Influencing Contextual Factors in the Religious Identity Development of Strict Reformed-Raised Emerging Adults in the Netherlands

Autor/inn/en	de Bruin-Wassinkmaat, Anne-Marije; de Kock, Jos; Visser-Vogel, Elsbeth; Bakker, Cok; Barnard, Marcel
Titel	Influencing Contextual Factors in the Religious Identity Development of Strict Reformed-Raised Emerging Adults in the Netherlands
Quelle	In: Religious Education, 116 (2021) 4, S.383-398 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (de Bruin-Wassinkmaat, Anne-Marije) ORCID (Bakker, Cok)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-4087
DOI	10.1080/00344087.2021.1939546
Schlagwörter	Foreign Countries; Self Concept; Religious Factors; Child Rearing; Beliefs; Context Effect; Young Adults; Christianity; Subcultures; Churches; Religious Education; Secondary Schools; Admission Criteria; Alumni; Positive Attitudes; Negative Attitudes; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Selbstkonzept; Kindererziehung; Belief; Glaube; Young adult; Junger Erwachsener; Christentum; Subculture; Subkultur; Church; Kirche; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Sekundarschule; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Negative Fixierung; Niederlande
Abstract	Religious identity development is highly influenced by contexts. This influence is even more powerful for young people who grew up in strict religious contexts because of the prominence of orthodox beliefs and practices in everyday life. This article presents which contextual factors were influential on the religious identity development of 18 emerging adults who grew up in strict Reformed contexts in the Netherlands. Moreover, it presents characteristics that led the participants to consider the influence as positive or negative. In the study, the perspective of the emerging adults was central, and through in-depth life story interviews, contextual influence was explored. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01