CAJ | 학술논문

本文采用随机整群抽样的方式抽取某中学250名初中生，以自评抑郁量表（SDS）、状态-特质焦虑问卷（STAI）为测量工具，筛选抑郁、状态焦虑得分排在前30%的学生60名。以表达性写作实验和追踪测量相结合的方法，探讨表达性写作方式对中学生的抑郁、焦虑情绪干预的效果；分析情感表达与认知加工在表达性写作中的作用。结果表明：两种写作方式都能有效改善中学生负性情绪；表达性写作对负性情绪的影响是通过表达宣泄负面情绪后，经重新评价负性事件达到改变对负性事件的认知来改善负性情绪的。
본문채용수궤정군추양적방식추취모중학250명초중생，이자평억욱량표（SDS）、상태-특질초필문권（STAI）위측량공구，사선억욱、상태초필득분배재전30%적학생60명。이표체성사작실험화추종측량상결합적방법，탐토표체성사작방식대중학생적억욱、초필정서간예적효과；분석정감표체여인지가공재표체성사작중적작용。결과표명：량충사작방식도능유효개선중학생부성정서；표체성사작대부성정서적영향시통과표체선설부면정서후，경중신평개부성사건체도개변대부성사건적인지래개선부성정서적。
This study adopted random cluster sampling method to select 250 junior middle school students of a middle school, and took Self-rating Depression Scale (SDS) and State-Trait Anxiety Inventory (STAI) as the measurement tools to screen 60 middle school students whose scale scores of depression and anxiety are among the top 30%. This study combined the expressive writing experiments and tracking measurement method to explore the ex-pressive writing intervention effect of the negative emotions, de-pression and anxiety, for middle school students, and analyzed the role of emotional expression and cognitive processing in ex-pressive writing. The results indicated that both emotional ex-pression writing and cognitive processing could effectively im-prove middle school students' negative emotions. The influence of expressive writing to negative emotions was after expressing their negative emotions, through cognitive processing to re-evaluate the negative event, change the cognition of the negative event to improve the negative emotions.