Imagine that you are going to a AA meting. You can look up information online, Youtube or Google, etc. Write a paper about the expereince of going to the AA meting
The paper should focus on the student’s internal experience: thoughts,
feelings, and expectations. Papers will be graded on college level writing and grammar,
how well they convey the student’s internal experience, and on creativity.
Interrater reliability. One of the authors coded all of the respondents’ descriptions of the heroes into the categories. To calculate reliability, another trained judge randomly selected 20 of the original booklets and independently coded them. Intraclass correlations (which assumed the same raters did the coding, were the entire population of raters, and the ratings were not averaged, see Shrout & Fleiss, 1979) showed acceptable interrater reliability for the 13 categories (reliabilities4.75 for all cate- gories except materialistic success, which was .65). There were no signifi- cant differences between the judges’ ratings on any of the 13 categories (all ps4.16). All of the categories were thus deemed to have acceptable reliability.
Dependent Measures: Closed-Ended Ratings
Respondents were asked to identify the hero who was most influential to them and then rate this main hero on 7-point evaluative scales with la- beled end points. Ratings were averaged into groupings that largely cor- responded with the spontaneous-listing categories. A principled grouping reflected ethical versus unethical conduct (Cronbach’s a5 .73; 7 dimen- sions, e.g., being principled, high in integrity, moral, trustworthy, honest, valuing principled conduct [versus valuing personal gratification]); items assessing honesty and commitment to principles were combined rather than kept separate because they were highly correlated and showed the same patterns. An authenticity or true-to-self grouping (a5 .60; 3 dimen- sions: follows own conscience, is true to own self, speaks own mind) was included to test hypotheses about the relationship between principled commitment and authenticity (discussed shortly). A beneficence grouping reflected items dealing with concerns for others as opposed to oneself (a5 .70; 6 dimensions, e.g., caring for others, altruistic, generous, hum- ble). An effectiveness grouping reflected determination and power (a5 .77; 9 dimensions, e.g., effective, persevering, determined, powerful, strong, capable, successful); items assessing effectiveness and power were combined because they were highly correlated and showed the same pat- terns. A likableness grouping included two items (a5 .65; likable, would want as a friend). Finally, single items assessed spirituality (spiritual– materialistic), intellectual skill (wise–foolish), and similarity to self (similar to me–different from me).