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| Published: October 23, 2021

Emotion Regulation and Psychological Impact of COVID-19 among Post-Graduate University Students

Fariea Bakul

Lecturer, Department of Psychology, University of Dhaka, Nilkhet-1000, Bangladesh Google Scholar More about the auther

, Eamin Zahan Heanoy

Department of Psychology, University of Alberta, Edmonton, AB T6G2E9, Canada Google Scholar More about the auther

DIP: 18.01.001.20210904

DOI: 10.25215/0904.001

ABSTRACT

Background: In early 2020, The COVID-19 became a global public health concern. After the first report of three known cases on 8 March 2020, Bangladesh went on lock-down, and also, educational institutions have been put on an extended lock-down. As a consequence, it put a pause on the students’ academic activity. Aim: The present study aimed to investigate the state of mental health of the postgraduate students in a tertiary educational institution in Bangladesh and the role of emotion regulation strategies they use in managing their well-being.  Methods: The present study was designed as a cross-sectional online survey covering 206 young adults. Participants completed questionnaires of Emotion Regulation, Generalized Anxiety Disorder, Depression, COVID-19 concern ratings, and provided demographic information. Results: Students used Cognitive Reappraisal strategy while they were feeling anxious and depressed with Expressive Suppression more often to regulate their depressive state. Both current students and graduates were worried about their future career, and students still studying were highly anxious regarding their academic future. Moreover, not knowing virus infection status made them highly anxious and depressed. Conclusions: The psychological impact of COVID-19 on postgraduate students has been found significantly higher. The trend is somewhat not unexpected as social and daily life functioning has changed remarkably due to COVID-19 pandemic. The present study opens a door for mental health professionals in terms of assessment, points of collaboration, providing intervention and support where needed.

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Responding Author Information

Fariea Bakul @ fariea.bakul@du.ac.bd

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Article Overview

ISSN 2348-5396

ISSN 2349-3429

18.01.001.20210904

10.25215/0904.001

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Published in   Volume 09, Issue 4, October- December, 2021