Opening Up in the Classroom: Effects of Expressive Writing on Graduate School Entrance Exam Performance

被引：35

作者：

Frattaroli, Joanne ^{[1
]}

Thomas, Michael ^{[2
]}

Lyubomirsky, Sonja ^{[3
]}

机构：

[1] Univ Calif Irvine, Dept Psychol & Social Behav, Irvine, CA 92697 USA

[2] Arizona State Univ, Dept Psychol, Tempe, AZ 85287 USA

[3] Univ Calif Riverside, Dept Psychol, Riverside, CA 92521 USA

来源：

EMOTION | 2011年 / 11卷 / 03期

关键词：

expressive writing; experimental disclosure; exam performance; test anxiety; anticipatory stress; WORKING-MEMORY CAPACITY; EMOTIONAL DISCLOSURE; STEREOTYPE THREAT; TEST ANXIETY; ADJUSTMENT; STRESS; MODERATORS; DISTRESS; MODEL; MOOD;

D O I：

10.1037/a0022946

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

Our study sought to determine whether experimental disclosure could improve exam performance and psychological health in students taking a graduate school entrance exam. Students preparing for the GRE, MCAT, LSAT, or PCAT were randomly assigned to write expressively about their upcoming exam or to a neutral writing condition. Participants completed measures of depressive symptoms and test anxiety before and after writing, and exam scores were collected. The experimental disclosure group had significantly higher test scores and significantly lower pre-exam depressive symptoms than the neutral writing group. Although benefits for depressive symptoms were found in expressive writers regardless of exam type. the advantage of expressive writing for test performance was only observed in students taking the MCAT or LSAT.

引用

页码：691 / 696

页数：6

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