Analyzing the Impact of Reflective Writing on Students’ Self Efficacy, Perceived Stress, and Psychological Wellbeing

Abstract

Students grapple with stress during university life, especially in the last semester, the transitioning period towards the practical phase of life. Self-help skills like reflective writing facilitate students by enhancing their understanding of capabilities and using their resources to deal with the challenges. Therefore, the present study focused on empirically the effects of reflective writing on the perceived stress, self-efficacy, and, well-being of students using a randomized control group pretest-posttest-follow-up research design. Following an experimental approach, a sample of 39 undergraduate female students categorized into experimental (n=19) and control (n=20) groups provided data on three measures of self-efficacy, perceived stress, and psychological well-being at pre, post, and follow-up testing. Participants in the experimental group were engaged in reflective writing intervention for two weeks while the control group was not. Data analysis through Mixed Between-Within ANOVA, indicated that the participants of the experimental group reported significantly decreased perceived stress; and an increased self-efficacy and psychological well-being at post and follow-up testing than the control group.  These findings have several implications for students, teachers, parents, and psychologists who can utilize the reflective writing intervention as a potentially effective strategy for promoting self-efficacy and psychological well-being that will surely decrease stress among adolescents.