Entering College During the Pandemic: Mediating Role of Emotional Regulation on Depressive Symptoms
Authors
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Javier Antonio Morán-Kneer
Universidad de Valparaíso
https://orcid.org/0000-0002-2633-3167
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Claudia Calderón
Universidad de Valparaíso
https://orcid.org/0000-0002-6671-6592
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Claudia Miranda-Castillo
Universidad Andrés Bello
https://orcid.org/0000-0002-0282-5845
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Yvana Labbé
Universidad de Valparaíso
https://orcid.org/0000-0003-4651-9169
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Victoria Placencia-Cofré
Universidad de Valparaíso
https://orcid.org/0000-0002-5808-2892
Abstract
Introduction: Evidence suggests that college freshmen are a particularly at-risk group for developing depressive symptoms, a situation that has increased during the COVID-19 pandemic. These students have had to make use of still developing emotional regulation strategies to cope with hitherto unknown academic stressors. Objective: To evaluate the mediation effect of maladaptive emotional regulation strategies in the relationship between accumulation of academic stressors and depressive symptomatology in first year college students during the COVID-19 pandemic. Method: An on-line survey was applied to 137 Chilean young people aged 18 to 20 years, which evaluated depressive symptoms (PHQ-9), emotional regulation (CERQ) and accumulation of academic stressors (through a questionnaire specifically designed for this study). The indirect effect of emotional regulation was evaluated through simple mediation analysis. Results: Self-blame was the only emotional regulation strategy that mediated the association between academic stress and depressive symptoms. Discussion: This regulation strategy would operate as a mechanism that promotes personal attribution as a response to stress in the absence of context due to virtualization. Proposals for academic authorities are suggested based on these results.
Keywords:
stress, depressive symptoms, COVID-19, college students, emotional regulationReferences
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