The Study Of Expressive Writing In Middle School Students

Expressive writing（expressive writing）is a psychological intervention technology designed and first applied by Pennebaker et al.,that is,individuals express their inner emotional experiences and ideas related to their own important experiences or events through the way of writing,and thus promote emotional regulation and improve physical and mental health.In this study,the applicability of junior middle school students in the group was verified in three studies,and further discussed the factors（gender,grade,writing type and writing person）that affect the adjustment effect of expressive writing on the junior middle school students’ academic emotions.Study 1 tested the adjustment effect of expressive writing on academic emotion in junior high school students,and compared the differences between gender and grade.The results are as follows:（1）expressive writing for junior high school students negative-high arousal,negative-low arousal and positive-low arousal three types of academic emotions has significant adjustment effect,adjustment effect further that is reflected in meet,calm,anxiety,shame,angry,angry,tired,helpless,depressed eight dimensions of academic mood score significant optimization.（2）There is no significant gender difference in the adjustment effect of expressive writing on the academic mood of junior high school students.（3）There are significant grade differences in the adjustment effect of expressive writing on the academic mood of junior high school students.Study 2 examined the influence of writing type on academic mood.The study results are as follows: compared with structured expressive writing,liberal expression writing has a more significant adjustment effect on the academic emotions of junior high school students,further reflecting the significant optimization of the academic emotion score in the calm dimension;while there is no significant difference on other types of academic emotions of junior middle school students.Study 3 examined the differences in the utility of person type in structured expressive writing.The research results are as follows: first-person structured expressive writing for positive-high arousal mood,further reflected in the two dimensions of joy and hope;third-person structured expressive writing for negative-low arousal mood,further reflected in the three dimensions of shame,helplessness and frustration.Study 1,2 and 3 used a combination of behavioral experiments and tracking measurements,Before the first writing,Participants will need to complete the prewriting questionnaire,Including the demographic questionnaire,the Youth Academic Demotionality Questionnaire,The investigator recovered the questionnaires,statistical data;A day later,Students in the three experimental groups receive their corresponding experimental processing（freestyle expressive writing,first person structured expressive writing,third person structured expressive writing）,Once weekly,Each time,for 30 minutes,Four times in total,Complete the expressive writing lasting for one month;On the same day after the experiment,All subjects need to complete the Youth Academic Eemotionality Questionnaire again;The investigator recovered the questionnaires,statistical data.Based on the above research results,this shows that the expression writing has a good effect on the academic mood in junior high school students.