Stress, Cognitive Emotion Regulation, and Sleep in University Students

The role of maladaptive emotion regulation in the bidirectional relation between sleep and depression in college students during the COVID-19 pandemic

Background: Emotion regulation deficits are an outcome and risk factor for both insomnia and depression, suggesting that maladaptive emotion regulation might in part explain the bi-directional links between sleep and depression. The current study tests this hypothesis during the COVID-19 pandemic in emerging adult undergraduate students, a high-risk population for both depression and sleep disturbance.Methods: A sample of 154 undergraduate students completed a series of online questionnaires bi-weekly on sleep, depression, and emotion regulation strategies across eight weeks during the early days of the COVID-19 pandemic (April 2nd to June 27th, 2020).Results: Sleep disturbance and depression prospectively predicted one another across eight weeks, and both directions were mediated by maladaptive emotion regulation. However, sleep and depression failed to predict change in one another controlling for baseline measures, directly or via emotion regulation.Conclusions: The results suggest that maladaptive emotion regulation is a potential mechanism through which sleep disturbance and depression help maintain high levels of one another in college students during the COVID-19 pandemic. Therefore, emotion regulation deficits are potentially an important target for interventions to interrupt the sleep disturbance-depression cycle.

Effect of Levels of Self-Regulation and Situational Stress on Achievement Emotions in Undergraduate Students: Class, Study and Testing

Achievement emotions constitute one important variable among the many variables of students’ learning. The aim of this research was to analyze the differential effect of university students’ levels of self-regulation (1 = low, 2 = medium and 3 = high), and of their level of perceived stress in three academic situations (1 = class, 2 = study time and 3 = testing), on the type of achievement emotionality they experience (positive and negative emotions). The following hypotheses were established: (1) a higher level of student self-regulation would be accompanied by higher levels of positive emotionality and lower levels of negative emotionality and (2) a higher level of situational stress would predispose higher levels of negative emotionality and lower levels of positive emotionality. A total of 520 university students completed three self-reports with validated inventories. Descriptive, correlational, and structural prediction analyses (SEM) were performed, as well as 3 × 3 ANOVAs, under an ex post facto design by selection. The results showed overall fulfillment of the hypotheses, except for a few specific emotions. Implications for prevention and psychoeducational guidance in the sphere of university education are discussed.