Background. The COVID-19 pandemic is not only a world health crisis, but also an ordeal for people’s mental health and psychological well-being. The period of the COVID-19 lockdown has changed everyday life and increased anxiety, fears, and stress from habitual activities such as meetings, shopping, and the use of public transport. As the worry and nervousness increase, they threaten the cognitive (Life-satisfaction) and emotional (Happiness) components of well-being. Emotional regulation strategies are a mechanism to cope with the threat. Objective. This study assessed the impact of anxiety, perceived stress from COVID-19, and emotional regulation strategies on well-being during the first weeks of the lockdown in Russia. Design. Questionnaire-based surveys were conducted online from March 31 to April 30, 2020. A total of 589 participants (18 to 73 years of age) were recruited. The Subjective Happiness Scale, Satisfaction with Life Scale, Zung’s Self-Rating Anxiety Scale, Emotion Regulation Questionnaire, and Perceived Source of Stress from COVID-19 scales were used. Results. Among the various sources of stress, only that from restrictions on everyday life impacted well-being. High anxiety, but not perceived stress, decreased the feelings of Happiness and Life-satisfaction. Additionally, emotional regulation strategies played different roles in their impact on well-being: Cognitive reappraisal lowered negative emotions, but emotional suppression increased dissatisfaction with life. Conclusion. These findings suggest that people’s effective and relevant regulation of their emotions during public health emergencies and ability to avoid losses caused by crisis events, have become urgent needs, requiring the development of psychological interventions to support well-being.
The process of digitalization has become an integral part of the social situation of a child’s growth in the modern world. Child development in the digital environment demands the involvement of adults as mediators. This practice is called parental digital mediation. Previous studies have identified the significant parental and environmental aspects of parental mediation, but there has been little information about the relationships between the children’s characteristics and parental digital mediation. The current study aims to fill this gap by identifying the behavioral (social network and screen time) and emotional (social network addiction and happiness) predictors of the two dimensions of digital mediation: parental support and parental control. The study also examines the differences among children influenced by various parental mediation strategies. A total of 4011 students (42% male and 58% female) ranging in age from 13 to 15 years (M = 14.07; SD = 0.76) took part in the study. The parental mediation of their children’s internet use, social media addiction, social network time, screen time, and happiness were measured. According to the results, both the behavioral and emotional characteristics of the children served as predictors of parental mediation. A small amount of time spent on social networks or screens and low social media addiction and happiness were identified as the predictors of parental support, whereas a large amount of time spent on social networks and screens and low social media addiction were identified as the predictors of parental control. Three groups of children experiencing different parental mediation strategies were determined. The children with parents who enabled mediation were happier than the others. Children under instructive mediation demonstrated the highest tendency to social media addiction. Children under selective mediation spent the most time (of all groups) on gadgets, but they showed a low tendency towards social media addiction.
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