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.

Facchin, F., Margola, D., Molgora, S., Revenson, A. T., Effects of Benefit-Focused Versus Standard Expressive Writing on Adolescents' Self-Concept During the High School Transition, <<JOURNAL OF RESEARCH ON ADOLESCENCE>>, 2014; 24 (1): 131-144. [doi:10.1111/jora.12040] [http://hdl.handle.net/10807/62894]

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

Facchin, Federica;Margola, Davide;Molgora, Sara;Revenson, A. Tracey
2014

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.
2014
Inglese
Facchin, F., Margola, D., Molgora, S., Revenson, A. T., Effects of Benefit-Focused Versus Standard Expressive Writing on Adolescents' Self-Concept During the High School Transition, <<JOURNAL OF RESEARCH ON ADOLESCENCE>>, 2014; 24 (1): 131-144. [doi:10.1111/jora.12040] [http://hdl.handle.net/10807/62894]
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10807/62894
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