دانلود مقاله ISI انگلیسی شماره 122479
ترجمه فارسی عنوان مقاله

یک گام به عقب: پویایی خودمحرمانه در نوشتن نوجوانان درباره مشکلات همکار

عنوان انگلیسی
Taking a step back: Self-distancing dynamics in adolescent writing about peer problems
کد مقاله سال انتشار تعداد صفحات مقاله انگلیسی
122479 2018 10 صفحه PDF
منبع

Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)

Journal : Journal of Adolescence, Volume 65, June 2018, Pages 6-15

ترجمه کلمات کلیدی
نوشتن خلاقانه، مشکلات همکار، خودمراقبتی، مدل سازی مسیریابی مبتنی بر گروه،
کلمات کلیدی انگلیسی
Expressive writing; Peer problems; Self-distancing; Group-based trajectory modeling;
پیش نمایش مقاله
پیش نمایش مقاله  یک گام به عقب: پویایی خودمحرمانه در نوشتن نوجوانان درباره مشکلات همکار

چکیده انگلیسی

Can the retelling of an unpleasant experience help adolescents cope with that experience? This study answers that question by looking at the role of psychological self-distancing when adolescents write about recently untold stressful events with peers using either a traditional expressive writing (EW) intervention or a cognitively oriented expressive writing (CEW) intervention. Extent of self-distancing (i.e., low and high) as well as its variability (i.e., increasing or stable) were taken into account. Data, obtained from 292 written essays from 78 Italian adolescents (mean age was 12.9; 50% was female), were collected longitudinally on four occasions. Group-based trajectory modeling determined the extent and variability in self-distancing for the two writing interventions (i.e., EW and CEW) and two baseline peer problem conditions (i.e., low and high). Findings indicate that, for adolescents who experience high peer problems at baseline, CEW intervention fosters meaning-making through self-distancing, resulting in being more beneficial than traditional EW.