation modeling, and bootstrapping procedures were applied to test direct and indirect relationships among variables. Results indicated that childhood trauma had significant direct effects on emotional inhibition and neuroticism. Impulsivity significantly predicted both emotional inhibition and neuroticism. Emotional inhibition also demonstrated a significant positive effect on neuroticism. Mediation analysis confirmed that emotional inhibition significantly mediated the relationships between childhood trauma and neuroticism as well as impulsivity and neuroticism. Model fit indices supported the adequacy of the structural model and demonstrated acceptable predictive power for endogenous constructs. The findings suggest that adverse childhood experiences and impulsive personality tendencies contribute to higher neuroticism through maladaptive emotional regulation mechanisms, particularly emotional inhibition. Emotional inhibition functions as a transdiagnostic mechanism linking early psychological vulnerability to later personality-related emotional instability. Interventions targeting emotional regulation skills and reducing maladaptive emotional suppression may serve as effective preventive strategies for improving students’ psychological well-being.