Expressive Writing On Pupils’ Academic Emotions

Most of the study focused on the expression of middle and high school students and adults, few on pupils. The present study attempts to investigate the feasibility of expressive writing on pupils’ academic emotions intervention. Academic emotions have four dimensions:positive-low arousal academic emotions, negative-high arousal academic emotions, negative-low arousal academic emotions. According to a major study of pupils’ writing ability and four dimensions of academic emotions, we develop a set of writing text material which is suitable for pupil in studies 1. The results confirmed the applicability of writing material. Studies 2 carried out expressive writing intervention on four and five grade pupils’ academic emotions, result in a good effect, the study also discusses the pupils’ expression of the writing process, what more effective way of writing, the main findings of this study were as follows: (1) the expression of the four dimensions of the story writing which in line with the level of the fourth grade students, is suitable to make them expressing their academic emotions. (2) The effect of intervention in expressive writing on academic is significant, during the expressive writing intervention, experimental classes experience more positive emotions increased, less negative-arousal high academic emotions. The effect of intervention on negative-arousal low academic emotions is not good. (3) Writing levels had influenced the expressive writing intervention, moderate writing levels students can get a better intervention; regardless of the level of writing, the effect of intervention on positive-arousal low academic emotions is the most effective among all the intervention. (4) Gender have a little influence on the intervention, but boys intervention is better; regardless of gender, intervention on negative-low academic emotions are poor. The effect of intervention on girls’ positive-arousal high academic emotions is not significant. (5) To conduct expressive writing on academic emotions, the ways of expressing the students’academic and emotional content is different, but those who have a deeper cognitive thinking and show more positive emotions, their intervention is better.