The Impact of a Self-Distanced Writing Intervention on Social Anxiety Among College Freshmen: The Mediating Roles of Cognitive Reappraisal and Self-Compassion

Background

Social anxiety is common during the transition to university, creating a need for brief, accessible psychological interventions. Traditional expressive writing has shown benefits for anxiety, but its emotionally immersive first-person format may be less suitable for some students. Self-distanced writing offers an alternative by encouraging reflection from an observer-like perspective.

Purpose