Department of Human Sciences, University of Regensburg, Regensburg, Germany.
PLoS One. 2022 May 2;17(5):e0267905. doi: 10.1371/journal.pone.0267905. eCollection 2022.
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.
本预先注册研究的目的是检验表达性写作是否有助于教师学生发展功能性预期教学相关情绪。在詹姆斯·W·彭尼贝克（James W. Pennebaker）表达性写作范式的一种变体中，129 名教师学生被随机分配到连续三天内分别撰写关于个人最恐惧和最快乐的未来教学相关事件（治疗组：n = 67）或关于森林和城市公园散步的内容（对照组：n = 62）。在这两个组中，随着写作次数的增加，预期的教学相关积极情绪增加，而预期的教学相关消极情绪减少。在写作之后，治疗组报告说他们对未来教师职业生涯的看法发生了更强烈的变化，对未来职业生涯的个人投入度更高，并且更有动力在未来使用表达性写作。这些结果表明，表达性写作是促进教师学生预期教学相关情绪的有前途的工具。
