dc.contributor.author | Forster, Markus | de |
dc.contributor.author | Kuhbandner, Christof | de |
dc.date.accessioned | 2023-04-12T09:33:08Z | |
dc.date.available | 2023-04-12T09:33:08Z | |
dc.date.issued | 2022 | de |
dc.identifier.issn | 1932-6203 | de |
dc.identifier.uri | https://www.ssoar.info/ssoar/handle/document/86174 | |
dc.description.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 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. | de |
dc.language | en | de |
dc.subject.ddc | Bildung und Erziehung | de |
dc.subject.ddc | Education | en |
dc.subject.other | ZIS 242 | de |
dc.title | The promotion of functional expected teaching-related emotions through expressive writing | de |
dc.description.review | begutachtet (peer reviewed) | de |
dc.description.review | peer reviewed | en |
dc.source.journal | PLOS ONE | |
dc.source.volume | 17 | de |
dc.publisher.country | USA | de |
dc.source.issue | 5 | de |
dc.subject.classoz | Bildungswesen tertiärer Bereich | de |
dc.subject.classoz | University Education | en |
dc.subject.classoz | Unterricht, Didaktik | de |
dc.subject.classoz | Curriculum, Teaching, Didactics | en |
dc.subject.thesoz | Schreiben | de |
dc.subject.thesoz | writing | en |
dc.subject.thesoz | Emotionalität | de |
dc.subject.thesoz | emotionality | en |
dc.subject.thesoz | Unterricht | de |
dc.subject.thesoz | teaching | en |
dc.subject.thesoz | Lehramt | de |
dc.subject.thesoz | teaching position | en |
dc.subject.thesoz | Student | de |
dc.subject.thesoz | student | en |
dc.identifier.urn | urn:nbn:de:0168-ssoar-86174-1 | |
dc.rights.licence | Creative Commons - Namensnennung 4.0 | de |
dc.rights.licence | Creative Commons - Attribution 4.0 | en |
ssoar.contributor.institution | FDB | de |
internal.status | formal und inhaltlich fertig erschlossen | de |
internal.identifier.thesoz | 10057288 | |
internal.identifier.thesoz | 10034670 | |
internal.identifier.thesoz | 10036941 | |
internal.identifier.thesoz | 10050770 | |
internal.identifier.thesoz | 10037271 | |
dc.type.stock | article | de |
dc.type.document | Zeitschriftenartikel | de |
dc.type.document | journal article | en |
dc.source.pageinfo | 1-15 | de |
internal.identifier.classoz | 10610 | |
internal.identifier.classoz | 10614 | |
internal.identifier.journal | 1433 | |
internal.identifier.document | 32 | |
internal.identifier.ddc | 370 | |
dc.identifier.doi | https://doi.org/10.1371/journal.pone.0267905 | de |
dc.description.pubstatus | Veröffentlichungsversion | de |
dc.description.pubstatus | Published Version | en |
internal.identifier.licence | 16 | |
internal.identifier.pubstatus | 1 | |
internal.identifier.review | 1 | |
internal.pdf.valid | false | |
internal.pdf.wellformed | true | |
internal.pdf.encrypted | false | |