ABSTRACT

Positive expressive writing may improve willingness to engage in expressive writing. An individual, three-day, homework-style experiment was conducted with 42 Japanese undergraduate students who completed a writing task about their feelings regarding a stressful experience. Participants were assigned sequentially to positive, negative, or standard prompt groups. ANOVAs were performed to compare students’ willingness to engage in expressive writing across groups and revealed a relative increase in the positive prompt group’s willingness from baseline to follow-up. In that group, students’ willingness significantly increased from pre-session to post-session. The positive prompt helped maintain higher levels of continued expressive writing and promoted participants’ willingness to engage in expressive writing, causing fewer interruptions during writing sessions. Expressive writing may be an early stress intervention strategy.

摘要

积极的表达性写作可以提高从事表达性写作的意愿。对 42 名日本本科生进行了一项为期三天的家庭作业式个人实验，他们完成了关于他们对压力经历的感受的写作任务。参与者被依次分配到正面、负面或标准提示组。进行方差分析以比较学生参与跨组表达性写作的意愿，并揭示积极提示组的意愿从基线到后续行动的相对增加。在该组中，学生的意愿从会前到会后显着增加。积极的提示有助于保持更高水平的持续表达性写作，并促进参与者从事表达性写作的意愿，在写作过程中减少中断。富有表现力的写作可能是一种早期的压力干预策略。