COVID-19 Questionnaire: Cognitive Reappraisal Strategy

to Regulate Emotional Distress in University Students

Coronavirus disease (COVID-19) has negatively impacted students psychologically.

Universities suspended on-campus classes and adopted an online-based curriculum; students
have been studying remotely in Melbourne since early March 2020. Students may use
emotional regulation strategies to regulate these negative emotions Cognitive Reappraisal
Strategy is used often by young adults. To study this relation: 120 participants will be 60
international students and 60 university students (18 to 24 years old). Participants will be
completing a the CERQ and PANAS as a base measure followed by a COVID-19
questionnaire survey. The survey will consist of 30 negative images and will be either
reappraised or passively viewed by the participants. The strategy will be explained when
using Reappraisal. The image will be rated on the scale of 1-5 (Positive – Negative).
Participants will again fill the PANAS at the end of the questionnaire. The result will be
compared by subtracting each participant's positive mood and negative mood (P score - N
score) to see the changes in a positive and negative mood. If the hypothesis is successful, then
the university students will prefer a "reappraisal" strategy over the passive "view" strategy to
regulate their emotions. 

Keywords: cognitive Reappraisal, emotion regulation, COVID-19, university students,

Passive viewing

The covid-19 outbreak led to a rise in negative emotions and a decline in positive emotions
globally (Wang, Dorison, Lerner, Miller, Gross & Goldenberg, 2020). The risk of getting the
virus, self-isolation, conflicts with work and family further aggravate emotional distress in
individuals (Wu, Jiang, He, Li, Yang & Yue, 2020). These factors have an adverse effect on
emotions and negatively impact mental health in individuals. Studies demonstrate that the
impact of Covid-19 on psychological health is long-lasting (Chang, Yuan, Wang & 2020).
These impacts of the outbreak are unavoidable, its essential to build resilience and use
regulation strategies to regulate emotions effectively (Sundarasen, Chinna, Kamaludin,
Nurunnabi, Baloch, Khoshaim, Hossain & Sukay, 2020).

Universities suspended on-campus classes and adopted an online-based curriculum; students

have been studying remotely in Melbourne since early March 2020 (Islam, Barna, Raihan,
Khan, Hossain & 2020). The lockdown in Melbourne kept extending due to the rise in cases.
These unforeseen circumstances of lockdown negatively impacted student's academic
performances, jobs and relationships that led to an increase of negative emotions (Islam,
Barna, Raihan, Khan & Hossain, 2020). A higher number of students notice a decrease in
motivation, i.e. Not attending classes due to lack of interest and motivation, increase in drop-
out rates & negative affect on their psychical and psychological health (Grubic, Badovinac,
Johri & 2020). University students were required to adapt to these sudden changes that led to
an increase in emotional distress in their pre-existing stressors and a significant decline in
positive emotion (Grubic, Badovinac, Johri & 2020) (Wang, Dorison, Lerner, Miller, Gross,
Goldenberg & 2020).

Emotional Regulation (ER) is a method through which individuals can stay positive under
highly stressful situations by suppressing their negative emotions (Champi, Farrow & Webb,
2014). Emotional Regulation may affect changes in behaviour over time and its links to
emotions (Sheeren, & Miles,2012). Studies show that repetition over time increases and
regulate the effectiveness of ER (Champi, Farrow, Webb & 2014). Emotions have a negative
impact when they have an incorrect intensity, interval, regularity biased cognition and
behaviour (Gross & Jazaieri, 2014) (Gross, 2015). Reappraisal is one of the strategies used to
regulate emotions.
Reappraisal involves reframing an emotional occurrence by re-evaluating the thought process
(Gross, 1998) (Thiruchselvam, Blechert, Sheppes, Anders & Gross, 2011). It attempts to
change the meaning of emotion-inducing events (Yan, Lin, Cui & Zhang) (Gross
&Thompson, 2007). It depends on an individual whether they want to reappraise, distract or
accept a situation, some individuals do not regulate their emotions at all and let it fade over
time (Gross, 1998) (Suri,2015). It depends on an individual's (1) ER frequency, how many
times they use a specific strategy of emotional Regulation. (2) ER self-efficacy, one'sone's
capacity to use an ER strategy. (3) ER ability, one'sone's ability to successfully use a specific
form of ER strategy (Gross & John, 2003), (Goldin, 2012), (Troy, Wilhelm, Shallcross, &
Mauss, 2010)
The strengths of using Reappraisal are that it allows individuals to deal with the situation by
suppressing their negative emotions by suppressing them instead of avoiding them like
distraction strategy. It acts like a positive reinforcement which may result in improved
results. The strengths of using Reappraisal are that it allows individuals to deal with the
situation by suppressing their negative emotions by suppressing them instead of avoiding
them (Sheppes & Gross, 2011; Milyaysky, Webber, Fernandez, Kruglanski, Goldenberg, Suri
& Gross 2018). We can conclude that cognitive Reappraisal is easier to implement and has
long-lasting results with repetition. However, what if an Individual lacks the skill to
reappraise? Reappraisal might not always be successful (Troy & Frod,2019). It depends on
the individual's capacity to reappraise or if the circumstances are extreme Reappraisal will
harm an individual's mental health (Troy & Frod,2019). Reappraisal is not practical all the
time; it may make an induvial feel as if they are faking their emotions or lying to themselves.
If reappraisal strategy has not used effectively, it may lead to more damage than good in the
long run (Troy & Frod,2019).

Previous studies provide valuable insights; University students have suffered and forced to
rapidly adjust to an online curriculum which led to an increase in stress and anxiety. (Grubic,
Badovinac & Johri,2020) 22% of international students are stuck outside of Australia and are
unable to return due to border closure (Sriram & Lehmann, 2020). Most of the students
attended classes at odd times as they were in different time zones. This leads to loss of
motivation and negatively affects an individual's daily routine; it may also induce depression,
anxiety, irregular sleeping habits, eating disorders. To help positively regulate these
emotions, the use of Reappraisal is one of the effective strategies that can help to regulate
one'sone's emotions in these dire circumstances. However, more research is needed to
examine the effects of cognitive reappraisal strategies in university students during the covid-
19 pandemic. Reappraisal helps students to adapt, stay positive and regulate their emotions
effectively by reappraising negative emotions caused by the pandemic. Adapting a cognitive
reappraisal (ER strategy) depends on the context. (Troy, Shallcross & Mauss, 2013).

The purpose of this study is to hypothesize that University students prefer Reappraisal to
regulate emotional distress caused by the COVID-19 pandemic. This study aims to generalize
the findings of previous work in relation to the current COVID-19 outbreak by measuring the
impact of negative images on emotions. It is predicted that university students will reappraise
emotional stress and will report a higher positive effect in relation to students who view the
image and not regulate their emotions measured on the PANAS and the COVID- 19
questionnaire.

Participants

There will be 120 participants (60 university international students, 50%) (60 university students,
50%) undergraduates 18 to 24 years old (M= 21, SD = 4.24) from Monash University. They will
receive an online voucher as compensation. The Monash university will approve all the measures by
the Human Research Ethics Committee.

Design

The Questionnaire will be an independent variable; it will consist of images with two options either
to reappraise the image or to view the image. Emotions will be the dependent variable. This study
will be non-experimental, repeated measures design. Participants who fail to complete all the
questions in the Questionnaire will be excluded from the study. The study will be conducted online
due to COVID-19 government regulations. If a participant has poor internet connectivity and
disconnects from the server, they will be excluded from the study. Participants can withdraw from
the study at any time.

Material

COVID-19 Questionnaire will be designed, consisting of 30 images of negative impacts of the

outbreak globally in order to induce negative emotions. It will have two options, reappraise or view.
The instrument will have a 1-5 scale (Positive to negative) for every image. Each image shows on the
screen for 20 seconds, followed by two options. “Reappraise” or “View”, The strategy must be
explained when using Reappraisal. After every 15 images (twice) there will have a semantic
differential scale, i.e., How do you feel about these images? (Unpleasant- Pleasant). For every image
passively viewed, the participant will score (-1) and for every image reappraised the participant will
score (+1).
Emotions will be assessed for a base scale by (CERQ) Cognitive Emotion Regulation Questionnaire
(Garnefski et al., 2001) is a self-report measure on a 36- item scale used to measure a response to
traumatic life events. It can be narrowed down to a specific event to get a response (COVID-19). It
works on a 5-point Likert scale which ranges from 1 to 5, almost never to almost always. This test
assesses nine aspects: internal guilt, external guilt, acceptance, revising a plan, positive ways to
refocus, cogitation, Reappraisal, perception, and catastrophizing. It will be used to get a baseline
measure in this proposed study.

The Positive and Negative Schedule (PANAS) (Watson et al., 2008) assess mood on two scales
positive and negative. The result will be compared by subtracting each participant's positive mood
and negative mood (P score - N score) once at the beginning of the study and once at the end of the
study to see the changes in a positive and negative mood. Participants respond to a 20-item test
which uses a 5-point scale, ranging from not at all to extremely (1-5). It has been used as a self-
report measure in experimental and community frameworks. (Merz, 2013). The PANAS scale can
measure both positive and negative emotions. (Magyar & Moe,2009)

Procedure

This study will be conducted online due to the COVID-19 outbreak. Participants will be asked to fill in
the CERQ, followed by PANAS at the beginning of the study as a base measure. A practice trial will be
conducted before the original study begins; the trial will consist of 5 images (Negative) associated
with the COVID-19 pandemic. Participants will either "reappraise" or "view" the images and rate
them on the scale of 1-5. The strategy must be explained when using Reappraisal.

After the practice trial ends, the study will commence. There will be two blocks or sets, containing 15
images (15 Negative –15 Negative). Each image will appear on the screen for 20 seconds, followed
by two options. "Reappraise" or "View", The participants can either chose to view the images or
reappraise the viewed images passively. For every image passively viewed, the participant will score
(-1) and for every image reappraised the participant will score (+1). The strategy must be explained
when using Reappraisal. The image will be rated on the scale of 1-5 (Positive – Negative). A semantic
scale will follow the two sets of 15 images each. After every block (15 Images), i.e., How do you feel
about this questionnaire? (Unpleasant- Pleasant). Participants will complete the PANAS at the end of
the questionnaire.

Expected Outcomes and Implications

If the hypothesis is successful, then the university students will prefer a "reappraisal" strategy over
the passive "view" strategy to regulate their emotions. The study will hypothesize if positive
reappraisal increases after an individual spends time in isolation (COVID-19). According to (Jamieson,
2010) Participants who spent time alone before sitting for an exam experienced less stress in
comparison to the participants who did not spend time alone. Solitude boosts resilience and helps to
diffuse negative emotions in individuals. These impacts of the outbreak are unavoidable, its essential
to build resilience and use regulation strategies to regulate emotions effectively (Sundarasen,
Chinna, Kamaludin, Nurunnabi, Baloch, Khoshaim, Hossain & Sukay, 2020). The study will help to
understand independent behavioural tasks which help with the improved classification of
Reappraisal's effect on emotions. Participant's positive emotions will decrease, and negative
emotions will increase. The study will be conducted online; if a participant has poor internet
connectivity, and they disconnect from the server, then the participant will be excluded from the
study.

If the hypothesis is not supported, and students did not use Reappraisal to regulate their emotions,
then Reappraisal does not enhance coping and reduce stress caused by COVID-19 (Raio, 2013). It
might be limited to help individuals to develop coping mechanisms (Arbel, Khouri, Sagi & Cohen,
2020). Reappraisal may not be successful every time. (Troy & Frod,2019) Moreover, it can harm an
individual's mental health if not used correctly. (Troy & Frod,2019) Reappraisal is not practical all the
time; it may make an individual feel as if they are faking their emotions or lying to themselves.

The proposed research has some limitations. As the study is designed to be conducted online due to
the COVID-19 regulations, there is no random conditioning or a comparison group. There is a
possibility that after further research, with larger sample size, manipulation, variations in strategies
like acceptance, distraction, the outcomes might differ. Individuals with higher emotional
intelligence use reappraisal strategies to regulate emotions. (Robles, Cobo, Leal, Cabello, Gross &
Berrocal, 2019). The study only uses university students, whereas it is essential to consider
individuals of all ages, i.e., teens, young adults, adults and old adults. Some studies prove that old
adults (65-75) are more likely to use distractions, unlike young adults who prefer to reappraise their
emotions. (Scheibe, Sheppes & Staudinger, 2015). The gender differences in applying cognitive
regulation strategies may lead to a different outcome. (Perchtold, Papousek, Fink, Weber, Rominger
& Weiss, 2019). Women depend on many aspects of their ER through cognitive Reappraisal, and
men benefit from reappraisal training (Perchtold, Papousek, Fink, Weber, Rominger & Weiss 2019).
According to (Kim & Hamann,2012) Reappraisal increases negative emotion generated facial
corrugator electromyographic responses (EMG) and (SCRs) skin conductance responses. The
hypothesis that Reappraisal induces consequent changes to differ across the genders and are related
to changes in memory (Kim & Hamann,2012). Reappraisal is also an effective emotional strategy for
socially anxious individuals (Yuan, Zhou & Hu, 2014)

However, these results may suggest (18-24 years) university students choose reappraisal strategy
over passive viewing strategy. Reappraisal helps to regulate emotions in a positive method, and if
combined with repetition can benefit individuals for long a period. Cognitive Reappraisal is a useful
strategy to deal with the stress of this pandemic.