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The promotion of functional expected teaching-related emotions through expressive writing
[Zeitschriftenartikel]
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 ... mehr
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.... weniger
Thesaurusschlagwörter
Schreiben; Emotionalität; Unterricht; Lehramt; Student
Klassifikation
Bildungswesen tertiärer Bereich
Unterricht, Didaktik
Freie Schlagwörter
ZIS 242
Sprache Dokument
Englisch
Publikationsjahr
2022
Seitenangabe
S. 1-15
Zeitschriftentitel
PLOS ONE, 17 (2022) 5
DOI
https://doi.org/10.1371/journal.pone.0267905
ISSN
1932-6203
Status
Veröffentlichungsversion; begutachtet (peer reviewed)