Forster, Markus and Kuhbandner, Christof (2022) The promotion of functional expected teaching-related emotions through expressive writing. PLOS ONE, 17 (5): e0267905. ISSN 1932-6203,
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The aim of the present preregistered study was to examine whether expressive writing can help teacher students to develop functional expected teaching-related emotions. In a variation of James W. Pennebaker ' s expressive writing paradigm, 129 teacher students were randomly assigned to write on three consecutive days either about the future teaching-related events that personally trigger the greatest fear and joy (treatment group: n = 67) or about a walk in a forest and a city park (control group: n = 62). In both groups, expected teaching-related positive emotions increased and expected teaching-related negative emotions decreased with increased writing sessions. After the writing sessions, the treatment group reported a stronger change in their view about their future professional life as a teacher, a more active personal involvement with their future professional life, and an increased motivation to use expressive writing in the future. These results demonstrate that expressive writing is a promising tool to promote teacher students' expected teaching-related emotions.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | HEALTH-BENEFITS; DISCLOSURE; INTERVENTIONS; METAANALYSIS; RUMINATION; |
| Subjects: | 100 Philosophy & psychology > 150 Psychology |
| Divisions: | Human Sciences > Institut für Psychologie > Lehrstuhl für Psychologie VI (Pädagogische Psychologie) - Prof. Dr. Christof Kuhbandner |
| Depositing User: | Dr. Gernot Deinzer |
| Date Deposited: | 13 Feb 2024 06:31 |
| Last Modified: | 13 Feb 2024 06:31 |
| URI: | https://pred.uni-regensburg.de/id/eprint/56566 |
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