The promotion of functional expected teaching-related emotions through expressive writing.
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...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Public Library of Science (PLoS)
2022-01-01
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| Series: | PLoS ONE |
| Online Access: | https://doi.org/10.1371/journal.pone.0267905 |
| _version_ | 1811327428246634496 |
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| author | Markus Forster Christof Kuhbandner |
| author_facet | Markus Forster Christof Kuhbandner |
| author_sort | Markus Forster |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-04-13T15:07:43Z |
| format | Article |
| id | doaj.art-5fbd5efa7d35481faf923b16e65f6e25 |
| institution | Directory Open Access Journal |
| issn | 1932-6203 |
| language | English |
| last_indexed | 2024-04-13T15:07:43Z |
| publishDate | 2022-01-01 |
| publisher | Public Library of Science (PLoS) |
| record_format | Article |
| series | PLoS ONE |
| spelling | doaj.art-5fbd5efa7d35481faf923b16e65f6e252022-12-22T02:42:07ZengPublic Library of Science (PLoS)PLoS ONE1932-62032022-01-01175e026790510.1371/journal.pone.0267905The promotion of functional expected teaching-related emotions through expressive writing.Markus ForsterChristof KuhbandnerThe 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.https://doi.org/10.1371/journal.pone.0267905 |
| spellingShingle | Markus Forster Christof Kuhbandner The promotion of functional expected teaching-related emotions through expressive writing. PLoS ONE |
| title | The promotion of functional expected teaching-related emotions through expressive writing. |
| title_full | The promotion of functional expected teaching-related emotions through expressive writing. |
| title_fullStr | The promotion of functional expected teaching-related emotions through expressive writing. |
| title_full_unstemmed | The promotion of functional expected teaching-related emotions through expressive writing. |
| title_short | The promotion of functional expected teaching-related emotions through expressive writing. |
| title_sort | promotion of functional expected teaching related emotions through expressive writing |
| url | https://doi.org/10.1371/journal.pone.0267905 |
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