Psychological impact of home confinement due to coronavirus disease on medical students and its relationship with cognitive emotion regulation

Abstract

Purpose

This paper aims to assess the psychological impact of home confinement in Tunisian medical students and analyze the relationship between psychopathology and cognitive emotion regulation strategies.

Design/methodology/approach

In total, 251 medical students who have been in home confinement accepted to participate in an online questionnaire survey. They completed depression, anxiety and stress scale, beck hopelessness scale and cognitive emotion regulation questionnaire.

Findings

Moderate to extremely severe levels of depression, anxiety and stress were reported by 57.4%, 51.0% and 31.4% of medical students, respectively. Based on the cut-off value of nine, 31.1% of the participants showed high levels of hopelessness. Hierarchical regression analysis identified four cognitive emotion regulation strategies as significant independent contributors to psychopathology above and beyond home confinement related variables. Self-blame positively predicted stress. Catastrophizing positively predicted anxiety and hopelessness. Refocusing on planning negatively predicted anxiety. Positive reappraisal negatively predicted hopelessness.

Practical implications

Cognitive emotion regulation strategies may constitute a valuable target of preventive and interventional measures to improve medical students’ mental health.

Originality/value

A unique feature of this study is the demonstration of the important role played by cognitive emotion regulation strategies in predicting anxiety, stress and hopelessness in medical students. In the context of mandatory home confinement, these cognitive strategies were significant predictors of psychopathology above and beyond home confinement related variables.

Citation

Saguem, B.N., Braham, A., Romdhane, I. and Ben Nasr, S. (2021), "Psychological impact of home confinement due to coronavirus disease on medical students and its relationship with cognitive emotion regulation", The Journal of Mental Health Training, Education and Practice, Vol. 16 No. 4, pp. 322-337. https://doi.org/10.1108/JMHTEP-11-2020-0085