Opening Up in the Classroom: Effects of Expressive Writing on Graduate School Entrance Exam Performance

Emotion

Volumn 11, Issue 3, 2011, Pages 691-696

  Frattaroli, Joanne ^a   Thomas, Michael ^b   Lyubomirsky, Sonja ^c  

^a UNIVERSITY OF CALIFORNIA   (United States)

^b ARIZONA STATE UNIVERSITY   (United States)

^c UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

Anticipatory stress; Exam performance; Experimental disclosure; Expressive writing; Test anxiety

Indexed keywords

ADULT; ANXIETY; ARTICLE; CONTROLLED STUDY; DEPRESSION; FEMALE; GRADUATE; HUMAN; MAJOR CLINICAL STUDY; MALE; MENTAL HEALTH; SCHOOL ADMISSION; WRITING;

ANXIETY; COLLEGE ADMISSION TEST; EDUCATIONAL STATUS; EMOTIONS; FEMALE; HUMANS; MALE; WRITING; YOUNG ADULT;

EID: 79959305931     PISSN: 15283542     EISSN: 19311516     Source Type: Journal    
DOI: 10.1037/a0022946     Document Type: Article

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