Effects of Benefit-Focused Versus Standard Expressive Writing on Adolescents' Self-Concept During the High School Transition

Federica Facchin, Davide Margola, Sara Molgora, A. Tracey Revenson, Tracey A. Revenson

Risultato della ricerca: Contributo in rivistaArticolo in rivistapeer review

19 Citazioni (Scopus)

Abstract

This randomized trial compared two types of expressive writing—benefit-focused versus standard expressive writing—with a factual writing(control) condition in enhancing adolescents’self-concept during the transition to high school. First-year male students (N = 201) wrote on three consecutive days about either the potential benefits of the school transition,their deepest thoughts and feelings about this transition, or their school activities. The benefit-focused group had better short-term academic self-concept relative to the other two conditions, especially among students who had low academic self-concept at baseline, but these changes were not lasting. Writing about the benefits of the transition may be a cost-effective school-based intervention to strengthen academic self-concept, but may need augmentation with booster sessions or interpersonal discussion.
Lingua originaleEnglish
pagine (da-a)131-144
Numero di pagine14
RivistaJournal of Research on Adolescence
Volume24
DOI
Stato di pubblicazionePubblicato - 2014

Keywords

  • Benefit-finding
  • Expressive writing
  • High school transition
  • Middle adolescence
  • Self-concept

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