Poetry as Emotional Anchoring: How the Aesthetic Experience of Classical Poetry Enhances Cultural Identity, Self-Continuity, and Mitigates Anxiety
Yan Huang, Haijuan ZhuAbstract
Objective
This study explores how the aesthetic experience of classical poetry in university Chinese courses influences students' cultural identity and self-continuity, while specifically investigating its potential to mitigate negative emotional states such as anxiety and psychological distress, thereby contributing to psychological health and coherent identity development.
Subjects and Methods
A mixed-methods study with 210 undergraduates involved a 12-week poetry appreciation module. Data collection included pre- and post-intervention surveys measuring cultural identity, self-continuity, and perceived stress/anxiety. In-depth interviews and reflective journals analyzed personal engagement and emotional regulation through poetry.
Results
Significant improvements were found in cultural identity (35% increase, p<0.01) and self-continuity (28% increase, p<0.05). Qualitatively, deep poetic engagement fostered historical connection and personal meaning, aiding in constructing integrated self-narratives. Notably, participants reported a marked reduction in self-reported anxiety and emotional tension, describing poetry as a tool for emotional processing and anchoring. The "cultural gene" activation process thus supported both collective belonging and individual emotional equilibrium.
Conclusions
The aesthetic experience of classical poetry plays a vital role in activating cultural memory, reconstructing identity, and alleviating negative emotional pressure. This pedagogical approach not only enhances cultural transmission but also functions as a psychological resource, supporting students' identity coherence and mental well-being by providing a meaningful avenue for emotional expression and regulation.
Corresponding Author
Yan Huang, School of Education and Arts, Jiuquan Vocational and Technical University, Jiuquan, Gansu 735000, China.