Comparing the effects of emotional disclosure and peer helping writing on psychological distress among Chinese international students: The moderating role of rumination.
OBJECTIVES
This study tested the effects of emotional disclosure writing and peer helping writing in reducing psychological distress among Chinese international students. This study also examined whether rumination and ambivalence over emotion expression moderated the effects of emotional disclosure and peer helping writing.


METHOD
One hundred forty-four Chinese international students were randomly assigned to one of three conditions: emotional disclosure, peer helping, or neutral control writing. Participants completed two 20-min writing sessions and questionnaires at baseline, 2-month follow-up, and 4-month follow-up.


RESULTS
We found no significant differences across the three writing conditions in levels of psychological distress over time. However, rumination emerged as a significant moderator in both emotional disclosure and peer helping intervention conditions. High ruminators generally experienced significant reductions in depressive symptoms, whereas low ruminators experienced increased depressive symptoms.


CONCLUSIONS
These findings demonstrate that the benefits of writing interventions may vary as a function of rumination.
['Tsai|William|W|0000-0002-8889-0575', 'Lee|Christina S|CS|', 'Monte|Victoria|V|']
D000223:Adaptation, Psychological D002681:China D030881:Disclosure D004644:Emotions D006801:Humans D000079225:Psychological Distress D013334:Students D014956:Writing
emotional disclosure peer helping Chinese international students writing interventions expressive writing