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Expressive writing as an anxiety-reduction intervention on test anxiety and the mediating role of first language and self-criticism in a Bulgarian sample

Relojo-Howell, Dennis; Stoyanova, Stanislava

The role of expressive writing (EW) in Bulgarian as native language and self-criticism for reducing test anxiety was examined among 151 university students divided into two experimental groups (writing about test anxiety or their life goals) and one control group. Results reveal that reducing test anxiety was more related to low self-criticism and some sociodemographic peculiarities than to EW. Gender and mode of study moderated the reducing effects of EW activities on test anxiety. The result from this study will generate additional insights on the efficacy of EW and whether this could be utilised as an anxiety-reduction intervention to reduce test anxiety among students. This will also act as a pioneer in exploring the role of Bulgarian as the first language on the efficacy of EW.

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