The Impact of Compulsory Education Writing Instruction on Students' Self-Cognition and Mental Health: Addressing Emotional Disorders and Anxiety through the New Curriculum Standard
Lu SunAbstract
Objective
This study investigates how Chinese writing instruction in compulsory education, aligned with the new curriculum standards, influences students' self-cognition and psychological development, with particular focus on its potential to alleviate emotional disorders, anxiety, and negative emotional stress, including considerations for schizophrenia spectrum symptoms in adolescent development.
Subjects and Methods
A mixed-methods approach was employed involving 320 students from grades 7-9, including subgroups with pre-identified emotional disorders. The experimental group received structured writing instruction incorporating reflective writing, narrative expression, and identity exploration activities, while the control group continued conventional instruction. Assessment tools included writing portfolios, the Self-Cognition Scale, Psychological Identity Questionnaire, along with specialized instruments: Beck Anxiety Inventory, Negative Emotion Stress Scale, and early screening for schizophrenia spectrum symptoms.
Results
The experimental group demonstrated significant improvements in self-awareness and identity coherence compared to controls. Notably, anxiety symptoms reduced by 40% and emotional stress decreased by 35% in the intervention group. Writing analysis revealed enhanced emotional expression and improved coping mechanisms. Students with initial emotional disorders showed 45% improvement in psychological adaptation, while schizophrenia-risk participants exhibited better emotional regulation.
Conclusions
Writing instruction under the new curriculum standards effectively promotes psychological development and helps address emotional disorders. The findings support integrating mental health considerations into writing pedagogy to foster both literary skills and psychological well-being in adolescents.
Acknowledgement
This article is supported by the 2025 Annual Higher Education Scientific Research Planning Project titled "Construction and Practice Research on the SPARK Teaching Model for Chinese Writing in Compulsory Education Empowered by Digital Technology" (Project No.: 25YY0304).
Corresponding Author
Lu Sun, Dalian University, Dalian, Liaoning, 116622, China.