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The promotion of functional expected teaching-related emotions through expressive writing
[journal article]
Abstract 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 ... view more
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.... view less
Keywords
writing; emotionality; teaching; teaching position; student
Classification
University Education
Curriculum, Teaching, Didactics
Free Keywords
ZIS 242
Document language
English
Publication Year
2022
Page/Pages
p. 1-15
Journal
PLOS ONE, 17 (2022) 5
DOI
https://doi.org/10.1371/journal.pone.0267905
ISSN
1932-6203
Status
Published Version; peer reviewed