Effects of Expressive Writing Effects on Disgust and Anxiety in a Subsequent Dissection

Autor/inn/en	Randler, Christoph; Wüst-Ackermann, Peter; im Kampe, Viola Otte; Meyer-Ahrens, Inga H.; Tempel, Benjamin J.; Vollmer, Christian
Titel	Effects of Expressive Writing Effects on Disgust and Anxiety in a Subsequent Dissection
Quelle	In: Research in Science Education, 45 (2015) 5, S.647-661 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-014-9442-x
Schlagwörter	Science Instruction; Emotional Response; Student Motivation; Writing Assignments; Anxiety; College Students; Animals; Models; Pretests Posttests; Experimental Groups; Control Groups; Laboratory Procedures; Science Laboratories; Expressive Language + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Emotionales Verhalten; Schulische Motivation; Angst; Collegestudent; Animal; Tier; Tiere; Analogiemodell; Laboruntersuchung
Abstract	Emotions influence motivation and achievement, but negative emotions have rarely been assessed in science education. In this study, we assessed the influence of two different expressive writing assignments on disgust and anxiety in university students prior to the dissection of a trout. We randomly assigned students to one of two expressive writing tasks and measured specific state disgust and state anxiety after writing and after the dissection. Specific state disgust was measured a third time after 3 weeks. One writing task was concerned with the dissection, and the other was related to behavioral experiments with mice. We used two general linear models with repeated measures. In the first model, specific state disgust (pre, post, and follow-up) was used as the dependent repeated measure and experimental group as the independent variable. In the second model, state anxiety was used as the dependent repeated measure (pre, post) with experimental group as the independent variable. The repeated testing showed a highly significant effect of experimental group on the repeated measures of disgust. Writing about worries and emotions concerning the dissection leads to higher disgust scores compared to writing about mice. These higher scores persisted even 3 weeks later in the follow-up test. Concerning anxiety, there was a clear influence of the repeated measure of state anxiety, but anxiety was not influenced by the experimental group. We suggest that positive writing should be used in educational contexts to reduce disgust. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01