ABSTRACT
Background: Female university students from socioeconomically vulnerable groups is a high-risk group for the development of mental health problems in the covid-19 pandemic. Objective: To evaluate the moderating role of teacher support on emotional regulation strategies (ERS) in the relationship between academic stressors (AS) and depressive symptoms in female university students from socioeconomically vulnerable groups. Method: 371 women between 18 and 29 years old who were in higher education completed a survey where depressive symptoms were evaluated through the PHQ-9 and the ERD through CERQ. To assess academic stressors and perception of teacher support, specific questions were designed. Results: Two indirect effect models were identified that showed that low teacher support moderated the moderation of low and medium levels of ERS planning in the relationship of “quality of online learning” and “concern for academic performance” with depressive symptoms. Conclusions: The role of ERS that points to metacognitive aspects and teaching support as protective factors for this specific group against AS, mainly linked to academic performance is discussed at the end.