An Application Research On With Written Emotional Expression Improving Self-efficacy Of College Students

Written emotional expression is a psychological intervention way of disclosure,expression feelings and thoughts related to individual experience with the way ofwriting, so as to promote their physical and mental health. Because of simple operation,obvious effect and low cost advantages, it attracted extensive interest, concern andresearch from researchers, making it from a new intervention methods graduallydeveloped into a more mature psychological intervention technology. At present, theforeign relevant studies are more, while the domestic involve less. The study uses acase study, an exploratory study to explore written emotional expression interventionthe specific application to the culture and intervention of self-efficacy of collegestudents. It is designed to, On the one hand, to rich written emotional expressionlocalization research; on the other, to provide a new idea and reference to improve theself-efficacy of college students, the training of school mental health education andpsychological counseling and guidance.Synthesizing the relevant theory of written emotional expression, self-efficacytheory and the purpose of the study, at first, the research uses the experimental group,the control group pretest posttest experimental design to verify that the writtenemotional expression to improve Chinese college students’self-efficacy is effectiveand long-lasting. Secondly, it uses the2*2*2on experimental design, the singlevariable and multiple factor variance analysis for immediate posttest scores and3months of posttest scores to examine the writing subject factors, personal involvementlevel factors, gender factors on intervention effect. Finally, supplemented by case studyand qualitative research, explores written emotional expression in culture, improve,intervention practical application of self-efficacy of college students. It try to summarygeneral technological process and matters needing attention written emotionalexpression intervention on self-efficacy of college students, with a view to provide a certain reference and enlightenment for the improvement, training and intervention theself-efficacy of college students. The research gets the following conclusions:(1)One times a day, every ten to thirty minutes, lasting a month writtenemotional expression intervention can significantly improve the college students’self-efficacy levels, and can generate longer after-effect.(2)On the writing topic dimension, the immediate intervention effect between thedifferent (trauma, positive) written theme groups is significant, and the active themeimmediate intervention significantly better effect than the trauma topic. The long-term(after3months) intervention effect between the different written theme groups isnotable.(3)On the level of personal involvement level dimension, the immediateintervention effect and the long-term intervention (after3months) effect between thedifferent (high, low) personal involvement levels are significant. And immediateintervention effect, long-term intervention effects of high level on written emotionalexpression are better than those of lower level.(4)On the gender dimension, the intervention effect, instant effect of long-termintervention (after3months) different gender experimental group are significant, andmale college students’immediate intervention effect, long-term intervention effects aresignificantly better than female college students’.(5)Through a case study, combining trauma and positive subject, the writtenemotional expression can produce good effect of intervention to low levels ofself-efficacy of college students caused the general psychological problems.In view of this, written emotional expression can significantly improve Chinesecolleges’self-efficacy level and has a long-lasting effect. Written emotional expressionto improve, cultivate, intervention of self-efficacy of college students is feasible and isworth research and application.