Using Automated Essay Scores as an Anchor When Equating Constructed Response Writing Tests

Assessments consisting of only a few extended constructed response items (essays) are not typically equated using anchor test designs as there are typically too few essay prompts in each form to allow for meaningful equating. This article explores the idea that output from an automated scoring program designed to measure writing fluency (a common objective of many writing prompts) can be used in place of a more traditional anchor. The linear-logistic equating method used in this article is a variant of the Tucker linear equating method appropriate for the limited score range typical of essays. The procedure is applied to historical data. Although the procedure only results in small improvements over identity equating (not equating prompts), it does produce a viable alternative, and a mechanism for checking that the identity equating is appropriate. This may be particularly useful for measuring rater drift or equating mixed format tests.     

Computer-based written emotional disclosure: the effects of advance or real-time guidance and moderation by Big 5 personality traits

Standard written emotional disclosure (WED) about stress, which is private and unguided, yields small health benefits. The effect of providing individualized guidance to writers may enhance WED, but has not been tested. This trial of computer-based WED compared two novel therapist-guided forms of WED – advance guidance (before sessions) and real-time guidance (during sessions, through instant messaging) – to both standard WED and control writing; it also tested Big 5 personality traits as moderators of guided WED. Young adult participants (n = 163) with unresolved stressful experiences were randomized to conditions, had three, 30-min computer-based writing sessions, and were reassessed six weeks later. Contrary to hypotheses, real-time guidance WED had poorer outcomes than the other conditions on several measures, and advance guidance WED also showed some poorer outcomes. Moderator analyses revealed that participants with low baseline agreeableness, low extraversion, or high conscientiousness had relatively poor responses to guidance. We conclude that providing guidance for WED, especially in real-time, may interfere with emotional processing of unresolved stress, particularly for people whose personalities have poor fit with this interactive form of WED.     

Defining Islamic modernity through creative writing: a case study of Indonesian domestic workers in Hong Kong

Indonesian domestic workers (IDWs) have been frequently stereotyped as uneducated and submissive women with little or no bargaining power in transnational labour migration. This article examines why and how literacy practices help foster the activism of IDWs in Hong Kong. In particular, I seek to understand the significance of IDWs’ writing in relation to Islamic modernities. Using the framework of alternative modernities, I argue that the creative process of IDWs’ writing sheds light to their attempts to exercise individual and collective agency. Specifically, the article looks at the role of Forum Lingkar Pena (Pen Circle Forum, FLP) Hong Kong, an IDW writing community, to reveal how its collective literacy practices help affirm Islamic values as part of a modernisation process on IDWs’ own terms.     

Pleasure and interest are differentially affected by replaying versus analyzing a happy life moment

Previous research regarding the effects of thinking about a happy moment on emotional experience has been equivocal. The discrepancies may be explained by different modes of thinking: systematically thinking about a happy moment versus mentally replaying the happy moment. Another explanation may involve the difference between the emotion of interest and the emotion of pleasantness, which are often erroneously grouped together under the broad concept of ‘positive affect.’ We hypothesized that systematically thinking about a happy moment would generate interest, whereas mental replaying would generate pleasantness. In an experimental setting, people who systematically analyzed a happy moment increased feelings of interest, while the level of pleasantness remained unchanged. In the alternative condition, people who mentally replayed a happy moment reported increased interest and pleasantness. At post-intervention, the replay group scored higher on pleasantness, but not on interest, relative to the analyze group.     

Promoting positive emotions following relationship dissolution through writing

Past research shows that writing promotes coping following traumatic events, but pays limited attention to the benefits of writing following relationship dissolution. Research also largely overlooks the utility of positively-focused writing following stressful events. A total of 87 currently single participants (25 males, 62 females) who recently experienced relationship dissolution were randomly assigned to one of three writing conditions (negatively-focused, positively-focused, and neutral) to determine writing's impact on change in emotions. As hypothesized, participants in the positive writing condition increased in positive emotions from pretest to immediate posttest compared to both the negative writing and neutral writing conditions. There were no differences between conditions in the experience of negative emotions. These findings show how writing can help people cope with relationship dissolution.     

The effect of meaningfulness and integrative processing in expressive writing on positive and negative affect and life satisfaction

Meaningfulness and integrative processing of expressive writing may influence the effect of expressive writing. Participants completed measures of positive affect, negative affect and life satisfaction before and after an expressive writing intervention. Participants were randomly assigned to one of four expressive writing instruction conditions, which combined higher and lower levels of meaning and integrative processing instructions. Meaningfulness and integrative processing instructions had significant effects in increasing positive affect and there was a significant interaction between meaningfulness instructions and integrative processing instructions; participants in the high meaningfulness and high integrative processing instruction condition showed the greatest increase in positive affect. Meaningfulness had a significant effect in decreasing negative affect. The intervention did not influence life satisfaction. Both meaningfulness and integrative processing instructions led to more self-reported personal meaningfulness of the writing and more cognitive, emotional, behavioural and situational changes. More self-reported meaningfulness of the writing and more cognitive, emotional, behavioural and situational changes made as a result of the writing were in turn associated with greater increases in positive affect. The results of the study affirm the importance of meaningfulness and processing in expressive writing and potentially provide information regarding how to increase the effectiveness of expressive writing.     

Fostering connections between graduate students and strengthening professional identity through co-mentoring

For counsellors and counsellor educators, developing a sound sense of professional identity is a necessity in preserving and advancing the counselling field. In an effort to promote professional identity development in a group of counsellors in training, a co-mentoring programme was developed that paired master's level and doctoral level counsellors. The participants used letter writing and email to support the development of these mentoring relationships over the course of a semester. This study attempted to measure the effectiveness of the co-mentoring programme using interview data and written artefacts. An open, axial and selective coding process was employed. The participants of the study identified themes of enhanced professional identity development and collegial professional relationships as a result of participating in the co-mentoring relationship. Further research is needed to determine how best to support professional identity development for emerging professionals and the effectiveness of mentoring relationships and letter writing in this developmental process. A co-mentoring programme may offer training settings an opportunity for student self-awareness and growth in an experiential and meaningful manner, as well as providing additional opportunities for students to develop their professional identity. Implications for the use of co-mentoring and mentoring programmes to aid in the identity development of counsellors or other professionals are addressed.