Stress Management Through Written Emotional Disclosure Improves Academic Performance Among College Students With Physical Symptoms

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 wri...

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Bibliographic Details
Published in:Journal of educational psychology 2003-09, Vol.95 (3), p.641-649
Main Authors: Lumley, Mark A, Provenzano, Kimberly M
Format: Article
Language:English
Subjects:
Academic Achievement
Biological and medical sciences
College Students
Educational psychology
Emotional States
Emotions
Experiences (Events)
Female
Fundamental and applied biological sciences. Psychology
Grade Point Average
Health
Higher Education
Human
Male
Moods
Physical Disorders
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Pupil and student. Academic achievement and failure
Self-Disclosure
Somatization
Stress
Stress Management
Symptoms
Symptoms (Individual Disorders)
Writing
Writing (Composition)
Written Communication
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Summary: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.
ISSN:0022-0663
1939-2176
DOI:10.1037/0022-0663.95.3.641