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dc.contributor.authorHall, M. Elizabeth Lewis
dc.date.accessioned2020-03-06T15:40:23Z
dc.date.available2020-03-06T15:40:23Z
dc.date.created2019-12-15 00:47
dc.date.issued2009-04-01
dc.identifieroai:digitalcommons.biola.edu:faculty-articles-1122
dc.identifierhttps://digitalcommons.biola.edu/faculty-articles/122
dc.identifierhttp://search.ebscohost.com/login.aspx?direct=true&db=rfh&AN=ATLA0001713026&site=ehost-live
dc.identifier.urihttp://hdl.handle.net/20.500.12424/3894474
dc.description.abstractGraduate students’ perspectives on integration of faith and profession were investigated using item response to identify underlying constructs. Students (N= 595) from various professions and four universities were sampled. Three factors were supported as separate and important constructs for students. The first two factors were drawn from Sorenson’s research on attachment theory, faculty as bulwark of the faith versus fellow sojourner and faculty as emotionally transparent versus emotionally distant. A new domain of integration, environmental factors such as class Scripture reading, was supported as a unique factor. An examination of diversity variables gave preliminary evidence that females and students of color may see emotional transparency and environmental factors as more important in Christian integration than other students.
dc.publisherDigital Commons @ Biola
dc.sourceFaculty Articles & Research
dc.subjectGraduate students; Christian college students--Religious life
dc.subjectHigher Education
dc.titlePilgrims' progress: faculty and university factors in graduate student integration of faith and profession.
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ge.dataimportlabelOAI metadata object
ge.identifier.legacyglobethics:16518972
ge.lastmodificationdate2019-12-15 00:47
ge.lastmodificationuseradmin@pointsoftware.ch (import)
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ge.oai.repositoryid101880
ge.oai.setnameResearch
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ge.linkhttps://digitalcommons.biola.edu/faculty-articles/122
ge.linkhttp://search.ebscohost.com/login.aspx?direct=true&db=rfh&AN=ATLA0001713026&site=ehost-live


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