ElBarazi Amani Safwat
Counseling and Mental Health Department, College of Education and Arts, Lusail University, Doha, Qatar.
J Public Health Res. 2025 Jun 21;14(2):22799036251347030. doi: 10.1177/22799036251347030. eCollection 2025 Apr.
The important role of Emotion Regulation in managing stress and anxiety is well recognized.
(1) assessing the level of anxiety, and the level of difficulties in emotion regulation among University Students during Coronavirus disease 2019 (COVID-19), (2) investigating the effect of the emotional regulation training program on the anxiety of University Students during COVID-19.
In part, I, 863 students at the British university in Egypt were assessed for their anxiety, difficulties in emotion regulation, and the general impact of COVID-19 on their lives. The students completed Beck Anxiety Inventory and Difficulties in Emotion Regulation Scale. Part II was a Randomized Control Trial using a pre-assessment and a post-assessment. A voluntary sample of 200 students was randomly assigned to either a group that received emotion regulation training or a control group. The training program is an adapted version of Dialectical Behavior Therapy skills training. The training program includes mindfulness, emotion regulation, and problem-solving skills through eight 90-min group sessions.
In Part I: The mean Beck Anxiety Inventory's total score among students was 22.27 (SD = 13.6). Severe anxiety was reported by 39.9% of the students, and the mean difficulties in emotion regulation scale's total score was 75.1 (SD = 23.24). In Part II, after the intervention, students in the experimental group, in comparison to the control group, resulted in significantly greater reductions in anxiety (the effect size, = 0.53, < 0.001) and significantly greater reductions in difficulties in emotion regulation (the effect size, = 0.85, < 0.001).
The study findings indicate that training in emotional regulation considerably lowered students' anxiety. It is recommended to teach the university students emotions regulation skills to improve their academic performance, enhance general well-being, and lower the risk of mental health concerns.
情绪调节在应对压力和焦虑方面的重要作用已得到广泛认可。
（1）评估2019年冠状病毒病（COVID-19）期间大学生的焦虑水平以及情绪调节困难程度；（2）调查情绪调节训练项目对COVID-19期间大学生焦虑情绪的影响。
在第一部分中，对埃及一所英国大学的863名学生进行了焦虑、情绪调节困难以及COVID-19对其生活的总体影响的评估。学生们完成了贝克焦虑量表和情绪调节困难量表。第二部分是一项采用预评估和后评估的随机对照试验。200名学生的自愿样本被随机分配到接受情绪调节训练的组或对照组。训练项目是辩证行为疗法技能训练的改编版本。该训练项目通过八个90分钟的小组课程，包括正念、情绪调节和解决问题的技能。
在第一部分中：学生中贝克焦虑量表的平均总分是22.27（标准差=13.6）。39.9%的学生报告有严重焦虑，情绪调节困难量表的平均总分是75.1（标准差=23.24）。在第二部分中，干预后，与对照组相比，实验组学生的焦虑显著降低（效应量，=0.53，<0.001），情绪调节困难也显著降低（效应量，=0.85，<0.001）。
研究结果表明，情绪调节训练能显著降低学生的焦虑。建议教授大学生情绪调节技能，以提高他们的学业成绩，增进总体幸福感，并降低心理健康问题的风险。
