Venting it out: The effect of online expressive writing on emotional self-efficacy mediated by perceived social support
Expressive writing and emotional self-efficacy
Date of Publication
Bachelor of Arts Major in Psychology
College of Liberal Arts
Maria Arla Andrea Carasco
Defense Panel Member
Jim Rey R. Baloloy
The aim of this study is to see whether online expressive writing can increase one's emotional self-efficacy as mediated by perceived social support. Using the expressive writing paradigm, an experiment was conducted on 210 college students. The participants were divided into three groups as they were instructed to do expressive writing in a public feed, do expressive writing in an online private diary, or be a part of a control group. The effects were measured with emotional self-efficacy and perceived social support scales. The studies findings were that there is no significant difference in emotional self-efficacy scores between the three groups. This could imply that while microblogging is often used to release emotional distress, it is not effective in improving one's emotional self-efficacy.
Archives, The Learning Commons, 12F, Henry Sy Sr. Hall
vi, 60 leaves : illustrations ; 28 cm.
Dytoc, B. C., Eridio, C. S., Neri, K. V., & Sanchez, L. C. (2018). Venting it out: The effect of online expressive writing on emotional self-efficacy mediated by perceived social support. Retrieved from https://animorepository.dlsu.edu.ph/etd_bachelors/10103