Research Paper on Working memory and wellbeing effects of students’ expressive writing

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Title: Working memory and wellbeing effects of students’ expressive writing

Abstract: In this study, students in the fifth grade took part in an expressive writing intervention. In addition, the patients’ working memory capacities and mental health — as measured by the presence or absence of symptoms of anxiety and depression — were assessed and analyzed. Students at elementary and middle schools were given various opportunities, including writing assignments, in which they may express themselves using a method that has been demonstrated to be effective. The task for one group of pupils was to write about terrible or upsetting things that had happened in their personal lives. In contrast, the assignment for the other group of children was to describe an ordinary day at school. The students were given four distinct writing projects to complete over two weeks, which added up to four days of writing time. Each group responded to questionnaires that measured their working memory, sadness, and anxiety before the intervention, immediately following the writing sessions, and again two months after the intervention ended. When it came time to conclude the analysis of the short tales, the Emotaix-Tropes tool was used. According to the study’s findings, the amount of anxiety and depression symptoms experienced by each child decreased while participating in treatment. Only the children who participated in the expressive writing session showed an increase in their level of working memory. Finally, we look into the benefits of encouraging youngsters of school age to be forthright and truthful about their emotions. The findings of this study indicate that, although there may be many other explanations for these results, expressive writing seems practicable and maybe advantageous for school-aged youngsters. This is although there is the possibility of some other explanations for these results. Although the study’s findings imply that youngsters of school age may be capable of writing expressively and that doing so may have some positive effects, this is nonetheless the case. In addition, they hypothesize that the altered functioning of the cognitive system results in particular changes in the cognitive process.

Keywords: expressive writing, written emotional disclosure, children, working memory

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Paper Quality: SCOPUS / Web of Science Level Research Paper

Subject: ELT – English Language Teaching

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