Randomized controlled trial assessing the efficacy of expressive writing in reducing anxiety in first-year college students: the role of linguistic features

Robertson, Sarah; Short, Stephen D.; Sawyer, Leslie E.; Sweazy, Scott

doi:10.1080/08870446.2020.1827146

Cited by 13 publications

(11 citation statements)

References 44 publications

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“…Another activity is to share emotions with others through the use of an expressive writing technique, this comes from the possible adaption of social-biofeedback model. This exercise helps to build self-awareness and to regulate self-control of emotion-related experiences, physiological responses, and behaviors (György & Watson, 1999;Lepore, Greenberg, & Bruno, 2002;Robertson et al, 2020). Next, collaborative writing tasks in brainstorming activities and group discussions could help learners to take both the roles of supporter and help-seeker to complete individuals or group tasks.…”

Section: Discussionmentioning

confidence: 99%

Fostering Pre-Service Teachers’ Reflection in Self-Regulatory Process Through Socio-Emotional Collaborative Note-Taking in the mCSCL Environment

Wetcho

Na-Songkhla

2021

CONT ED TECHNOLOGY

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Self-regulation is an essential skill in teacher development, especially for pre-service teachers who need to develop their own self-regulated skills while simultaneously promoting self-regulation in learners. This study outlines a teacher development program in which pre-service teachers participated in a selfregulatory process in a Mobile Computer-Supported Collaborative Learning (mCSCL) online learning environment. Our aim is to fill the existing gap in this area by adding more collaborative learning processes. This study aimed to investigate the predictive effects that self-evaluation to define tasks and goals (at forethought phase) has on self-reflection, which is mediated by collaboration. Furthermore, we have drawn the possibility of embedding collaboration into the socio-emotional note-taking process by using the concept of mCSCL throughout the self-regulated learning process. Data was collected from undergraduate students, working as pre-service teachers, and studying at two institutes in Thailand (N=147), with 17 items of self-regulatory inventory obtained from the original self-regulatory inventory together with 5 other collaboration developed by the author. Structural equation modelling (SEM) analysis was used to confirm a partial mediation model via direct and indirect effects. Later the path analysis, the qualitative data is acquired to re-design the socio-emotional collaborative note-taking on mCSCL tools during the self-regulatory learning process, corresponding with the model testing phase according to the previous study by a semi-structure interview with 5 pre-service teachers. The results proved that collaboration was found to be a significant partial mediator of self-evaluation and selfreflection, in accordance with the empirical data. With our findings we were able to design a socioemotional collaborative note-taking activity in the mCSCL setting. We proposed collaborative note-taking activities which collaboration procedure is highlighted throughout 3 phases: collaboration in preperformance (recording ideas and planning), collaboration during the performance (sharing and brainstorming, support and seeking helps), and collaboration in post-performance (reflecting and evaluating) in which the activity was taking place between instructors and peers during supervision period.

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Section: Discussionmentioning

confidence: 99%

Fostering Pre-Service Teachers’ Reflection in Self-Regulatory Process Through Socio-Emotional Collaborative Note-Taking in the mCSCL Environment

Wetcho

Na-Songkhla

2021

CONT ED TECHNOLOGY

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“…In their RCT of undergraduates experiencing anxiety, Robertson et al (2021) found that participants in the EW intervention whose essays contained a smaller proportion of emotional words and a greater proportion of first-person singular pronouns showed more reduction in anxiety symptoms over time. Boals and Klein's (2005) study of undergraduates’ recovery from a relationship breakup reported that those who used more avoidant thinking about the dissolution also used more negative emotional words and fewer cognitive words in their essays.…”

Section: Expressive Writing Trauma and Distressmentioning

confidence: 99%

What is expressed in expressive writing: Gendered differences in narrative processes for low closure interpersonal and impersonal stressors.

Jenkins¹,

Shamji²,

Straup³

et al. 2024

Traumatology

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Introduction: Expressive writing (EW) research has shown this intervention's differential efficacy for various stressors, but the underlying mechanisms are rarely examined. These mechanisms might differ for interpersonal and impersonal stressors and for high-and low closure events. This study explored process (meaning making, coherence) and content (interpersonal decentering) characteristics of EW narratives as possible mechanisms. Method: One hundred seventy-six undergraduates (ages 18-39) wrote EW narratives that were content analyzed to classify the negative event as interpersonal or impersonal. Meaning making, coherence, and interpersonal decentering were scored reliably from those same narratives by different teams of trained expert scorers who were unaware of the hypotheses and the other codings. Results: Women wrote about interpersonal events more than did men. Decentering and meaning making were positively correlated, and both negatively correlated with narrative coherence, for low closure events only. Women writing about low closure interpersonal events activated more meaning making and more mature interpersonal decentering than did other women and men. Conclusion: Our findings provide insight into narrative processes that may contribute to the benefits from EW tasks. Perhaps early adults, especially women, spontaneously activate meaning-making and decentering processes to attain closure for stressful interpersonal events. Encouraging activated cognitive processing in psychotherapy might assist recovery.

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“…Dalam satu sesi terapi responden diberikan waktu 10-30 menit untuk menuliskan pikiran dan perasaan terdalamnya mengenai suatu pengalaman yang menekan dan traumatik, menuliskan makna berarti yang dimiliki, dan membuat penguatan positif. Selanjutnya responden diminta untuk mengucapkan penguatan positif yang telah dituliskan sehari minimal 3 kali (Lannin et al, 2018;Pennebaker & Chung, 2014;Robertson et al, 2020). menunjukkan terdapat pengaruh terapi menulis ekspresif dengan kombinasi afirmasi positif terhadap tingkat kecemasan pada mahasiswa di Surakarta.…”

Section: Metodeunclassified

“…dalam penelitiannya menyebutkan kegiatan menulis ekspresif dengan emosi positif dapat menurunkan tingkat kecemasan secara signifikan pada responden penelitiannya. PenelitianNiles et al (2015) menjelaskan responden yang menggunakan afirmasi positif lebih banyak dan menuliskan secara rinci mengenai pengalaman yang sangat menekan menunjukkan penurunan kecemasan yang paling besar.MenurutRobertson et al (2020) memberikan kesempatan bagi mahasiswa untuk mengeksplorasi pikiran dan perasaan mereka tentang transisi ke perguruan tinggi yang menekan dapat memberikan mereka sebuah kesempatan untuk dapat memahami pengalaman mereka dan akhirnya dapat mengurangi distress. Manfaat ini bisa didapatkan pada partisipan Zakky Abdul Ghoniy, Siti Khadijah, Insiyah & Endang Caturini Sulistyowati -Pengaruh Terapi Menulis Kombinasi Afirmasi Terhadap Kecemasan Mahasisawa Keperawatan Poltekkes 140 yang tulisannya berfokus pada pengembangan makna diri dan memaknai pengalaman mereka Shen et al (2018).…”

unclassified

Pengaruh Terapi Menulis Ekspresif Dengan Kombinasi Afirmasi Positif Terhadap Tingkat Kecemasan Pada Mahasiswa Di Surakarta

Khadijah

Ghoniy

2022

Intan Husada J. Ilm. Keperawatan

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Mahasiswa tahun pertama rentan mengalami kecemasan mengalami 2 buah transisi yaitu transisi tahap perkembangan dari remaja menuju dewasa serta transisi dari jenjang pendidikan sekolah atas menuju perguruan tinggi. Kecemasan pada individu dewasa yang disebabkan oleh ketidakmampuan dalam mengenali kesulitan yang mereka alami, sehingga diperlukan edukasi dan intervensi yang tepat. Salah satu intervensi yang dapat diberikan yaitu adalah terapi menulis ekspresif dengan kombinasi afirmasi positif. Penelitian ini bertujuan untuk pengaruh terapi ekspresif dengan kombinasi afirmasi positif terhadap mengetahui tingkat kecemasan mahasiswa di Surakarta. Desain yang digunakan adalah quasi eksperimental dan menggunakan teknik purposive sampling. Jumlah responden yaitu 97 responden yang terbagi atas kelompok kontrol (n= 48) dan eksperimen (n = 49). Kecemasan diukur menggunakan Zung Self-Rating Anxiety Scale (SAS/SRAS) dan dianalisis menggunakan Uji Wilcoxon dan Mann Whitney dengan nilai p < 0,05. Hasil Uji Wilcoxon pada kelompok kontrol menunjukkan nilai p = 0,385 dan pada kelompok eksperimen menunjukkan nilai p = 0,000. Uji hipotesis menggunakan Uji Mann Whitney pada kelompok kedua didapatkan p value = 0,023. Hasil ini menunjukkan adanya pengaruh terapi ekspresif dengan kombinasi afirmasi positif dalam menurunkan tingkat kecemasan mahasiswa di Surakarta

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Randomized controlled trial assessing the efficacy of expressive writing in reducing anxiety in first-year college students: the role of linguistic features

Cited by 13 publications

References 44 publications

Fostering Pre-Service Teachers’ Reflection in Self-Regulatory Process Through Socio-Emotional Collaborative Note-Taking in the mCSCL Environment

Fostering Pre-Service Teachers’ Reflection in Self-Regulatory Process Through Socio-Emotional Collaborative Note-Taking in the mCSCL Environment

What is expressed in expressive writing: Gendered differences in narrative processes for low closure interpersonal and impersonal stressors.

Pengaruh Terapi Menulis Ekspresif Dengan Kombinasi Afirmasi Positif Terhadap Tingkat Kecemasan Pada Mahasiswa Di Surakarta

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