Department of Psychology, Trenton State College, Trenton, New Jersey.
J Youth Adolesc. 1979 Sep;8(3):327-41. doi: 10.1007/BF02272798.
Several studies were conducted to assess the relationship between expressive writing (poetry writing and journal keeping) and ego identity development among high school and college students. In three independent comparisons, poetry writers were more likely than students not writing poetry to have previously resolved identity crises (i.e., to be in the identity achiever status). There were also indications that students who had never written poetry were more likely to be in the foreclosure and identity diffusion statuses. No differences in identity development were found between students keeping personal journals and those who had not kept journals. A comparison was made of the themes most frequently chosen as the subject for each type of expressive writing and the functions such writings were believed to be serving. Possible explanations for why poetry writing, but not journal keeping, is related to ego identity formation are discussed.
几项研究评估了表达性写作（诗歌写作和日记记录）与高中生和大学生的自我同一性发展之间的关系。在三项独立的比较中，写诗的学生比不写诗的学生更有可能以前解决过身份危机（即处于身份获得状态）。也有迹象表明，从未写诗的学生更有可能处于预先决定和身份扩散状态。在个人日记写作和未写日记的学生之间，在身份发展方面没有发现差异。比较了作为每种表达性写作主题的最常选择的主题，以及这些写作被认为所起的作用。讨论了为什么诗歌写作而不是日记写作与自我同一性形成有关的可能解释。
