The current study examined the influence of two expressive writing paradigms on student well-being during the college transition. One hundred sixty-one incoming college students participated online at three time points during the fall semester. Between the first and second time points, students were randomly assigned to daily writings in one of three conditions: emotion-disclosing writing (EDW), gratitude-focused writing (GFW), and no writing (control). Growth models showed that students in the EDW condition increased over time in self-disclosure. There were also indirect effects of EDW on increases in positive affect and decreases in depressive symptoms through self-disclosure. Students in the GFW condition increased in life satisfaction over time. Results suggest benefits of both types of expressive writing for college student adjustment. Future research is needed to clarify mechanisms of influence for these distinct writing paradigms.

中文翻译：

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过渡到大学期间的表现型写作和幸福感：情感表达和感恩心写作的比较

当前的研究考察了两种表现形式写作范式对大学过渡时期学生幸福感的影响。在秋季学期的三个时间点，有161名新生入学。在第一个时间点和第二个时间点之间，学生被随机分配到以下三种情况之一中的日常写作：情感交流写作（EDW），感恩心写作（GFW）和无写作（对照）。成长模型表明，处于EDW状态的学生的自我披露随着时间的推移而增加。EDW还具有通过自我披露增加积极影响和减轻抑郁症状的间接作用。随着时间的流逝，处于GFW状态的学生的生活满意度得到提高。结果表明，两种类型的表达性写作对大学生调整都有好处。