Although bedtime procrastination is prevalent during the COVID-19 pandemic, little is known about the relationship between COVID-19 related emotional stress and bedtime procrastination. Therefore, we investigated the correlation between COVID-19 related emotional stress and bedtime procrastination and examined the mediating role of negative affect and the moderating role of rumination among Chinese college students. Methods: A multicenter, cross-sectional, and quantitative research was conducted in China from August 11, 2021, to August 27, 2021, during the COVID-19 pandemic. The sampling method used in the study is the convenience sampling method. A total of 913 college students (aged 18-24 years) participated and completed online self-reported questionnaires. Their levels of COVID-19 related emotional stress, negative affect, rumination, and bedtime procrastination were measured by the Coronavirus Stress Measure, the Depression Anxiety Stress Scale, the Ruminative Responses Scale, and the Bedtime Procrastination Scale, respectively. The data were analyzed using Pearson correlations and moderated mediation analysis. Results: COVID-19 related emotional stress was positively associated with bedtime procrastination. Meanwhile, the association could be mediated by negative affect (Effect = 0.33, Boot 95% CI = [0.26, 0.39]) and moderated by rumination (Effect = 0.05, Boot 95% CI = [0.03, 0.07]) through its moderation in the link between COVID-19 related emotional stress and negative affect. This indicated that the mediation effect of negative affect was stronger in college students with high levels of rumination than in those with low levels of rumination. Conclusion:The findings of this study shed light on a correlation between COVID-19 related emotional stress and bedtime procrastination. Moreover, this study suggests that interventions could be targeted at alleviating negative affect and rumination to reduce the bedtime procrastination of college students with high levels of COVID-19 related emotional stress.

The current study investigated the relationship between COVID-19 prevention burnout and emotional symptoms (depression and anxiety) among 1,837 Chinese college students and the underlying mechanisms. Results from moderated mediation analysis revealed that the association between COVID-19 prevention burnout and emotional symptoms was mediated by psychological inflexibility (β = 0.20, 95%CI = [0.10, 0.19]). Also, COVID-19 prevention burnout’s direct and indirect effects on emotional symptoms were more substantial for students with high susceptibility to emotional contagion than those with low susceptibility. These findings contribute to understanding how COVID-19 prevention burnout relates to emotional symptoms and provide a new perspective for interventions promoting students’ psychological flexibility, particularly those with higher susceptibility to emotional contagion.

Purpose COVID-19 has been exerting tremendous influence on an individual’s physical behavior and mental health. In China, prolonged isolation may lead to depression among college students during the recurrent outbreak of COVID-19. We conducted this study to explore the relationship among stressful life events, grit, gratitude, and depression in college students during the recurrent outbreak of COVID-19. Methods We investigated 953 college students from across China, with an average age of 20.38 ( SD =1.39) years. Participants completed four scales (Stressful Life Events Scale, Oviedo Grit Scale, Gratitude Questionnaire, and Patients’ Health Questionnaire Depression Scale-9 item). Results The present study found that (1) stressful life events were positively correlated with depression in college students; (2) grit mediated the positive relationship between stressful life events and depression; (3) gratitude moderated the relationship between grit and depression, and such that there was a stronger association between grit and depression for college students with high gratitude. Conclusion This study was of great significance for studying the relationship between stressful life events and depression in Chinese college students during the recurrent outbreak of COVID-19. Results indicated that grit and gratitude of college students may be the main targets of depression prevention and intervention. The research conclusion has theoretical and reference value for solving and preventing depression in college students during the recurrent outbreak of COVID-19.

Purpose The current study examined the effect of stress of COVID-19 on work-family conflict, how perceived work ability may mediate this effect, and lastly how perceived social support may moderate the various indirect pathway during COVID-19 pandemic. Methods A total of 2558 Chinese adults were recruited from the first author’s university completed the questionnaire including stress of COVID-19 scale, work-family conflict, perceived social support and perceived work ability scale. Results The present study showed that stress of COVID-19 was positively associated with work-family conflict while negatively associated with perceived work ability, which in turn, was negatively associated with work-family conflict. Perceived social support magnified the effects of perceived work ability on work-family conflict. Conclusion Findings of this study shed light on a correlation between stress of COVID-19 and work-family conflict. Moreover, this study emphasizes the value of intervening individuals’ perceived work ability and increasing the ability of perceived social support in the context of COVID-19.

The COVID-19 pandemic had triggered a serious crisis that had brought stress and challenges to primary school principals, as well as having a dramatic impact on their mental health. This study explored the relationship between cognitive fusion and depression among primary school principals during COVID-19, as well as the mediating role of psychological vulnerability and the moderation role of self-esteem in this process. Patients and Methods: Cognitive Fusion Questionnaire (CFQ), Center for Epidemiological Studies Depression Scale (CES-D), psychological vulnerability scale, and self-esteem scale were used to measure 279 rural primary school principals. The data were analyzed by adopting Pearson's correlations and moderated mediation analysis. Results:The results revealed that: (1) There were significant relationships among cognitive fusion, depression, psychological vulnerability and self-esteem. (2) The results showed that psychological vulnerability mediated the link between cognitive fusion and depression. (3) Self-esteem moderated the associations between cognitive fusion and depression, and also moderated the associations between cognitive fusion and psychological vulnerability. The relationship between cognitive fusion and depression was weaker for primary school principals with high levels of self-esteem. In contrast, the relationship between cognitive fusion and psychological vulnerability was stronger for primary school principals with low levels of self-esteem. Conclusion: Psychological vulnerability played a mediating role in the relationship between cognitive fusion and depression. Moreover, self-esteem moderated the effect of cognitive fusion on depression, and also the effect of cognitive fusion on psychological vulnerability.