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Several governments have implemented strict measures to reduce the spread of COVID‐19, such as lockdown measures. However, these measures have brought negative consequences at an individual level by exacerbating the psychological distress caused by the pandemic. We evaluated the role of cognitive emotion regulation strategies (CERS) on the levels of anxiety and depression during the lockdown in a sample of 663 Spanish‐speaking adults, while controlling for variables related to social support, hobbies, seeking information related to COVID‐19, perceived risk of infection, time of assessment, number of deaths and contagions during the assessment and age. Using multiple regression analyses with a stepwise model selection procedure, 29% of the variance in anxiety and 38% of the variance of depression were found to be predicted by specific CERS. The impact of CERS on anxiety and depression was moderated by the sex of participants and the time of assessment, indicating that CERS did not have the same protective or harmful effects in all participants and situations. Based on our results, recommendations are provided for improving coping with stressful events where lockdown measures are taken.

Background Decisions made by individuals with disordered gambling are markedly inflexible. However, whether anomalies in learning from feedback are gambling-specific, or extend beyond gambling contexts, remains an open question. More generally, addictive disorders—including gambling disorder—have been proposed to be facilitated by individual differences in feedback-driven decision-making inflexibility, which has been studied in the lab with the Probabilistic Reversal Learning Task (PRLT). In this task, participants are first asked to learn which of two choice options is more advantageous, on the basis of trial-by-trial feedback, but, once preferences are established, reward contingencies are reversed, so that the advantageous option becomes disadvantageous and vice versa. Inflexibility is revealed by a less effective reacquisition of preferences after reversal, which can be distinguished from more generalized learning deficits. Methods In the present study, we compared PRLT performance across two groups of 25 treatment-seeking patients diagnosed with an addictive disorder and who reported gambling problems, and 25 matched controls [18 Males/7 Females in both groups, Mage(SDage) = 25.24 (8.42) and 24.96 (7.90), for patients and controls, respectively]. Beyond testing for differences in the shape of PRLT learning curves across groups, the specific effect of problematic gambling symptoms’ severity was also assessed independently of group assignment. In order to surpass previous methodological problems, full acquisition and reacquisition curves were fitted using generalized mixed-effect models. Results Results showed that (1) controls did not significantly differ from patients in global PRLT performance nor showed specific signs of decision-making inflexibility; and (2) regardless of whether group affiliation was controlled for or not, gambling severity was specifically associated with more inefficient learning in phases with reversed contingencies. Conclusion Decision-making inflexibility, as revealed by difficulty to reacquire decisional preferences based on feedback after contingency reversals, seems to be associated with gambling problems, but not necessarily with a substance-use disorder diagnosis. This result aligns with gambling disorder models in which domain-general compulsivity is linked to vulnerability to develop gambling-specific problems with exposure to gambling opportunities.

Statistics play a key role in many areas of modern society including technology, social and behaviour studies, economics and the sciences. Statistics anxiety (SA) has a detrimental impact on academic experiences in university populations. Although, the mediator factors remain underexplored. We conducted the first systematic review and meta-analysis focused on SA in university students in the context of: statistical performance; individual differences in statistical learning; self-perceptions regarding statistics course and instructor; and sociodemographic factors. Searches were carried out in the databases: PsycINFO, PubMed, Scielo, and Web of Science, according to our pre-registration. Forty studies were selected for systematic review. Seventeen were included in a series of six meta-analyses concerning: academic achievement, attitudes, self-perception, procrastination, and gender. Findings reveal learning strategies, procrastination, self-efficacy and self-awareness as predictors of SA.However, the impact of sociodemographic data in these moderators is still uncharted. We concluded with a critical appreciation of the selected studies and presented future directions for research in SA.