Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Achievement Gains | 1 |
| Age Differences | 1 |
| Elementary School Students | 1 |
| Expressive Language | 1 |
| Gender Differences | 1 |
| Grade 5 | 1 |
| Grade 6 | 1 |
| Intervention | 1 |
| Learning Processes | 1 |
| Mathematics Anxiety | 1 |
| Middle School Students | 1 |
| More ▼ | |
Source
| Grantee Submission | 1 |
Author
| Mesghina, Almaz | 1 |
| Richland, Lindsey | 1 |
Publication Type
| Reports - Research | 1 |
Education Level
| Elementary Education | 1 |
| Grade 5 | 1 |
| Grade 6 | 1 |
| Intermediate Grades | 1 |
| Junior High Schools | 1 |
| Middle Schools | 1 |
| Secondary Education | 1 |
Audience
Location
| Illinois (Chicago) | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Download full text
Direct linkMesghina, Almaz; Richland, Lindsey – Grantee Submission, 2020
Expressive writing (EW), or writing about one's thoughts and feelings, has been posited to reduce the working memory (WM) load that pressure and anxiety can impose on test-takers. The mechanisms of EW are far from clear, however, and social and developmental questions about its role in shaping children's engagement with academic contexts remain.…
Descriptors: Elementary School Students, Middle School Students, Grade 5, Grade 6
