PropertyValue
?:about
?: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. (xsd:string)
?:contributor
?:dateModified
  • 2022 (xsd:gyear)
?:datePublished
  • 2022 (xsd:gyear)
?:doi
  • 10.1371/journal.pone.0267905 ()
?:duplicate
?:hasFulltext
  • true (xsd:boolean)
is ?:hasPart of
?:inLanguage
  • en (xsd:string)
?:isPartOf
?:issn
  • 1932-6203 ()
?:issueNumber
  • 5 (xsd:string)
?:linksDOI
?:linksURN
is ?:mainEntity of
?:name
  • The promotion of functional expected teaching-related emotions through expressive writing (xsd:string)
?:provider
?:publicationType
  • Zeitschriftenartikel (xsd:string)
  • journal_article (en)
?:sourceInfo
  • GESIS-SSOAR (xsd:string)
  • In: PLOS ONE, 17, 2022, 5, 1-15 (xsd:string)
rdf:type
?:url
?:urn
  • urn:nbn:de:0168-ssoar-86174-1 ()
?:volumeNumber
  • 17 (xsd:string)