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ERIC Number: EJ1257908
Record Type: Journal
Publication Date: 2017
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1935-3308
EISSN: N/A
How Christian Students' Academic, Emotional, Spiritual, and Social Experiences Impact Their Spiritual Identity and Development at a Secular Institution: A Grounded Theory Approach
Wallace, Elizabeth
Journal of Ethnographic & Qualitative Research, v12 n1 p63-74 Fall 2017
The purpose of this study was to understand the factors leading to college students' spiritual development at a secular institution. I examined student perceptions to determine the factors that facilitated their individual personal growth. A Grounded Theory approach was used because I sought to explain how students use their social, relational, and emotional experiences to impact their spiritual development. Relationships, mentoring, or reading created disruptions in routine thinking. The data suggested that for students to experience growth in their spiritual identity, they must undergo a trigger disrupting their normal thinking patterns. Eighteen students were interviewed for this project. The students were members of a nationally recognized, faith-based student organization recognized at the two institutions of higher education. Analysis of the data was conducted using techniques suggested by Saldana (2013). These techniques included data layout, pre-coding, preliminary jottings, coding contrasting data, and lumping the data. The data led to the development of what I have termed the Reflective Disruption Model. The Reflective Disruption Model emerged from the vertical structure that was built from the themes of context, choice, and change.
Cedarville University. 251 North Main Street, Cedarville, OH 45314. Tel: 937-766-3242; Fax: 937-766-7971; e-mail: jeqr@comcast.net; Web site: http://www.jeqr.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A