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Objectives: The purpose of this study was to explore the effects of ‘affirmativelanguage’ experiment upon freshmen nursing students’ negative affect, self-efficacy andstress coping style. Methods: A nonequivalent control quasi‐experiment was conducted on the subjects of55 freshmen nursing students for 26(experimental group) and 29(control group). Datawere analyzed using x2-test and t-test for participants’ homogeneity test and conductedcontent analysis of process diary record and personal impressions. Results: As for negative affect, in case of the experimental group, depression(t=-2.384,p=.022) and anxiety(t=-2.243, p=.025) were significantly low with no difference for thecontrol group. As for self-efficacy, both experimental and control groups showedsignificance and as for stress coping style, the control group used sub-categorizedstrategies better than the experimental group. There were 4 topics and subsequent 15topics derived from the content analysis. ‘Affirmative language’ experiment showedalleviation of depression and anxiety helpful for study participants in self‐reportingmeasurement, and helpful for stress self‐management competence. Conclusion: It is necessary to connect the curriculum operation with interest of competence and practice of students stress self‐management through the participatingexperiment experience.