THE EFFECTIVENESS OF EXPRESSIVE WRITING IN REDUCING ACADEMIC STRESS AMONG UNIVERSITY STUDENTS AT UNIVERSITAS FORT DE KOCK

Abstract

This study aimed to examine the effectiveness of expressive writing in reducing academic stress among first-year students of the Physiotherapy Study Program at Fort De Kock University. The study employed a quantitative approach using an experimental study design with a posttest-only control group design. A total of 20 students participated in the study and were divided into two groups, consisting of 10 students in the experimental group and 10 students in the control group. The experimental group received an expressive writing intervention conducted over four consecutive days, while the control group did not receive any intervention. Academic stress was measured using the Indonesian version of the Educational Stress Scale for Adolescents (ESSA). Data were analyzed using an independent sample t-test with the assistance of Jamovi software. The results showed a statistically significant difference in academic stress levels between the experimental and control groups after the intervention, with a significance value of p = 0.040 (p < 0.05). The experimental group demonstrated lower academic stress scores compared to the control group. In addition, the effect size analysis showed a Cohen’s d value of 0.990, indicating a large effect. These findings suggest that expressive writing is effective in reducing academic stress among first-year university students. Therefore, expressive writing can be considered a practical, low-cost, and accessible psychological intervention to support students in managing academic stress during the transition to higher education.