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Home CCSU Theses & Dissertations Linguistic predictors of negative affectivity / Annemarie Casey

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Identifier	Thesis 1637
Author	Casey, Anne Marie
Title	Linguistic predictors of negative affectivity / Annemarie Casey
Publisher	Central Connecticut State University
Date	2001
Resource Type	Master's Thesis
Notes	Over the last decade, research has demonstrated that individuals writing their thoughts and feelings about stressful experiences show significant improvements in subjective well being, as well as physical and mental health. Yet, researchers have found across almost all studies an immediate (pre to post-writing) distress for participants writing about traumatic and stressful experiences. Participants' consistently report increased negative affect immediately after writing. The ethical concerns of causing psychological distress in research studies necessitates finding ways to identify participants that may be at high risk for potential adverse effects associated with participating in the research study. The purpose of this study was to determine the relationship between the kind of words college students use in written disclosure of stressful experiences and the occurrence of increased negative and positive affectivity immediately following the writing task. This study tested the hypothesis that a high number of negative emotion words would predict high levels of post-writing negative affectivity when controlling for pre-writing negative affectivity. It was also hypothesized that a high number of positive emotion words would predict higher levels of post-writing positive affectivity when controlling for pre-writing positive affectivity. Thirty-one college students from the general psychology pool at Central Connecticut State University (CCSU) participated in a single writing session of twenty minutes at the computer lab classroom at CCSU. Pre- and post-writing affectivity were measured by having the participants complete the Positive and Negative Affect Scale (PANAS). A computer text analysis program Linguistic Inquiry Word Count (LIWC) was utilized to determine the number of positive and negative emotion words used by the students in their writing. Multiple regression analysis of the equation predicting negative affect postwriting showed a positive and significant (p<.01) regression coefficient far prewriting negative affect, but the coefficient for negative emotion words was not significant. In the equation predicting positive affect post-writing, prior positive affect had a positive and significant regression coefficient (p<.01), but the coefficient for positive emotion words was not significant. The mean for negative affectivity pre-writing was 14.58 while the mean post-writing for negative affectivity was16.48 (p<.05). The paired sample T-Test showed a significant mean difference (M=1.90, SD = 5.05, t (30) = 2.10, p<.05) indicating that negative affectivity did in fact increase significantly after writing about stressful experiences. The mean for positive affect pre-writing was 33.48, and the mean post-writing for positive affect was 31.06 (p<.05), indicating that positive affect decreased slightly after writing although the change was not significant. The results did not support my hypotheses that negative emotion words would predict post-writing negative affectivity, and that positive emotion words would predict post-writing positive affectivity. In support of previous research findings, negative affectivity did increase significantly following the writing task. The small sample size (31) as well as single writing design of the study were limitations that possibly affected these results. Additional research utilizing larger sample size and a three-day writing intervention is needed.
Subject	Emotive (Linguistics) College students -- Psychology
Department	Department of Psychology
Advisor	DiPlacido, Joanne
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	50631907
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