Abstract:

The global impact of the Covid-19 pandemic has affected the health and lives of many individuals, including loss of life. Mental health and education were among the areas most affected by the pandemic. Despite the disruptions to educational continuity, students were able to complete their professional studies on time. However, the economic consequences brought about a decrease in job opportunities and consequently affected the professional future of graduates. Based on the above-mentioned, the objective of this study was to identify the psychosocial variables related to resilience and psychological flexibility in students who graduated during the Covid-19 pandemic.

A quantitative study was conducted using a non-experimental, cross-sectional design with predictive scope. A non-probabilistic sample of university students who graduated during the Covid-19 pandemic was utilized. The study involved 60 students who graduated during the pandemic in the 2021 and 2022 cohorts. Multiple linear regression models were employed, including the interaction between psychological inflexibility and disruption of professional plans, to explain emotional distress, composed of the constructs of depression, anxiety, and stress, as well as these individual variables.

The results revealed that there is a moderating effect of perceiving the Covid-19 pandemic as interrupting participants' professional plans in the relationship between psychological inflexibility and symptoms of anxiety, stress, and depression. The overall model significantly explained 68.4% of the variance in emotional distress (F (7,49) =18.3, p <.001). A significant positive interaction between psychological inflexibility and plan disruption was detected (F (1,49) =10.6, p < .01), indicating that more psychological inflexibility is associated with higher emotional distress. However, this effect was significantly stronger for students who perceived that Covid-19 interrupted their professional plans compared to those who did not perceive it that way. These results remained significant even after statistically controlling for gender, age, social support, and resilience levels of the students. Individual models revealed significant interactions for depression (F (1,52) = 11, p<.01) and stress (F (1,52) =5.5, p= .023), but not for anxiety (F (1,52) = 4, p= .051).

Based on the findings, we can conclude that, in the evaluated sample of professional graduates, the perception of damage related to the Covid-19 pandemic significantly and positively influences symptoms of depression and stress, moderated by psychological inflexibility. Therefore, it is recommended to continue exploring the emotional disturbances that may arise in graduating students in order to provide support strategies during this crucial stage of development. Additionally, it is important to generate innovative programs that contribute to the prevention of difficulties faced by students nearing graduation, enabling them to better cope with the changes they will experience in their future professional lives. This approach aims to positively influence academic performance and future work contexts.

Keywords:

Emotional Distress, Psychological inflexibility, Educational innovation, Higher Education, Professional graduates.