Impact of Expressive Writing on the Affect of University Students in Guwahati

Abstract

This study aimed to assess the impact of expressive writing on the affect of university students in Guwahati. The study employed eight university students as participants, who were randomly assigned to either a control group or an experimental group. The control group was tasked with writing on neutral topics, while the experimental group engaged in expressive writing about traumatic experiences. The Positive and Negative Affect Schedule (PANAS) was administered before and after a series of five writing sessions, conducted over five consecutive days for fifteen minutes each day, to assess changes in both positive and negative affect among the participants. The results indicated that the control group experienced minimal changes in affect, with no significant shifts in either positive or negative emotions. The experimental group, on the other hand, showed a significant reduction in negative affect and a trend towards increased positive affect. This suggests that expressive writing about traumatic experiences can effectively alleviate negative emotions and potentially enhance positive ones. These findings highlight the potential of expressive writing about traumatic experiences as a valuable intervention for improving emotional well-being among university students. Further research with larger sample sizes is recommended to validate these results and explore additional benefits of expressive writing.