HOW DOES EXPRESSIVE WRITING INFLUENCE UNDERGRADUATE TEST ANXIETY AND TEST PERFORMANCE? | Journal of

The goal of this study was to repeat and expand on previous studies on the effects of expressive writing on test anxiety and performance. Participants (n = 47) were undergraduate students from two sections of an undergraduate educational psychology course at a Midwestern public institution. Before taking the second course test, Group 1 (n = 23) was given a control writing prompt and Group 2 (n = 24) was given an expressive writing prompt. Then, before completing the third course test, each group was given whichever of the control writing and expressive writing prompts they had not received before. The Cognitive Exam Anxiety Scale (CTAS) was given twice, first two weeks before the first course test and again two weeks before the second course test.

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