Stress management through written emotional disclosure improves academic performance among college students with physical symptoms.

• Mark A. Lumley ^[1] ; Kimberly M. Provenzano ^[1]
  1. [1] Wayne State University

     Wayne State University

     City of Detroit, Estados Unidos

     
• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 95, Nº. 3, 2003, págs. 641-649
• Idioma: inglés
• DOI: 10.1037/0022-0663.95.3.641
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• Dialnet Métricas: 10 Citas
• Resumen

  • This study tested whether writing about stressful events improves grade point averages (GPAs) and whether decreases in writing-induced negative mood from the first to last day of writing predicts GPA improvements. College students (n=74) reporting elevated physical symptoms were randomized to write for 4 days about either stressful experiences (disclosure group) or time management (control group). Students rated their mood before and after writing each day, and transcripts provided GPAs for the baseline and subsequent semesters. Compared with the control condition, disclosure led to significantly better GPAs the next semester. Among disclosure students, but not control students, improved mood from the first to last writing days predicted improved GPA. Writing about general life stress leads to improved academic functioning, particularly among those who become less distressed over writing days. (PsycINFO Database Record (c) 2016 APA, all rights reserved)