| Autor: |
Forster, Markus, Kuhbandner, Christof |
| Rok vydání: |
2022 |
| Předmět: |
|
| Zdroj: |
PLOS ONE, 17, 5, 1-15 |
| Druh dokumentu: |
Zeitschriftenartikel<br />journal article |
| ISSN: |
1932-6203 |
| DOI: |
10.1371/journal.pone.0267905 |
| Popis: |
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. |
| Databáze: |
SSOAR – Social Science Open Access Repository |
| Externí odkaz: |
|
|
Nepřihlášeným uživatelům se plný text nezobrazuje |
K zobrazení výsledku je třeba se přihlásit.
|
