Masterthesis_Lisanne Oudshoorn_3407292

Thesis master Child- and Youth Psychology
University of Utrecht
Writing is believing: does positive writing make you more positive about yourself?
A study examining the effect of a social belonging intervention intended to reduce depressive
symptoms in adolescence through improving adolescent’s self-worth and incremental or entity view
of personality.
L.K.Oudshoorn (3407292)
Thesis supervisor: Y. van Beek
Second assessor: S. Thomaes
Background: Present study examined whether a social belonging writing assignment intervention,
based on previous research of Walton & Cohen (2011,) was effective in reducing depressive symptoms
in adolescents after 5 weeks and 6 months compared to adolescents without the intervention and if a
repetition of the intervention had an additional effect. Furthermore possible explanatory factors,
increasing self-esteem and shifting the view on personality from a more entity to a more incremental
view, were examined. Methods: In this study 183 high school students, with an average age of 13.8,
participated. The participants were divided over 3 groups: an intervention group with a writing
assignment, a control group with a writing assignment and a control group without a writing
assignment. Results: No effect of the intervention on decreasing depressive symptoms of adolescents
was found and there was no (additional) effect of repeating the intervention. Furthermore, no effects
of the writing assignments on self-esteem and incremental-entity view w found. Discussion: Because
in previous research the writing assignment did result in decreasing depressive symptoms in slightly
older and somewhat more problematic adolescents, further research is necessary. Further research is
recommended in older, more problematic youth, and perhaps a more intense intervention that offers
a combination of teaching programs and writing assignments can be examined.
`I understand that it`s exiting, I felt the same.
You don`t need to worry about a thing, everything will fall into place. `
This is advice from a high school student to an elementary school student about the exiting transition
to high school in one of the writing assignments that are central in the present study. It was
investigated if giving such advice on the basis of own experience can change negative attributions
and lower depressive symptoms. Multiple studies have shown that a disturbing increase in
depressive symptoms occurs during adolescence (Costello, Erkanli & Angold, 2006), which reaches its
highest level around the age of seventeen or eighteen (Lewinsohn, Clarke, Seeley & Rohde, 1994).
During this period an evident age difference in depression is starting to show: girls of the age of
sixteen or seventeen are two times more likely to be diagnosed with depression (Essau, Lewinsohn,
Seeley & Sasagawa, 2010). Furthermore the course of depression in girls is more chronic, has more
recurrent depressive episodes and consists of longer depressive episodes (Petit, Lewinsohn & Joiner,
2004). The fact that mild depressive symptoms form a predictor of clinical depression (Dekker et al.,
2007) makes the increase of these symptoms during adolescence even more concerning. Developing
an intervention method for the normative population, in order to decrease or avoid the aggravation
of mild depressive symptoms during adolescence, is of major importance
Present study investigates the effectiveness of a social belonging writing assignment for
reducing depressive symptoms in adolescents, originally developed by Walton & Cohen (2011) to
improve the academic performances of students from minority groups. The first important element
in both Walton & Cohen`s research and the current study is the focus on social belonging. While
Walton & Cohen focused on the fact that being a student from a minority group could lead to a lack
of social belonging at university, the current study addresses lack of social belonging due to
adolescent insecurity at high school. Previous research already showed that the transition to
secondary school is associated with a decrease in feelings of social belonging and an increase of
depression symptoms (Newman, Newman, Griffen, O`Connor & Spas, 2007). In the negative cognitive
triad of Beck, depressive cognitions are described as worthlessness, helplessness and hopelessness
(Kovaks & Beck, 1978). People suffering from depression have thought patterns like: `I am less than
others, I don`t belong, everything is my fault, I am not able to change this, so it will always be like
this`. The intervention assumes that depressed adolescents hold the implicit theory that they do not
belong or fit in. As a result, they have a tendency to attribute negative experiences as proof of this
implicit theory. The focus of the intervention is on changing this attribution of negative events in that
such events are normal and usually transient and have nothing to do with belonging or being
accepted. It is expected that this intervention is suitable for decreasing depressive symptoms in
adolescence for two reasons. First, a lack of social belonging, such as being rejected, bullied or
excluded, is known to be a risk factor in developing depression (Hagerty, Williams, Coyne & Early,
1996; Hagerty & Williams, 1999; Nolan, Flynn, Garber, 2003). Secondly the focus of the intervention
is on changing a possible negative, global, internal, and stable attribution style. This internal, global,
stable way of attribution is common in people with depressive symptoms (Seligman & Albada, 2000).
The method used for this intervention is an adapted version of the writing assignment of
Walton & Cohen (2011). The students were shown examples of fictional stories about the transition
from elementary to high school, in which students described how they at first didn`t have the feeling
to fit in at their new school, and how this changed and they now feel that they do belong. In the
writing assignment students were asked to write an essay with a similar story based on their own
experiences and they were told that these stories would be used to reassure the new freshman
students. As such, they were instructed to give a positive reevaluation of the initial problems and
challenges they experienced and to indicate that these problems proved to be transient.
Interventions are found to be most effective when the participants are not aware of the given
intervention and write about personal experiences (Yeager, et al. 2011), both is the case in this study.
Research has shown that writing or talking about positive outcomes of negative experiences makes
people believe in this positive side and that they tend to internalize this message, called the sayingis-believing-effect (Pennebaker, 1997; Aronson, Fried, Good, 2002). The research of Walton & Cohen
(2011) showed that it is possible to change internal, stable, global, negative attributions with writing
assignments (Walton & Cohen, 2011). Writing about the way negative experiences have changed for
the better is a way to show the students that there is no reason to feel worthless, helpless or
hopeless and that negative experiences are transient and they can overcome problems.
At the University of Utrecht research was started last year to examine if the social belonging
intervention reduced depressive symptoms in adolescents (Geest, 2012; Van Ditshuizen, 2012).
Effects of the social belonging writing assignments were compared to two control groups: one group
that was asked to write about changes in their interests and hobbies from the elementary school
period to present time and the other control group without a writing assignment. This research
showed that 2 weeks after the social belonging intervention there was a decrease in depressive
symptoms for the adolescent girls from the intervention group and that five months after the social
belonging intervention girls from both the intervention group and girls from the control group with a
writing assignment showed a lower depression score in comparison to the girls from the control
group without a writing assignment. The intervention effect in the previous research was more
prevalent for girls than for boys, especially for the girls with a higher baseline depression score
(Geest, 2012; Van Ditshuizen, 2012).
Whereas these findings seemed promising, there were two major problems. The first
notable problem was that for the long term effect after 5 months results were similar for the
intervention and control writing assignment group. The second problem was that none of the
hypothesized mediators, such as increases in social belonging or decreases in rejection sensitivity
(= negative internal attribution), could explain the decrease in depression in girls (Geest, 2012; Van
Ditshuizen, 2012). This year therefore a study is conducted to replicate the intervention effect in the
intervention group, examine different measures for the original hypothesized mediators (Dekker,
2013) and to look at different mediators, like self-worth and an incremental or entity view.
Current study is conducted to answer three questions: Firstly, why were similar effects found
for the intervention and control writing assignment group? Secondly, what are the possible
alternative mediators for the intervention effect for both groups? Thirdly, why do the writing
assignments seem to work better for girls? The first round of the current study conducts a pretest
followed by a writing intervention, a posttest after 5 weeks and another posttest after 6 months.
While in previous research both writing assignments showed promising intervention effects
on depression, it seemed useful to focus on what both assignments had in common. In both
assignments participants were asked to write about personal change. Maybe writing about personal
change in general, and not necessarily about changes in social belonging, accounts for the decrease
in depressive symptoms. In order to examine this hypothesis, alterations have been made to the
control writing assignment. In the first part of this study, the aspect of personal change was taken
out of the control writing assignment: instead of writing about changes in interests and hobbies from
elementary to high school age, the children now wrote about a moral dilemma, in which no aspect
of change was present. If the focus on personal change in the writing assignments is accountable for
the decrease in depressive symptoms, this new control writing assignment is expected not to show a
positive effect on depression for the control writing group.
Moreover, as the original factors that were assumed to mediate the effect on depression
turned out not to be changed by the intervention, we also investigated possible alternative
mediators. It might be that writing about personal change establishes a change in the assumptions
about personal stability that adolescents hold, and that a change from an entity to a more
incremental view, works as a mediator for the intervention effect on depression. Someone with a
more incremental view believes that people have the ability to change, while someone with a more
entity view believes that people`s traits are fixed (Yeager, Trezniewski & Dweck, 2012). Adolescents
with an entity theory mindset believe that their own difficulties can`t be changed, which can lead to
feelings of hopelessness. A correlation study has shown confirming results that adolescents with a
more entity view showed more signs of depression and adolescents seem to develop stronger beliefs
in personality traits being fixed (Yeager, Trezniewski & Dweck, 2012). The implicit entity theory
shows many similarities with the explanatory or attribution style of people tending to depression:
interpreting bad events as internal, global and stable (Henkel, Bussfeld, Möller & Hergerl, 2002). This
connection between a more entity view and depression raises the assumption that the intervention
might work by shifting the entity view of the adolescent to a more incremental view on life in order
to decrease feelings of hopelessness and depression. Thereby the social belonging intervention might
show adolescents that they can overcome problems, which decreases feelings of worthlessness.
Yeager, Trezniewski and Dweck (2012) showed that a teaching program with writing assignments was
effective in shifting an entity view to a more incremental view on personality (Yeager, Trezniewski &
Dweck, 2012).
Another possible explanation for previous findings may be that both writing assignments
improved self-esteem. Writing about change in personality, interests and values, that remind people
of who they are can have strong behavioral benefits (Thomaes, S. et. al., 2009). Previous research has
shown that by pointing out someone`s important values, people can get less vulnerable for
experiences of ego threat by realizing that their self-worth isn`t depending on one particular domain
of functioning (Thomaes, S. et. al, 2009). By reminding the adolescents of who they are and adding
an element of change, the intervention could work by stimulating thinking about the self and ones
self-esteem. Significant proof for the vulnerability model, which states that low self-esteem
contributes to the formation of the depressive symptoms, has been found, which indicates that (low)
self-esteem predicts depression (Sowislo & Orth, 2013). The demonstrated relation between selfesteem and depression results in the possibility that the writing assignments work through affecting
the adolescent’s self-worth.
In the second part of the study another round of writing assignments was given, using a
somewhat different approach. The posttest after 6 months was used as the pretest of the second
round, followed by another posttest after 5 weeks. A similar social belonging intervention was tested
as a possible boost for the intervention effect in the intervention group, now using fake emails with
questions from 8th grade elementary school pupils. However, the control writing assignment was
completely different. The adolescents in the control writing group were now specifically asked to
write about changes in their personality, interests and values from elementary school to this moment
in a broader way than the control writing assignment of the in 2012 conducted study. If girls in the
intervention group and control writing group do show a (further) decrease in depressive symptoms
after this intervention, proof can be constituted for the theory that writing about change in general
can be accountable for the intervention effect. Also for this second part of the study is was examined
whether changes in entity-incremental view or changes in self-worth accounted for the expected
decrease in depressive symptoms in girls.
Generally, girls have more depressive symptoms than boys (Essau et al., 2000) and while
previous research showed that the intervention had more effect on participants with a higher initial
depression score (Geest, 2012 & Van Ditshuizen, 2012), the intervention is expected to show more
effect on girls. Thereby, even though research on the sex differences in children`s general selfesteem during adolescence doesn`t give an unequivocal picture. The only group that shows
consistent evidence of declining self-esteem during adolescence is white girls, which might make this
intervention especially suitable for them (Wigfield et al., 1991),while by affecting (increasing or
preventing from decreasing) self-esteem, positive effects on decreasing depression can occur.
Moreover, adolescents seem to develop stronger beliefs in personality traits being fixed (Yeager,
Trezniewski & Dweck, 2012). Even though so far no study has clearly demonstrated that adolescent
girls show more of an entity view than adolescent boys, it may be that because pubertal changes
occur earlier for girls, development of a more entity view also occurs earlier and more often cooccurs with school transition. Therefore, if the intervention works by shifting entity view, this could
have more effect on girls in this age range.
In summary, this study will focus on examining the effects of writing assignments about
personal change on decreasing depressive symptoms in adolescents. In the first part of the study
only the social belonging intervention is expected to result in a decrease of depressive symptoms.
Increases in self-esteem and a shift from entity to a more incremental view are expected to be
mediators for this intervention effect. In the second part of the study both writing assignments
(social belonging assignment and control assignment on changes in personality), while both are
about personal change, are expected to result in a (further) decrease in depressive symptoms. Selfesteem and changes in incremental-entity view are possible mediators for this writing assignment
effect. Finally, the (writing assignment) intervention effects are hypothesized to be more prevalent
for girls.
Methods
Design
The design used is a repeated measures design, with depression development as the dependent
factor and group and gender as the independent factor s. The participants were divided into three
experimental groups: the intervention group with the intervention writing assignment, the control
writing group with the control writing assignment and the control group without any writing
assignment. In the first part of the study the participants took part in three measurements: a pretest,
directly followed by the intervention, a posttest after 5 weeks and a posttest after 6 months. In the
second part of the study the participants took part in two measurements: the posttest after 6
months was used as the pretest for the second part, directly followed by a second round
intervention, and a posttest after 5 weeks.
Participants
This study was conducted among 302 participants from the second grade of secondary school, aged
thirteen to fifteen. The average age of the population was 13.80 (SDage=.42). The study is conducted
on two different secondary schools in Zeist and Asten/Someren. Different school levels were
represented at this study and divided over the different experimental groups; VMBO (27,87%), HAVO
(24,59%), HAVO/VWO (30,6%) and VWO (16,94%). In total 119 participant weren`t incorporated in
the final data analysis: one participant no longer wanted to participate due to personal
circumstances after the first measurement, seventy-four participants weren`t present at all of the
measurement times, twenty-eight participants filled in less than 90% of the items on one of the
questionnaires and 16 participants were removed after the matching procedure. Due to unequal
group sizes, participants of the control groups were matched to the participants of the intervention
group based on gender, school level, age and depression score. After matching the three groups
didn`t differ significantly on age (F(2,180) = 0.32, p =.725), depression score(F(2,180) = 0.53, p = .592)
or school level (F(2,180) = 0.13, p = .875). As expected the groups did differ significant for gender
(F(1,181) = 5.63, p = .019). The final analysis was conducted on 183 participants. De group of
participants that weren`t incorporated in the final analysis didn`t differ significant on initial (pretest)
depression score from the participants that were incorporated in the final analysis (F(1, 283) = 2.505,
p =.115). The demographic data of the population is shown in Table 1.
Table 1
Demographic data of the population
Group
Gender
N
Mage
SDage
MCDI
SDCDI
Intervention group
Boys
13.86
.47
8.56
5.38
with
Girls
27
34
13.73
.33
10.29
8.44
writing assignment
Total
61
13.79
.40
9.53
7.25
Control group
Boys
27
13.84
.51
6.51
3.31
with
Girls
34
13.84
.37
10.21
7.44
writing assignment
Total
61
13.84
.43
8.57
6.21
Control group
Boys
27
13.83
.49
7.67
4.58
without
Girls
34
13.74
.40
9.00
6.78
writing assignment
Total
61
13.78
.44
8.41
5.90
Number of participants (N), average age in years (Mage), standard deviation age (SDage), average depression
score pretest(MCDI), standard deviation depression score pretest (SDCDI).
Procedure
Participation in this research was voluntary. Because the high school students are under-age parents
were notified and participation could be refused. The first round of the study, consisting of a pretest,
posttest after 5 weeks and posttest after 6 months, was conducted per class in the classroom. After a
short introduction of ourselves, in which the anonymity and confidentiality were emphasized, the
students completed the questionnaires. The introduction for the different groups can be found in
appendix 1. The questions were shown on a powerpoint presentation, which ran on time, and the
students filled in their answers on the answer booklet. The questions of the Children`s Depression
inventory (Van Leuven & van Beek, 2000, translated from Kovac, 1992) were displayed in the answer
booklet, instead of the powerpoint, to ensure confidentiality. Filling in the questionnaires took
around 30 minutes. After the pretest measurement the intervention group made the intervention
writing assignment and the control writing group made the control writing assignment. Both writing
assignments took around 10 minutes. At the posttest after 5 weeks and 6 months the students filled
in the questionnaires again. The second round of the study, consisting of the posttest after 6 months
as a pretest of the second round and a posttest after 4 weeks, was conducted per class in the
computer lab. Introduction and filling in the questionnaires was similar to the first round. After the
pretest of the second round measurement the intervention group made the second round e-mail
intervention writing assignment on the computer and the control writing group made the second
round control writing assignment on paper. Both writing assignments took around 10 minutes. Four
weeks after the second round pretest and writing assignments the students filled in the
questionnaires for the last time of this study.
Intervention
Writing assignments in part 1
After the pre-test assessments, the participants in the intervention group were asked to read
fictional stories of students about the transition from elementary to high school. In the fictional
stories the students described how they at first didn`t have the feeling to fit in at their new school,
and how this changed for the better and they now feel that they do belong. After reading these
stories the students were asked to write down their own experiences concerning this transition. The
essay should be addressed at a high school freshman, with the intention to reassure these new high
school students about adapting to a new school. They were asked to describe any negative
experience or negative feeling they experienced in their first year and tell the student how this
experience had changed for the better now.
The participants in the control writing assignment were asked to write about a totally
different subject. This assignment had nothing to do with not belonging or changing experiences in
general. Instead these students were asked to write about a moral dilemma. They were presented
with a story about a stolen test. The test was stolen by one of their friends and the teacher had
found out. The person that had stolen the test was given the change to come clean, otherwise the
whole class would have detention the next day. The students were asked to write down what they
would do in this situation and why they would do this. The introduction and writing assignments of
part 1 can be found in appendix 3.
Writing assignments in part 2
In order to examine a possible effect of repetition of the intervention a second round (`boost`)
assignment was given to the intervention group 6 months after the original intervention assignment
(directly after the post-test data-collection of part 1). For this boost assignment students in the social
belonging intervention group were asked to answer an e-mail from an 8th grade elementary school
students, who will be attending high school the year after. In this (fictional) e-mail the elementary
student expressed their anxiousness and asked some questions about the transition from elementary
to high school and asked the participant for some reassuring advice, based on own experience. This
assignment was very similar to the original social belonging intervention, but presented differently.
The control writing assignment group also made an extra assignment to study if writing
about personal change in general, and not necessarily about changes in social belonging, accounts for
the decrease in depressive symptoms. They were asked to write about their changes in self-esteem,
interests and personality from elementary to high school. The introduction and writing assignments
of part 1 can be found in appendix 4.
Instruments
The depression score was measured with the `Children Depression Inventory` (CDI: Van Leuven &
Van Beek, 2000, translated from Kovacs, 1992). This self-report questionnaire consists of twentyeight items. Every item consists of 3 different propositions of which one has to be chosen. An
example of these propositions is: `I never feel alone` or `I sometimes feel alone` or `I always feel
alone`. There is a score belonging to every proposition, which indicates no depression (score 0), mild
depression (score 1), severe depression (score 2). Before the final scores could be computed the
following negatively formulated item-scores (2,5,7,8,9,10,15,18,21,23,24,27,28) were reversed. As
expected for this questionnaire, the scores were positively skewed and in order to create a normal
distribution a square root transformation was carried out. The internal consistency of the
questionnaire was good (α=0.86). While the internal consistency of the questionnaire was good (α >
0.80), the missing values of twenty-nine participants were computed by taking the average score of
the participant based on the remaining items of the participant on the questionnaire.
The extent in which someone sees personality as changeable was assessed with a translated
version of the `Implicit Theory of Personality` (Dweck, 1999). The original questionnaire consists of 6
items, which were formulated as follows: ` Your personality is a part of you that you can`t change
very much` (entity question) and `It doesn`t matter who you are and how you behave, you can
always change yourself` (incremental question). The extent in which the participant agreed to the
stand could be indicated on a 6-points Likert scale (1= strongly agree, 2=agree, 3=mostly agree,
4=mostly disagree, 5=disagree, 7=strongly disagree). After reverse-coding half of the items(1,2,3) the
scores were added for a total score, which turned out to be normally distributed. The internal
consistency of the questionnaire was sufficient (α=0.78). While the internal consistency of the
questionnaire was lower than α < 0.80, the missing values of 5 participants were computed by taking
the average score of the whole population of the same group and gender on that item of the
questionnaire.
At time of this second part of the study a more extensive incremental-entity questionnaire
became available for adolescents (Yeager, Trezniewski & Dweck, 2012). Therefore, a more
elaborated questionnaire for the entity-incremental was used in this second part of the study. In
order to establish a more adequate measurement of incremental or entity view different 8 items
from an adolescents implicit theories of personality questionnaire developed by David Yeager
(Yeager, 2012) were added in the second part of the study (last two waves of data collection). Two of
the remaining items from the original questionnaire were retained and 2 items were slightly adapted.
The added items were formulated in the same way as the original questions, for example `everyone
is either a winner or loser in life` and ` People who pick on others in high school have probably always
been that way`, and were reported on the same 6-points Likert scale. This second version of the
incremental-entity questionnaire consists of 12 items. For the adapted questionnaire see appendix 2,
questionnaire 2b. Two items (7 and 10) were reversed and the scores were added. The internal
consistency of the questionnaire wasn`t sufficient when all of the items were incorporated (α=0.66).
With items 5 and item 11 removed from the questionnaire the internal consistency became sufficient
(α=0.7). While the internal consistency of the questionnaire was lower than α < 0.80, the missing
values of 7 participants were computed by taking the average score of the whole population of the
same group and gender on that item of the questionnaire.
Finally a translated version of the subscales of `The Global Self Worth` and `Perceived Social
Competence` of the Self Perception Profile for Adolescents (Harter, 1988) was used to measure selfesteem. This questionnaire consists of 12 items and items were formulated as follows: `some
children have would like to have more friends`. Questions were measured on a 4-points Likert scale
(1= I am nothing like these children, 2= I resemble these children a little, 3=I resemble these children
a lot, 4=I am exactly like these children). Different negatively formulated items (2,3,5,6,9,12) were
reversed and the scores were added. The internal consistency of the questionnaire turned out to be
good (α=0.81). At the four different measurement point there were a total 19 participants who
forgot to fill in one or more items of the questionnaire. While the internal consistency of the
questionnaire was good (α > 0.80), the missing values of 18 participants were computed by taking
the average score of the participant based on the remaining items of the participant on the
questionnaire. Questions and answer scales of all the questionnaires can be found in appendix 2.
Results
Results of part 1
In order to study whether the intervention is effective in reducing depressive symptoms for
adolescents, a repeated measures ANOVA has been conducted. For the dependent (within) variables
the pretest, short-term posttest (after 2 weeks) and long-term posttest (5 months) were used. The
within factor is called depression development. For the independent (between) variables the
different groups (intervention, control writing and control group) and gender were used. The
assumptions for a repeated measures variance analysis have been checked and Levene`s test
indicated unequal variances for the pretest (F(5,177) = 3.069, p = .011), but while the variance ratio
(1.198) is below two, homogeneity is met (Field, 2009).
Figure 1 shows the untransformed mean CDI scores of the boys and girls, separated by group.
The only significant effect that was found was a quadratic interaction effect (F (1,183) = 3.278,
p=.040), for gender x group x depression development. As this interaction is quadratic, the different
measurement times have to be examined in small steps. Post-hoc analyses revealed that the first
step (from pretest to the posttest after 5 weeks) was responsible for this finding, (F (2,177) = 3.131,
p=.046). For this first step the intervention group girls (F (1,33) = 3.218, p=.082) show a trend in
depression score, but this is not significant compared to the girls in the control group. The depressive
symptoms of the boys seem to increase after the intervention, however closer inspection of the data
for the boys of the intervention group revealed an extreme outlier. This boy on the first post-test,
either had maximum or minimum scores on each of the different questionnaires , which suggests
that he probably manipulated these scores. When the scores of this boy were replaced by mean
scores of the intervention group boys population the quadratic interaction effect was no longer
significant. Figure 1 also shows the new mean CDI scores of the boys, with the recalculated score of
the outlier boy. Therefore we can conclude that no intervention effect was found on depressive
symptoms at the short and long term. For the other analyses the recalculated scores of this boy will
be used.
Figure 1 Untransformed Mean CDI depression score at different measurement times in part 1 of the study,
separated for group and gender.
Effect of writing assignments on Self-worth and Incremental-Entity view
It was expected that the intervention was mediated by a change in someone`s view on personality
being changeable and someone`s self-worth. Even though mediation can`t be determined due to a
lack of intervention effect it is still interesting to see if the intervention influences a change in
incremental or entity view or self-worth and if a correlation between an incremental-entity view or
self-worth and depression exists.
In the first part of the study, measurements of pretest, posttest after 5 weeks and posttest
after 6 months, a less extensive questionnaire was used to measure someone`s view on personality
being changeable. For measuring if the intervention changes the personality view a repeated
measures ANOVA is used. For the dependent (within) variables the pretest, short-term posttest
(after 2 weeks) and long-term posttest (after 5 months) were used. The within factor is called
incremental-entity view development. For the independent (between) variables the different groups
(intervention, control writing and control group) and gender were used. While in the long-term
posttest a more extensive questionnaire was used, only the 4 comparable items of the questionnaire
were used to compete this. The assumptions for a repeated measures ANOVA have been checked
and met (Field, 2009). Figure 2 shows the mean score for incremental-entity view, separated by
group. There is a decreasing, a shift to a more incremental view, main effect for incremental-entity
view (F(1,177) = 6.752, p < .01), but there is no interaction effect of incremental-entity view and
group, so the intervention doesn`t seem to change the view on personality.
Incremental-Entity View
17
16
15
14
13
12
11
Interventio
n group
boys
Control
writing
group boys
Control
group boys
18
17
Incremental-Entity View
Interventio
n group
girls
Control
writing
group girls
Control
group girls
18
16
15
14
13
12
11
10
10
Pretest
Posttest 1
Posttest
(5 weeks)
2
(6 months)
Pretest
Posttest 1
Posttest
(5 weeks)
2
(6 months)
Figure 2 Mean Incremental-Entity view score at different measurement times in part 1 of the study, separated
for group and gender.
To test whether the writing assignments change the self-worth a repeated measures ANOVA
is used. The within factor is called self-worth development. The assumptions of sphericity tested
through mauchley’s test was violated (χ²(2) = .910, p < .01) and because the estimates of sphericity is
more than .75 the Huyn-Feldt correction is used (Field, 2009). Figure 3 shows the mean self-worth
scores, separated by group and gender. A trend for the interaction effect of self-worth and group is
visible (F(4, 337.405) = 2.136, p = .079). The control writing group (F(1.575, 92.929) = 4,494, p = .021)
and the control group (F(1.864, 109.955) = 11.568, p < .01) show a significant decrease in self-worth,
while the intervention group doesn`t show a significant decrease in self-worth. Self-worth is known
to decrease in adolescence, so it could be seen as a possible promising result that the intervention
does show effect by slowing the decline of self-worth, but this can`t be stated with certainty.
Figure 3
Mean Self-worth score at different measurement times in part 1 of the study, separated for group.
Correlations
Table 2 shows the correlation of incremental-entity view and self-worth and CDI score in part 1 of the
study. A Pearson correlation coefficient was computed to assess the relationship between depression
and incremental-entity view. The variables depression and incremental-entity view weren`t
correlated (r(181) = .007, p =.920). Depression and self-worth were found to be negatively correlated
(r(181) = -.507, p < .01). This means that a higher self-worth correlates with a lower depression score,
as would be expected.
Table 2
Correlation on depression development score, self-worth and incremental-entity view
in part 1 of the study.
Part 1
CDI
Self-Worth
Incremental-entity view
CDI
1
-.507**
.007
Self-Worth
-.507**
1
-
Incremental-entity view
.007
-
1
Correlation is significant at: *p<.05, **p<.01.
Part 2 of the study
In order to study whether repeating the intervention is effective in (further) reducing depressive
symptoms, another repeated measures ANOVA has been conducted. Here, the dependent (within)
variables at the long-term posttest were taken as pre-test and compared to the post-test,(4 weeks
after the second round of intervention. The assumptions for a repeated measures ANOVA on square
root transformed depression scores were checked and met (Field, 2009). Table 3 shows the
untransformed mean CDI depression score before and after the second round intervention,
separated for group. An observable within-main effect (F(1,174) = 7.370, p = .007) for depression
development was found, showing a decrease over time. No interaction effects were found for
depression development and group, depression development and gender and development, group
and gender. As such, no intervention effects were found for each of the writing assignments.
Table 3
Untransformed mean CDI scores for the pretest and posttest of the second round
intervention, separated by group.
Pretest
Posttest
Group
MCDI
SDCDI
MCDI
SDCDI
Intervention group
8.79
6.91
8.21
7.15
Control writing group
8.69
8.02
8.34
9.50
Control group
8.03
7.55
7.30
7.06
Effect of second round writing assignments on Self-worth and Incremental-Entity view
Even though mediation also can`t be determined in the second round due to a lack of intervention
effect it is still interesting to see if the second round intervention influences a change in incremental
or entity view or self-worth and if a correlation between an incremental-entity view or self-worth
and depression exists.
In the second step of the study a more extensive incremental-entity questionnaire was used
to measure someone`s view on personality being changeable. The second round writing assignments
effect on personality view is also measured through a repeated measures ANOVA. At both these
measurements the more extensive questionnaire was used. The assumptions for using a repeated
measures ANOVA were met (Field, 2009). Figure 4 shows this second round intervention on
incremental entity view. The second round intervention shows an increasing, a shift to a more entity
view, main effect for incremental-entity view (F(1,177) = 4.138, p = .043). This effect is opposite of
what was expected and there is no interaction effect of incremental-entity view and group, so the
writing assignments did not affect the view on personality.
Incremental-Entity View
15
14
13
16
Incremental-Entity View
Interventio
n group
girls
Control
writing
group girls
Control
group girls
16
Interventio
n group
boys
Control
writing
group boys
Control
group boys
15
14
13
12
12
Pretest second
Posttest
round second round (5 weeks)
Pretest second
round
Posttest second
round (5 weeks)
Figure 4 Mean Incremental-Entity view score before and after the second round intervention, separated for
group and gender.
The second round writing assignments intervention effect on self-worth is also measured
through a repeated measures ANOVA. The assumptions for using a repeated measures ANOVA were
met (Field, 2009). The boost showed a significant interaction effect for gender and self-worth
development (F(1, 177) = 5.015, p = .026). Figure 5 shows that self-worth development of the boys
and girls. Even though the girls show a significant bigger increase in self-worth, there is no interaction
with group, so we can conclude that the writing assignments did not influence self-worth
development.
Figure 5
Mean self-worth score before and after the second round intervention, separated by gender.
Correlations
Table 3 shows the correlation, computed with a Pearson correlation coefficient, between the score
on the new incremental-entity questionnaire and de depression score which were not correlated
(r(181) = -.531, p =.497). The variables depression and self-worth were negatively correlated (r(181) =
-.531, p < .01). This means that a higher self-worth correlates with a lower depression score, as
expected.
Table 3 Correlation on depression development score, self-worth and incremental-entity view in part
2 of the study.
Part 2
CDI
Self-Worth
Incremental-entity view
CDI
1
-.531**
-.051
Self-Worth
-.531**
1
-
Incremental-entity view
-.051
-
1
Correlation is significant at: *p<.05, **p<.01.
Discussion
Present study investigated if writing assignments were effective in reducing depressive symptoms in
adolescents. Even though similar research at the University of Utrecht in 2012 showed promising
results, no such effects of the writing assignment interventions were found this year. Initially a
quadratic interaction for group, gender and depression development was found, but after correcting
for an outlier, this effect was no longer significant. The effect of the intervention on incrementalentity view and self-worth was analyzed, to study whether the intervention did change the
attribution and thereby might have a delayed effect on depression development. However no effects
of the intervention on incremental-entity view and self-worth were found. While the theoretical
basis and methodological design of this study were found to be reliable, the question remains: why
did the present study not replicate the positive effects on depression of the writing assignments of
last years’s research?
The first possible explanation is that the participants didn`t correctly follow instruction of the
writing assignment. This has been studied properly in the previous study and it turned out that
overall the participants kept to the writing assignment properly. Moreover, the extend in which the
used the effective features of the writing assignment wasn`t found to be an explanatory factor for
the intervention effect. (Geest, 2012; Van Ditshuizen, 2012). Even though it is recommended to also
examine if the participants adequately performed the writing assignment in this study, after a quick
scan of this year`s assignments, it is unlikely that we’ll find different results for the present study.
The second possible explanation is a slight difference in population: age of the participants
and location of the schools. Because last year`s research showed promising results of the
intervention, a conscious choice for a slightly younger population was made in order to study
whether an increase in depressive symptoms could be prevented (instead of reducing them).
Therefore, only second graders were included in the research population. For this group of
participants the important school transition period, which is known to be accompanied by a lack of
social belonging feelings and an increase in depressive symptoms (Newman, Newman, Griffen,
O`Connor & Spas, 2007),had just occurred. However, last year’s research did show that the
intervention worked better for the participants with a higher baseline depression score (Geest, 2012;
Van Ditshuizen, 2012). The population of previous research had a higher average age (Mage14.30),
because also third graders were included, than current study (Mage 13.80). The population of the
previous research also showed more variance in depression score, which means that there were
more high outliers on which the intervention is known to have more effect (Geest, 2012; Van
Ditshuizen, 2012). Moreover, previous research was conducted on a bigger school in Rotterdam (a
big city), while current research was conducted on smaller schools in smaller towns. Research has
shown that there are higher levels of mental illnesses, including depression, in urban areas than in
rural areas (Wang, 2004). So it may be, that the writing assignments only show positive effects when
depression scores are already elevated, and cannot prevent this development and therefore show
more effect on a more problematic population.
The third possible explanation for the fact that no intervention effects of the writing
assignment were found this year, is that the intervention only uses two short writing assignments.
Yeager showed that a 6 session implicit theory of personality intervention, consisting of workshops,
lessons and writing assignments, was effective in changing someone`s view on personality (Yeager,
2012). This raises the assumption that these short interventions might not be enough to change the
attributions of this adolescent population.
The strengths of this study are its theoretical basis and methodical design . Previous research
showed that writing assignments interventions can change attributions (Walton & Cohen, 2007;
Walton & Cohen, 2011; Yeager et.al. 2011). While these intern, stable, global attributions are also
common in people with depression (Seligman & Albada, 2000) a similar intervention can be expected
to be effective for decreasing depression too. Thereby measures used in this study were all found to
be reliable and measured depression related feelings (except for the incremental-entity
questionnaire). Furthermore group sizes were sufficient and in addition to the intervention group
there were two control groups.
Finally, there were also some limitations to this study. At the beginning of the study the
participants were only matched on age, gender, school level and initial depression score and not for
initial incremental-entity and self-worth score. Although there was some difference between the
three groups on initial scores of incremental-entity view and self-worth, these differences weren`t
significant. Furthermore, no relation between depression score and the incremental-entity
questionnaire was found, indicating that the incremental-entity questionnaire that was used might
not be suited to measure depression related feelings. Even though previous research showed that
shifting adolescents entity view to a more incremental view was possible with an implicit theory op
personality intervention, partially consisting of writing assignments (Yeager et.al, 2012), no similar
effects were found in this study. A possible explanation for this is that participants in the study of
Yeager were between 14 and 16 and participants in this study were younger(Yeager et.al. 2012). It is
known that adolescents seem to develop stronger beliefs in personality traits being fixed (Yeager,
Trezniewski & Dweck, 2012), but maybe participants in this study didn`t develop this belief yet and
therefore no effect of the intervention on incremental-entity view was found.
It can be concluded that no intervention effects on decreasing depressive symptoms in
adolescents were found this year, but while previous research showed promising results and there is
a strong theoretical and methodological basis for this study it is important to look at possibilities for
further research. To study whether the social belonging writing assignment might be more of an
intervention than a prevention, by changing the attributions and thereby show a delayed effect on
decreasing depressive symptoms, more longitudinal research is recommended. Moreover the effects
found by Yeager using a more extensive intervention (Yeager, 2012), implicate that a more extensive
intervention (adding workshops and lessons about the changeableness of things to the intervention)
might be more suitable for a population of adolescents. Finally the intervention seems to work better
on adolescents with a higher depression score. Studying the effect of the intervention in decreasing
depressive symptoms on a bigger and more problematic population of older adolescents from urban
areas with a higher baseline depression score, can give more information regarding the efficacy of
the intervention. Even though this study didn`t proof that `writing is believing` it is important to keep
`believing in writing` as a possible intervention method for decreasing depression.
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Appendix
• Appendix 1: Introduction
• Appendix 2: Questionnaires; Questions and Answer-scales
• Appendix 3: Intervention writing assignment & Control writing assignment
• Appendix 4: Boost Intervention writing assignment & Boost control writing assignment
Appendix 1
Introductie Interventiegroep
Wij zijn, (namen van onderzoekers) en wij studeren kinder- en jeugdpsychologie aan de Universiteit
Utrecht. Wij doen onderzoek naar hoe we nieuwe brugklasser kunnen helpen bij de overgang van de
middelbare school. Jullie kunnen je vast allemaal nog herinneren dat je zelf naar de brugklas ging. Je
krijgt nieuwe vrienden, een nieuwe school, elke uur een andere leraar, kortom veel veranderingen en
dat valt niet altijd mee. We gaan zo eerst een aantal vragenlijsten afnemen, zodat we kunnen
vaststellen hoe jullie zijn. Deze vragenlijsten zullen later dit jaar nog eens afgenomen worden om te
kijken of jullie in de tussentijd veranderd zijn. Tot slot is er een schrijfopdracht. Hierover later meer.
Introductie Controlegroep met schrijfopdracht
Wij zijn, (namen van onderzoekers) en wij studeren kinder- en jeugdpsychologie aan de Universiteit
Utrecht. We doen een onderzoek naar moreel redeneren van jongeren, dit wil zeggen: hoe jongeren
denken over wat wel en niet mag. We kijken naar hoe je bent en hoe je denkt over regels. We gaan
zo eerst een aantal vragenlijsten afnemen zodat we kunnen vaststellen hoe jullie zijn. Deze
vragenlijsten zullen later dit jaar nog eens afgenomen worden om te kijken of jullie in de tussentijd
veranderd zijn. Tot slot is er een schrijfopdracht. Hierover later meer.
Introductie Controlegroep
Wij zijn, (namen van onderzoekers) en wij studeren kinder- en jeugdpsychologie aan de Universiteit
Utrecht. We doen een onderzoek naar persoonlijke ontwikkeling van jongeren, hoe je bent en hoe je
veranderd over de jaren heen.
We gaan zo eerst een aantal vragenlijsten afnemen zodat we kunnen vaststellen hoe jullie zijn. Deze
vragenlijsten zullen later dit jaar nog eens afgenomen worden om te kijken of jullie in de tussentijd
veranderd zijn. Tot slot is er een schrijfopdracht. Hierover later meer.
Algmene uitleg anonimiteit en afname vragenlijsten
De antwoorden op jullie vragen zijn anoniem, dat wil zeggen dat we bij het verwerken van jullie
antwoorden het voorblad met jullie leerlingnummers van het boekje zullen scheuren, waardoor we
niet weten welke persoon bij welke antwoorden hoort. De uiteindelijke algemene resultaten zullen
jullie en jullie leerkrachten te horen krijgen. We vertellen ouders en leerkrachten niets over jou
persoonlijke antwoorden. Zijn er mensen die na het horen van ons verhaal ECHT niet mee willen
doen aan ons onderzoek? Als je niet mee wilt doen blijf je wel in de klas zitten en moet je het hele
uur iets voor jezelf doen, (geen vrij dus!). Mocht je opmerkingen of vragen hebben, of iets kwijt
willen over het onderzoek, we zijn vandaag en morgen aanwezig tijdens de mentoruren van alle
tweede klassen. Kruis bij elke vraag maar één antwoord aan, anders kunnen we je antwoord niet
verwerken en hebben we niets aan je antwoorden. Bedenk welk antwoord jij het beste vind passen,
Er zijn geen goede of foute antwoorden. Vergeet niet om het blokje met gegevens bovenaan je
antwoordboekje in te vullen! We gaan nu beginnen met het invullen van de vragenlijsten. Lees de
uitspraken op de powerpoint en geef op je antwoordvel aan in welke mate je het eens bent met de
uitspraken. Dit doe je door een kruisje te zetten in de kolom van je antwoordoptie. Nogmaals er zijn
geen goede of foute antwoorden. Is dit voor iedereen duidelijk?
Appendix 2
Questionnaire 1: Global Self Worth & Perceived Social Competence
Voorbeeldvraag:
Sommige kinderen hebben zweetvoeten.
Antwoordopties:
-Ik lijk helemaal niet op deze kinderen
-Ik lijk weinig op deze kinderen
-Ik lijk veel op deze kinderen
-Ik lijk precies op deze kinderen
Als je zweetvoeten hebt, zet je dus een kruisje in de kolom van ‘Ik lijk precies op deze kinderen’.
Vragen:
1. Sommige kinderen zijn tevreden met zichzelf.
2. Sommige kinderen zouden graag heel wat meer vrienden willen hebben.
3. Sommige kinderen voelen zich vaak ongelukkig met zichzelf.
4. Sommige kinderen hebben veel vrienden.
5. Sommige kinderen vinden hun leven niet prettig.
6. Sommige kinderen vinden het moeilijk om vrienden te maken.
7. Sommige kinderen doen graag dingen samen met andere kinderen.
8. Sommige kinderen vinden het goed zoals ze zijn.
9. Sommige kinderen zouden willen dat meer kinderen van hun leeftijd hen aardig vinden.
10. Sommige kinderen vinden het prima zoals ze zijn.
Questionnaire 2a: Implicit Theory of Personality
Deze vragenlijst is gebruikt in de voormeting en nameting na 5 weken.
Voorbeeld:
Het maakt niet uit hoe intelligent je bent, je kunt het altijd
veel veranderen.
Antwoordopties:
-Sterk mee eens
-Mee eens
-Meestal mee eens
-Meestal mee oneens
-Oneens
-Sterk mee oneens
Als je het heel sterk eens bent met de stelling, zet je een kruisje
onder de kolom ‘sterk mee eens’.
Vragen:
1. Je kunt de persoonlijkheid die je hebt niet echt veranderen. Je hebt nou eenmaal een goede
persoonlijkheid of niet en je kunt hier niet veel aan veranderen.
2. Je persoonlijkheid is deel van jou en daar kan je weinig aan veranderen.
3. Je kunt wel bepaalde dingen doen om te zorgen dat anderen je mogen, maar je kan jouw echte
persoonlijkheid niet veranderen.
4. Het maakt niet uit wie je bent en hoe je je gedraagt, je kan jezelf altijd veranderen.
5. Je kunt behoorlijk veel aan je eigen persoonlijkheid veranderen.
6. Met ouder worden kan er nog veel aan je persoonlijkheid veranderen
Questionnaire 2b: Incremental-Entity view Questionnaire
Deze vragenlijst is gebruikt bij de nameting na 6 maanden en de nameting 4 weken na de boost.
Bij deze vragenlijst krijg je stellingen te zien.
Geef telkens aan in welke mate je het eens bent met de stelling:
Je kunt kiezen uit de volgende antwoordopties:
•
Helemaal mee eens
•
Mee eens
•
Meestal mee eens
•
Meestal mee oneens
•
Oneens
•
Helemaal mee oneens
Als je het helemaal eens bent met de stelling, zet je een kruisje onder de kolom ‘helemaal mee eens’.
Vragen:
1. Je bent een bepaald soort persoon en dit kun je niet echt veranderen.
2. Eikels kunnen proberen aardig te doen, maar diep van binnen blijven het gewoon eikels.
3. Iemand kan dingen doen om aardig gevonden te worden, maar iemands echte persoonlijkheid kan
niet veranderd worden.
4. Je kunt dingen anders doen, maar de belangrijkste onderdelen van wie je bent kun je niet
veranderen.
5. Er zijn twee soorten mensen: populaire en niet-populaire.
6. Jongeren die andere jongeren op de middelbare school pesten, zijn waarschijnlijk altijd zo
geweest.
7. Het maakt niet uit wie je bent en hoe je je gedraagt, je kan jezelf altijd veranderen.
8. Als je altijd gepest wordt dan blijft dat de rest van de middelbare school zo.
9. Als je eenmaal niet populair bent dan kun je niet populair worden.
10. Als je ouder wordt kan er nog veel aan je persoonlijkheid veranderen.
11. Iedereen is een winnaar of een verliezer in het leven.
12. Je kunt pestkoppen alleen negeren of van ze af proberen te komen, want je kunt ze niet
veranderen.
Questionnaire 3: Children Depression Inventory
Op de volgende bladzijden staat een aantal vakken, met daarin steeds drie zinnen. Lees alle drie de
zinnen goed door.
Bij de zin die jij het beste bij jezelf vindt passen, zet je een kruisje. Denk daarbij aan hoe je je de
afgelopen weken hebt gevoeld.
Het kan zijn dat het antwoord dat jij het beste bij je vindt passen er niet bij staat, kies dan voor het
antwoord dat daar het meeste op lijkt.
Je kunt geen fouten maken; wat jij vindt is goed.
Hier volgen twee voorbeelden.
Voorbeeld 1
1
⌧
Ik vind dat ik in een leuke klas zit


Ik vind mijn klas niet zo leuk

Ik vind dat ik in een vervelende klas zit
Als je je klas (meestal) leuk vindt, zet je een kruisje voor de eerste zin, zoals hierboven te zien is.
Voorbeeld 2
2

Ik vind ijs helemaal niet lekker

Ik vind ijs niet zo lekker
⌧
Ik vind ijs erg lekker
Als je ijs erg lekker vindt, zet je net als in dit voorbeeld een kruisje voor de derde zin.
Deze vragenlijst staat in zijn geheel in het antwoordenboekje en is dus niet te zien op de Powerpoint.
Je krijgt 10 minuten om deze vragenlijst in stilte in te vullen.
Appendix 3
Intervention Writing Assignment
Tot slot gaan jullie nog een schrijfopdracht maken. We hadden het straks al over de overgang van de
basisschool naar de middelbare school. Deze zit nog vers in jullie geheugen. Denk aan deze tijd terug.
Het is de bedoeling dat je een verhaaltje schrijven over hoe je deze overgang hebt ervaren. Zorg
ervoor dat je de brugklassers een hart onder de riem steekt. Het is belangrijk om eerst de uitleg en
de verhaaltjes in je antwoordboekje te lezen. Daarna heb je ruim de tijd (15 minuten), om zelf een
verhaaltje te schrijven. Zorg dat de punten die onderaan de uitleg staan duidelijk terug te zien zijn in
jouw verhaal. Succes!
Schrijfopdracht Interventiegroep
Deel je ervaringen!
Was het voor jou ook zo wennen aan de nieuwe school en je nieuwe klas toen je in de eerste klas
kwam? Het blijkt dat veel brugklasleerlingen daar wat onzeker van worden. Daarom willen we graag
van je horen wat jouw ervaringen waren en hoe je daarmee om bent gegaan. Op basis van jouw
informatie kunnen we dan proberen om het voor eersteklassers wat makkelijker te maken. In het
buitenland bleek dat de meeste leerlingen vertelden dat ze zich aan het eind van het jaar wel thuis
voelden op school en zich geaccepteerd voelden door hun medeleerlingen. Voorbeelden van wat zij
vertelden kan je hieronder lezen:
Hanna: “Toen ik net op de middelbare school zat ontmoette ik veel nieuwe mensen, maar ik had geen
groepje met echt goede vrienden. Als we in de les in groepjes moesten werken, kostte het me wel
moeite om mensen te vinden om mee samen te werken. Ik had er last van. Buikpijn enzo. Elke keer
moest ik tegen mezelf zeggen dat goede vrienden maken niet zomaar gaat. Dat het even tijd kost. Na
een tijd heb ik veel andere mensen leren kennen op school. Met sommigen ben ik nu echt goed
bevriend, net zoals op de basisschool. Nu weet ik dus dat het goed komt met het krijgen van vrienden
op school.”
Peter: “Toen ik voor het eerst op deze school kwam, was ik wel bang dat ik misschien anders zou zijn
dan mijn klasgenoten. Alle anderen leken er zo zeker van te zijn dat ze dit niveau aankonden, terwijl ik
dit echt niet zeker wist. In het tweede jaar kwam ik erachter dat veel klasgenoten hetzelfde hadden
als ik toen ze net op school kwamen. Ze waren bang dat ze het niet zouden redden hier op school en
geen vrienden zouden maken. Het is wel gek, want iedereen is anders, maar eigenlijk lijken dus alle
brugklassers toch wel weer op elkaar. Toen ik daar achter kwam merkte ik dat ik me veel zekerder
voelde op school. Ik hoor er gewoon bij.”
We willen graag dat je nu een kort opstel schrijft over jouw ervaringen met het naar de middelbare
school gaan. Schrijf dat alsof je het aan de brugklassers vertelt, omdat je opstel aan hen ook gegeven
zal worden. Als beginnende eersteklassers jullie verhalen lezen, krijgen ze een beter beeld van hoe
het is om op de middelbare school te komen. En dat dit natuurlijk altijd even wennen is voor
iedereen. Probeer dus om aan de hand van jouw eigen ervaringen, onzekere brugklassers die zich
nog niet thuis voelen op school, te vertellen dat het na verloop van tijd vanzelf goed komt.
Om je een idee te geven waar je over kunt schrijven, staan hieronder vragen waarvan je het
antwoord kunt verwerken in je opstel.
Hoe voelde jij je toen je net in de brugklas kwam?
Beschrijf een situatie waarin jij je niet zo prettig voelde op school of iets waarover je onzeker was.
Hoe is dat nu? Wat is er veranderd en hoe kijk je daar nu tegenaan?
Waardoor denk je dat dit nu anders is? (zie ook de voorbeelden hierboven)
Wat zou je ter geruststelling willen zeggen tegen leerlingen die nu net in de brugklas zitten?
Op de volgende bladzijde kun je jouw ervaringen opschrijven. Succes!
Control Writing Assignment
Tot slot gaan jullie nog een schrijfopdracht maken. We willen graag weten wat jullie in een bepaalde
situatie zouden doen. De opdracht staat in je antwoordboekje. Lees dit eerst goed! Het is niet alleen
van belang welke keuze je maakt maar nog veel sterker WAAROM je die keuze maakt. Je hebt voor
deze opdracht ongeveer 15 minuten de tijd.
Succes!
Schrijfopdracht Controlegroep
Je beste vriend of vriendin heeft uit het bureau van de docent Engels een proefwerk gestolen. Jij bent
de enige aan wie hij/zij dit heeft verteld. De volgende les Engels spreekt de docent de hele klas aan
op dit voorval. Volgens de docent moet het proefwerk zijn gestolen door iemand uit jouw klas. De
dader krijgt tot het einde van de dag de tijd om zich te melden bij de docent. Als niemand zich meldt
moet de hele klas de volgende dag twee uur nablijven. De gestolen toets wordt uiteraard niet meer
afgenomen maar verruild voor een nieuwe toets.
Wat zou je doen? Leg duidelijk uit waarom!
Appendix 4
Second Round Intervention Writing Assignment
Uitleg e-mailopdracht
Opdracht:e-mail een toekomstige brugklasser
Deel je ervaringen!
Enige tijd geleden heb je jouw ervaring met het naar de middelbare school gaan opgeschreven in een
opstel, zodat dit opstel aan brugklassers gegeven kon worden om hen te helpen. Om nog meer
toekomstige brugklassers te kunnen helpen met jullie ervaringen, hebben wij een e-mail service
opgezet. Kinderen die nu nog in groep 8 zitten, maar volgend jaar naar de brugklas gaan kunnen naar
dit e-mailadres mailen met hun vragen over de eerste klas van de middelbare school. Veel van hen
vinden de overgang naar de middelbare school best spannend en vandaar dat wij jullie hulp
inschakelen om hen gerust te stellen. We zouden jullie willen vragen om allemaal een mailtje van een
toekomstige brugklasser te beantwoorden. Probeer aan de hand van je eigen ervaringen in een
uitgebreide mail aan te geven dat het in het begin misschien even wennen is maar dat het vanzelf
goed komt. Bedankt voor jouw hulp!
E-mails Meisjes*:
*De namen werden per e-mail aangepast.
HoiHoi!
Ik heb een vraagje… ik heb net de cito gemaakt en weet nu naar welke middelbare school ik ga,
namelijk de
in Soest. Maar al mijn vriendinnen gaan naar de andere school in Laren! Wat moet ik
nu, ik vind het best wel eng om zowat in mijn eentje naar de andere school te gaan en ben bang dat
ik dan geen nieuwe vriendinnen krijg en ik er niet bij hoor…
Hoe was dat bij jou? Moest jij ook wennen aan het begin? Is dat goed gekomen, duurde het lang?
Kun je mij helpen?
Groetjes Emma
Heey,
Ik ben een meisje van 11 jaar, volgend jaar moet ik naar de brugklas, super spannend! Eigenlijk vind
ik het ook wel eng, want ik zit in een 7/8 klas en mijn beste vriendin zit in groep 7. Nu moet ik elke
dag helemaal in mijn eentje een half uur naar mijn middelbare school fietsen, en straks dan maak ik
geen vriendinnen op mijn school of moet er helemaal niemand mijn kant uit en ben ik altijd alleen.
Nou ik vind het echt spannend… dus eigenlijk ben ik wel benieuwd hoe dat bij jou was. Was jij
onzeker in het begin? vond jij het ook zo spannend? Is het goed gekomen?
X Eva
Hallo,
Mijn naam is Eline (Eeltje) en ik ben overmorgen jarig en ik ga volgend jaar naar de middelbare
school. Op zich lijkt dit mij best gezellig, maar eigenlijk is het ook wel heel spannend allemaal. Er zijn
wel een paar meiden van mijn school die naar dezelfde middelbare school gaan, maar dit zijn niet
echt mijn vriendinnetjes. Ik hoop dus maar dat er op de middelbare school leuke meisjes zitten
waarmee ik vriendinnen kan worden en dat ik niet buiten het groepje val.
Vond jij het ook zo spannend om naar de middelbare school te gaan en nieuwe vriendinnen te
moeten maken? Veranderde er veel, zijn ze heel anders dan op de basisschool? Duurde het lang
voordat jij je klas leuk vond? Vind jij het nu nog steeds lastig?
Kusjes, Eeltje
Hi!
Gek om een vraag te stellen aan een onbekend iemand, maar ik hoop dat je een beetje snapt waar ik
mee zit. Ik ben Lisette, 12 jaar en ga binnenkort naar de middelbare school. Ik word hier eigenlijk wel
een beetje zenuwachtig van… al dat huiswerk, nieuwe vrienden en vriendinnen maken, z`on super
grote school! Elk uur een ander lokaal (wat als ik verdwaal!) veel leraren, je snapt denk ik wel wat ik
bedoel. Zat jij hier ook zo mee? Dat alles anders wordt? En hoe vind je dat nu, moet ik mij zorgen
maken dat dit gevoel nooit veranderd?
Doei! Lisette
Hoi,
Echt fijn dat ik jouw mag mailen om advies over de middelbare school. Ik ga namelijk volgend jaar
naar de brugklas en er zijn best nog wat dingen waar ik benieuwd naar ben en waar ik me wel een
beetje zorgen over maak. Krijg je veel huiswerk en is het huiswerk moeilijk? Is het allemaal heel
anders dan de basisschool of valt het mee? Vond jij het lastig in het begin? Vind je het nu nog steeds
lastig? Heb je al veel nieuwe vrienden en hoe was dat aan het begin van de middelbare?
Ik hoop dat je mij wat meer kan vertellen hoe het is om op de middelbare school te zitten, zodat ik
wat beter weet hoe dat gaat als alles anders wordt!
Thanx, Sophie <3
E-mails Jongens*:
*De namen werden per e-mail aangepast.
HoiHoi!
Ik heb een vraagje… ik heb net de cito gemaakt en weet nu naar welke middelbare school ik ga,
namelijk de
in Woerden. Maar al mijn vrienden gaan naar de andere school in Woerden! Wat
moet ik nu, ik vind het best wel eng om zowat in mijn eentje naar de andere school te gaan en ben
bang dat ik dan geen nieuwe vrienden krijg en ik er niet bij hoor…
Hoe was het bij jou? Moest jij ook wennen aan het begin? Is dat goed gekomen, duurde het lang?
Kun je mij helpen?
Greetz Ben
Heey,
Ik ben een jongen van 12 jaar, volgend jaar moet ik naar de brugklas, vet spannend! Eigenlijk vind ik
het ook wel eng, want ik zit in een 7/8 klas en mijn beste vriend zit in groep 7. Nu moet ik elke dag
helemaal in mijn uppie een half uur naar mijn middelbare school fietsen, en straks dan maak ik geen
vrienden op mijn school of moet er helemaal niemand mijn kant uit en ben ik altijd alleen. Nou ik
vind het echt spannend… dus eigenlijk ben ik wel benieuwd hoe dat bij jou ging… Was het heel erg
wennen in het begin? vond jij het ook wel eng? Is het goed gekomen?
Bye! Frank
Hallo,
Mijn naam is Joost en ik word morgen 12 jaar en ik ga volgend jaar naar de middelbare school. Op
zich lijkt dit mij best stoer, maar eigenlijk is het ook wel heel spannend. Er zijn wel een paar jongens
van mijn school die naar dezelfde middelbare school gaan, maar dit zijn niet echt mijn vrienden. Ik
hoop dus maar dat er op de middelbare school leuke jongens zijn waarmee ik vrienden kan worden
en dat ik niet buiten de groep val.
Vond jij het ook zo spannend om naar de middelbare school te gaan en nieuwe vrienden te maken?
Veranderde er veel, was het heel anders dan de basisschool? Duurde het lang voordat jij je klas leuk
vond? Vind jij het nu nog steeds lastig?
Joost
Hi!
Gek om een vraag te stellen aan iemand die ik totaal niet ken… maar ik hoop dat je een beetje snapt
wat ik je zo ga vertellen. Ik ben Theo, 12 jaar en ga binnenkort naar de middelbare school. Ik vind dit
eigenlijk heel spannend… al dat huiswerk, nieuwe vrienden maken, enorme school! Elk uur een ander
lokaal (wat als ik de weg kwijt raak
) veel juffen en meesters… nou.. je ziet wel wat ik spannend
vind. Vond jij het ook zo spannend, dat alles anders wordt? En hoe is dat nu?
Moest je heel lang wennen of viel het mee?
Doegg
Hoi,
Echt chill dat ik jouw mag mailen om even wat vragen te stellen over hoe het is om op de middelbare
school te zitten. Ik ga namelijk volgend jaar naar de brugklas en er zijn best nog wat dingen waar ik
benieuwd naar ben en waar ik me wel een beetje zorgen over maak. Krijg je veel huiswerk en is het
huiswerk moeilijk? Is het makkelijk of moeilijk om nieuwe vrienden te maken? Is het allemaal heel
anders dan de basisschool of valt het mee? Vond jij het lastig in het begin? Vind je het nu nog steeds
lastig? Heb je al veel nieuwe vrienden?
’t Zou fijn zijn als je mij wat meer kan vertellen over hoe het is om op de middelbare school te zitten,
zodat ik wat beter weet hoe dat gaat als alles anders wordt!
Thanx, Diederik
Second Round Control Writing Assignment
In dit onderzoek zijn we benieuwd naar veranderingen in de persoonlijkheid van kinderen die
plaatsvinden tijdens de overgang van de basisschool naar de middelbare school. Dat willen we graag
van jou horen!
Zijn er veranderingen in hoe jij als persoon bent, bijvoorbeeld in je karakter, in de dingen die je leuk
vindt om te doen op school en in je vrije tijd, dingen die je belangrijk vindt of dingen waarin je
geïnteresseerd bent geraakt? Heb je het gevoel dat je veel bent veranderd tussen groep 8 en nu?
We willen graag dat je een kort opstel schrijft over hoe jij, als persoon, bent veranderd tussen de
basisschool en nu? Probeer zoveel mogelijk dingen te noemen.
Geef bij elke verandering een voorbeeld dat duidelijk maakt hoe je precies veranderd bent. Dus als je
nu minder verlegen bent, geef een voorbeeld van wat je eerst niet durfde en nu wel?

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