Owning Faith: First-Year College-Going and the Development of Students' Self-Authored Worldview Commitments

Autor/inn/en	Mayhew, Matthew J.; Rockenbach, Alyssa N.; Dahl, Laura S.
Titel	Owning Faith: First-Year College-Going and the Development of Students' Self-Authored Worldview Commitments
Quelle	In: Journal of Higher Education, 91 (2020) 6, S.977-1002 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mayhew, Matthew J.) ORCID (Rockenbach, Alyssa N.) ORCID (Dahl, Laura S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1546
DOI	10.1080/00221546.2020.1732175
Schlagwörter	Educational Practices; World Views; Spiritual Development; Religious Factors; College Freshmen; Student Attitudes; Longitudinal Studies; Intergroup Relations; Educational Experience; College Environment; Religious Cultural Groups; Student Diversity; Social Behavior; Religious Education; School Culture + Suchen Sie Ihr Suchwort? Bildungspraxis; World view; Weltanschauung; Studienanfänger; Schülerverhalten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Intergruppenbeziehungen; Bildungserfahrung; Hochschulumwelt; Kirchliche Gruppe; Religionszugehörigkeit; Social behaviour; Soziales Verhalten; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Schulkultur; Schulleben
Abstract	The purpose of this paper was to examine the institutional conditions and educational practices associated with the development of first-year students' capacities to script their own religious, spiritual, and worldview narratives through exposure to and thoughtful reflection on encounters with diverse others. We longitudinally administered a theoretically-derived and empirically-validated measure of interfaith learning and development to 7,194 first-year students enrolled in one of 122 institutions. In addition, we weighted data to reflect national demographic presentations for first-year students and used hierarchical linear modeling to account for students nested within institutions. Results indicated that development gains were related to institutional interfaith commitments, including the provision of opportunities for students to participate in at least two formal interfaith co-curricular experiences during the first year in college. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01