Cameron L D, Nicholls G
Department of Psychology, Saint Joseph's University, USA.
Health Psychol. 1998 Jan;17(1):84-92. doi: 10.1037//0278-6133.17.1.84.
This study assessed the effectiveness of a writing task designed to foster self-regulatory coping with stressful experiences to reduce medical clinic visits and to promote adjustment. Students entering college (N = 122) who were classified as optimists or pessimists by using a dispositional optimism measure participated in a self-regulation task (expressing thoughts and feelings about entering college and then formulating coping plans), a disclosure task (expressing thoughts and feelings only), or a control task (writing about trivial topics) for 3 weekly writing sessions. Among optimists, both the self-regulation task and the disclosure task reduced illness-related clinic visits during the following month; among pessimists, only the self-regulation task reduced clinic visits. In general, the self-regulation task beneficially affected mood state and college adjustment whereas the disclosure task increased grade point averages.
本研究评估了一项写作任务的有效性，该任务旨在培养应对压力经历的自我调节能力，以减少去医疗诊所就诊的次数并促进适应。通过使用一种 dispositional optimism 测量方法被归类为乐观主义者或悲观主义者的刚进入大学的学生（N = 122）参加了一项自我调节任务（表达对进入大学的想法和感受，然后制定应对计划）、一项披露任务（仅表达想法和感受）或一项控制任务（撰写琐碎主题），为期 3 周，每周进行一次写作练习。在乐观主义者中，自我调节任务和披露任务都减少了接下来一个月内与疾病相关的诊所就诊次数；在悲观主义者中，只有自我调节任务减少了诊所就诊次数。总体而言，自我调节任务对情绪状态和大学适应产生了有益影响，而披露任务提高了平均绩点。
