Depressive symptoms, post-traumatic stress symptoms and suicide risk among graduate students: The mediating influence of emotional regulatory self-efficacy

Prevalence of and risk factors associated with sleep disturbances among HPCD exposed to COVID-19 in China

“…Individual perceptions and evaluation of emotional regulating ability may play a key role in efforts to self-regulate emotions among HPCD. RESE refers to the assessment of self-efficacy in managing negative emotions, such as the perceived capability to ameliorate negative emotions in response to stressful or adverse events and to avoid being submerged by emotions [ 23 ]. According to our novel findings, exposure history had an indirect effect on sleep status by mediating regulatory emotional self-efficacy.…”

Mental health status and change in living rhythms among college students in China during the COVID-19 pandemic: A large-scale survey

“…On the contrary, favorable RESE could help individuals use positive approaches to improve their emotion regulation [ 22 ]. A study of graduate students found that RESE would serve as a buffering factor, decreasing the risk of suicide caused by depression [ 23 ]. Therefore, it is of great significance to detect the RESE of college students during quarantine at home.…”

Suicidal behaviour among university students: a systematic review

“…For example, individual and group counselling support should be provided for the treatment of depression, anxiety, stress, low self-esteem and self-confidence, and the many other psychosocial problems mentioned in this review. Particular focus could be placed on adverse childhood experiences, family problems, feelings of helplessness and hopelessness, and how all of these impact on student suicides (Kiani et al, 2019; Zeng et al, 2018). Infectious diseases such as HIV/AIDS and COVID-19 are likely to cause psychosocial problems for students and could result in an increase in suicide ideations and attempts.…”

“…Negative and traumatic life events exacerbated by lack of psychotherapy for depression and post-traumatic stress disorder (PTSD; Zeng et al, 2018) contributed heavily towards student suicide attempts and in some cases completion. Untreated adverse childhood psychological experiences, such as emotional, physical, sexual abuse, and neglect, often persisted into young adulthood (Kiani et al, 2019).…”

“…Furthermore, exposure to resilience and conflict management programmes reduced suicide rumination when experiencing difficulties (Bruns & Letcher, 2018; Kratovic et al, 2020; Mitsui et al, 2018). Any activities that enhanced students’ optimism, persistence (Mitsui et al, 2018), hope, plans for the future, reasons for living, emotional self-efficacy, and emotional stability inhibited suicide ideations and attempts (Bruns & Letcher, 2018; Zeng et al, 2018). Examples include physical activities, a set sleep and wake schedule, building of positive self-image, and healthy eating habits (Russell et al, 2019),…”