the development of vocation as calling research sponsored by the lilly endowment cindy miller-perrin...
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The Development of The Development of Vocation as CallingVocation as Calling
Research Sponsored by the Lilly EndowmentResearch Sponsored by the Lilly Endowment
Cindy Miller-PerrinCindy Miller-PerrinDon ThompsonDon Thompson
Elizabeth KrumreiElizabeth KrumreiEmily Andrews Emily Andrews Marisa SessionsMarisa Sessions
Faculty Conference Faculty Conference Pepperdine UniversityPepperdine University
October 8, 2004October 8, 2004
Voyage Project Voyage Project Research OverviewResearch Overview
Student Vocational Student Vocational DevelopmentDevelopment
Web SurveysWeb Surveys Personal Interviews Personal Interviews
Faculty Vocational Faculty Vocational Discernment & ActionDiscernment & Action
SurveysSurveys AutobiographiesAutobiographies
Student Web Student Web SurveySurvey
Measures faith attitudes, faith behaviors, Measures faith attitudes, faith behaviors, identity development, vocation definitions, identity development, vocation definitions, vocational discernment, and vocational barriers. vocational discernment, and vocational barriers.
Longitudinal administered each fall as well as Longitudinal administered each fall as well as prior to initial enrollment prior to initial enrollment
Entering Freshmen: July 2002, 300 surveyed, Entering Freshmen: July 2002, 300 surveyed, 113 completed113 completed
Freshmen: March 2003, 300 surveyed, 191 Freshmen: March 2003, 300 surveyed, 191 completedcompleted
Sophomores: March 2004, 174 surveyed, 111 Sophomores: March 2004, 174 surveyed, 111 completedcompleted
Student Personal Student Personal InterviewInterview
Students complete 30-minute personal Students complete 30-minute personal interview in fall of each 4 years at Pepperdine interview in fall of each 4 years at Pepperdine (2002-2005)(2002-2005)
2002 Freshman Sample: 105 students from 2002 Freshman Sample: 105 students from
the 150 who completed the Web survey the 150 who completed the Web survey 2003 Sophomore Sample: 65 students from 2003 Sophomore Sample: 65 students from
the 105 who previously participatedthe 105 who previously participated Students to be interviewed fall 2004, 2005Students to be interviewed fall 2004, 2005
Faculty SurveyFaculty Survey
Measures faculty members’ concepts of Measures faculty members’ concepts of vocation, personal experiences of discerning vocation, personal experiences of discerning vocation, and personal barriers experienced vocation, and personal barriers experienced while pursuing vocation while pursuing vocation
Pre/post-test design Pre/post-test design Pre-test fall 2003: 144 Seaver tenure track Pre-test fall 2003: 144 Seaver tenure track
faculty invited, 75 completedfaculty invited, 75 completed Approximately one-third of these expressed Approximately one-third of these expressed
interest in further vocational discernment interest in further vocational discernment activityactivity
Post-test will be administered in the fall of 2006Post-test will be administered in the fall of 2006
Faculty Faculty AutobiographiesAutobiographies
Florence, Italy New Faculty Faith, Learning & Florence, Italy New Faculty Faith, Learning & Vocation Seminar and summer Faith and Vocation Seminar and summer Faith and Learning Seminars participants write self-Learning Seminars participants write self-reflective essays about vocational journeys - reflective essays about vocational journeys - highlighting major turning points, crises, highlighting major turning points, crises, experiences of clarity, affirmations, and experiences of clarity, affirmations, and tensions tensions
Data accumulated from December 2002, Data accumulated from December 2002, Summer 2003, and December 2003, Summer Summer 2003, and December 2003, Summer 2004.2004.
Analysis & DisseminationAnalysis & Dissemination
Faith, Vocation, and Identity – Western Faith, Vocation, and Identity – Western Psychological Association, April 2004 – Psychological Association, April 2004 – Krumrei, Miller-Perrin, & Thompson Krumrei, Miller-Perrin, & Thompson
Faculty Conference Presentation, Faculty Conference Presentation, October 2004October 2004
Vocational Discernment and Action Vocational Discernment and Action Among University Professors – Faith In Among University Professors – Faith In the Academy Conference, October 2004 the Academy Conference, October 2004 – Thompson & Miller-Perrin– Thompson & Miller-Perrin
Analysis & Dissemination Analysis & Dissemination
The Relationship between Status of The Relationship between Status of Identity Development and Maturity of Identity Development and Maturity of Faith: A Quantitative Study of College Faith: A Quantitative Study of College Students -Students - International Journal of International Journal of Psychology of Religion, Spring 2005 - Psychology of Religion, Spring 2005 - Krumrei, Miller-Perrin, & ThompsonKrumrei, Miller-Perrin, & Thompson
Gender and Vocational Discernment – Gender and Vocational Discernment – Conference on Psychology of Religion, Conference on Psychology of Religion, April 2005 – Miller-Perrin & ThompsonApril 2005 – Miller-Perrin & Thompson
Analysis & DisseminationAnalysis & Dissemination
Identity and Faith: The Role of Crisis and Identity and Faith: The Role of Crisis and Commitment – Conference on Psychology Commitment – Conference on Psychology of Religion, April 2005 – Krumrei, Miller-of Religion, April 2005 – Krumrei, Miller-Perrin & ThompsonPerrin & Thompson
A Life Dedicated to Service: College A Life Dedicated to Service: College Students’ Commitment to Service and the Students’ Commitment to Service and the Role of Faith Attitudes, Faith Behaviors, Role of Faith Attitudes, Faith Behaviors, and Personal Sense of Vocation – Western and Personal Sense of Vocation – Western Psychological Association, April 2005 – Psychological Association, April 2005 – Andrews, Sessions, & Miller-PerrinAndrews, Sessions, & Miller-Perrin
The Relationship between The Relationship between Status of Identity Development Status of Identity Development
and Maturity of Faithand Maturity of Faith
Elizabeth KrumreiElizabeth Krumrei
Bowling Green State UniversityBowling Green State University
Questions Commonly Questions Commonly Asked by College Asked by College
StudentsStudents
Who am I?Who am I? What should I do?What should I do?
What is the meaning of life?What is the meaning of life?
Purpose of StudyPurpose of Study
Identity Faith
Hypothesis: Students’ level of identity Hypothesis: Students’ level of identity development will be directly related to development will be directly related to their faith maturity. their faith maturity.
Identity
Faith:Convictions
&Behavior
Students with a stronger sense of identity will have Students with a stronger sense of identity will have deeper faith convictions which will be lived out in deeper faith convictions which will be lived out in concrete behavioral terms.concrete behavioral terms.
Research HypothesisResearch Hypothesis
Past ResearchPast Research
The college years are the “critical The college years are the “critical years” in development (Parks, 2000).years” in development (Parks, 2000).
The college years are an important The college years are an important time of change for the individual self time of change for the individual self and the religious self (Lee, 2002).and the religious self (Lee, 2002).
Both healthy and unhealthy forms of Both healthy and unhealthy forms of development occur during the college development occur during the college years (Love and Talbot, 2002).years (Love and Talbot, 2002).
Lack of ResearchLack of Research
Theories of spiritual development have Theories of spiritual development have existed at the margins of student existed at the margins of student development theory for 20 years but development theory for 20 years but have not been given serious have not been given serious consideration (Love, 2002). consideration (Love, 2002).
Spirituality and spiritual development Spirituality and spiritual development have been conspicuously absent from have been conspicuously absent from student development theories and student development theories and ignored by many student affairs ignored by many student affairs professionals (Love & Talbot, 1999).professionals (Love & Talbot, 1999).
Importance of ResearchImportance of Research
Scientific study of faith and identity is Scientific study of faith and identity is necessary for the design, necessary for the design, implementation, and evaluation of implementation, and evaluation of specific efforts for change and growth specific efforts for change and growth among college students. among college students.
As an issue of integrity and responsible As an issue of integrity and responsible stewardship, Christians in positions of stewardship, Christians in positions of leadership should be concerned with leadership should be concerned with efforts to promote movement towards efforts to promote movement towards greater spiritual and identity maturity greater spiritual and identity maturity (Butman, 1990). (Butman, 1990).
Current StudyCurrent Study
The intimate and intricate faith-identity The intimate and intricate faith-identity linkage makes intuitive psychological linkage makes intuitive psychological and theological sense, however, there is and theological sense, however, there is limited research examining this limited research examining this relationship (Bussema, 1999).relationship (Bussema, 1999).
The current study was designed to The current study was designed to better understand the relationship better understand the relationship between faith and identity among between faith and identity among college students. college students.
IdentityIdentity
Domains of LifeDomains of Life PoliticsPolitics ReligionReligion PhilosophyPhilosophy OccupationOccupation MoralityMorality SexualitySexuality RelationshipsRelationships PurposePurpose
DimensionsDimensions ExplorationExploration CommitmentCommitment
IdentityIdentity
The extent of an individual’s The extent of an individual’s exploration of, and commitment exploration of, and commitment to, particular beliefs, roles, and to, particular beliefs, roles, and ideologies within the domains of ideologies within the domains of politics, religion, philosophy, politics, religion, philosophy, occupation, morality, sexuality, occupation, morality, sexuality, relationships, and purpose.relationships, and purpose.
FaithFaith
Faith AttitudesFaith Attitudes Importance of Importance of
faithfaith Strength of beliefStrength of belief Life application of Life application of
faithfaith Understanding of Understanding of
callingcalling
Faith BehaviorsFaith Behaviors Public religious Public religious
activityactivity Private religious Private religious
activityactivity Experience of Experience of
spiritual feelings. spiritual feelings.
MethodMethod
Participants: 189 first-year Participants: 189 first-year students.students.
MeasuresMeasures two measures of identitytwo measures of identity two measures of faithtwo measures of faith
MeasuresMeasures
IdentityIdentity
FaithFaith
Objective Measure of Ego-Identity StatusObjective Measure of Ego-Identity Status
Self-Perceptions of Identity Strength SurveySelf-Perceptions of Identity Strength Survey
Faith Attitudes SurveyFaith Attitudes Survey
Faith Behavior SurveyFaith Behavior Survey
Objective Measure of Objective Measure of Ego-Identity StatusEgo-Identity Status
Identity Identity StatusStatus
ExplorationExploration CommitmenCommitmentt
DiffusionDiffusion NoNo NoNo
ForeclosureForeclosure NoNo YesYes
MoratoriumMoratorium YesYes NoNo
AchievementAchievement YesYes YesYes
OMEIS Sample ItemsOMEIS Sample ItemsIdentity StatusIdentity Status Sample ItemSample Item
DiffusionDiffusion I don’t give religion much thought I don’t give religion much thought and it doesn’t bother me one way and it doesn’t bother me one way or the other.or the other.
ForeclosureForeclosure My parents’ views on life are My parents’ views on life are good enough for me, I don’t need good enough for me, I don’t need anything else.anything else.
MoratoriumMoratorium There are so many different There are so many different political parties and ideals. I can’t political parties and ideals. I can’t decide which to follow until I decide which to follow until I figure it all out.figure it all out.
AchievementAchievement It took me a long time to decide It took me a long time to decide but now I know for sure what but now I know for sure what direction to move in for a career.direction to move in for a career.
Self-Perceptions of Self-Perceptions of Identity Strength Identity Strength
SurveySurvey Overall identity scores based on Overall identity scores based on
contemplation of, and confidence in: career, contemplation of, and confidence in: career, religion, morality, politics, sexuality, religion, morality, politics, sexuality, relationships, and purpose. relationships, and purpose.
Sample itemsSample items I am confident in knowing what I should major in at I am confident in knowing what I should major in at
Pepperdine.Pepperdine. My parents have taught me to have a good sense of right My parents have taught me to have a good sense of right
and wrongand wrong I have thought a lot about my political beliefs.I have thought a lot about my political beliefs. I am not completely comfortable with my sexuality.I am not completely comfortable with my sexuality. I have a well-developed understanding of what my gifts I have a well-developed understanding of what my gifts
and talents are.and talents are.
Faith Attitudes SurveyFaith Attitudes SurveySubscalesSubscales Sample ItemsSample Items
Strength of BeliefStrength of Belief •I view myself as a religious person.I view myself as a religious person.•I have doubts about whether my I have doubts about whether my religious beliefs are true.religious beliefs are true.
Importance of FaithImportance of Faith •Religion is not a very important part Religion is not a very important part of my life right now. of my life right now. •My faith is not very important to me. My faith is not very important to me.
Life Application of Life Application of FaithFaith
•I depend on my faith in God for I depend on my faith in God for decision-making and direction.decision-making and direction.•I try hard to carry my religious I try hard to carry my religious beliefs into all other dealings in my beliefs into all other dealings in my life. life.
Understanding of Understanding of CallingCalling
•I spend a lot of time contemplating I spend a lot of time contemplating God’s will for my life.God’s will for my life.•I am unsure about what God is I am unsure about what God is specifically calling me to do.specifically calling me to do.
Faith Behavior SurveyFaith Behavior Survey
SubscalesSubscales Sample ItemsSample Items
Public Public Religious Religious ActivityActivity
•How often do you attend religious services?How often do you attend religious services?•How often do you take part in the activities How often do you take part in the activities and organizations of a church or place of and organizations of a church or place of worship other than attending services?worship other than attending services?
Private Private Religious Religious ActivityActivity
•How often have you read the Bible in the last How often have you read the Bible in the last year?year?•Within your religious or spiritual tradition, Within your religious or spiritual tradition, how often do you meditate?how often do you meditate?
Experience of Experience of Spiritual Spiritual FeelingsFeelings
•I find strength and comfort in my religion or I find strength and comfort in my religion or faith.faith.•I feel God’s love for me, directly or through I feel God’s love for me, directly or through others.others.
Self-Perceived Identity Self-Perceived Identity Strength and FaithStrength and Faith
IdentityStrength
FaithAttitudes
and Behaviors
Comparison Between Comparison Between Identity Status and Identity Status and
FaithFaith
For faith attitudes:For faith attitudes: Diffusion < Foreclosure, Moratorium, Diffusion < Foreclosure, Moratorium,
AchievementAchievement For faith behaviors:For faith behaviors:
Diffusion < Moratorium, AchievementDiffusion < Moratorium, Achievement For faith attitudes and behaviors:For faith attitudes and behaviors:
Achievement = Moratorium, ForeclosureAchievement = Moratorium, Foreclosure
Comparison Between Comparison Between Identity Status Scores Identity Status Scores
and Faithand Faith
DiffusionMoratorium
FaithAttitudes
andBehavior
Comparison Between Comparison Between Identity Status Scores Identity Status Scores
and Faithand Faith
FaithAttitudes
andBehavior
Commitmentto
Ideologies
Identity Status Scores Identity Status Scores and Faithand Faith
Foreclosure&
AchievementScores
FaithAttitudes
&Behaviors
Summary of FindingsSummary of Findings Self-Perceptions of Identity Strength SurveySelf-Perceptions of Identity Strength Survey
High identity is related to high faithHigh identity is related to high faith Objective Measure of Ego-Identity StatusObjective Measure of Ego-Identity Status
Low identity (diffusion status) is related to low Low identity (diffusion status) is related to low faithfaith
Lack of ideological commitments (diffusion and Lack of ideological commitments (diffusion and moratorium scores) is related to low faithmoratorium scores) is related to low faith
High identity (achievement status) is unrelated High identity (achievement status) is unrelated to faithto faith
Presence of ideological commitments Presence of ideological commitments (foreclosure and achievement scores) is (foreclosure and achievement scores) is unrelated to faithunrelated to faith
Necessary-But-Not-Necessary-But-Not-Sufficient TheorySufficient Theory
Not having a strong sense of identity is Not having a strong sense of identity is an impediment to faith formation.an impediment to faith formation.
Having a strong sense of identity does Having a strong sense of identity does not impact faith in either direction.not impact faith in either direction.
Summary: Individuals must be at a Summary: Individuals must be at a mature stage of identity development in mature stage of identity development in order to develop mature faith, but order to develop mature faith, but identity development itself is not the identity development itself is not the cause of higher levels of faith maturity. cause of higher levels of faith maturity.
ImplicationsImplications
In order to make it possible for students In order to make it possible for students to mature in their faith, students must to mature in their faith, students must be encouraged to move beyond the be encouraged to move beyond the immature stages of identity. immature stages of identity.
In order to encourage a growth in faith In order to encourage a growth in faith attitudes and behaviors, one must move attitudes and behaviors, one must move beyond a focus on identity and find beyond a focus on identity and find practical ways of fostering spiritual practical ways of fostering spiritual development directly. development directly.
Encouraging a Shift away Encouraging a Shift away from Immature Identity from Immature Identity
(Parks, 2000)(Parks, 2000)
Network of belongingNetwork of belonging Support and challenge in successes and Support and challenge in successes and
failuresfailures Atmosphere of inquiryAtmosphere of inquiry Genuine dialogue, contemplation, Genuine dialogue, contemplation,
awareness, and critical thoughtawareness, and critical thought Images of truth, transformation and Images of truth, transformation and
interrelatednessinterrelatedness Encouragement to aspire to new Encouragement to aspire to new
possibilities. possibilities.
Ways Faculty and Staff can Ways Faculty and Staff can Encourage Faith Maturity Encourage Faith Maturity
(Love & Talbot, 1999)(Love & Talbot, 1999)
Recognize the importance of faithRecognize the importance of faith Gain understanding of personal spiritual Gain understanding of personal spiritual
developmentdevelopment Open attitude towards issues of faith Open attitude towards issues of faith
among studentsamong students Education and training regarding faith Education and training regarding faith
developmentdevelopment Recognition for the spiritual Recognition for the spiritual
underpinnings of emotional crisesunderpinnings of emotional crises
A Life Dedicated to A Life Dedicated to Service: Faith and Service: Faith and
Commitment to Service Commitment to Service in College Studentsin College Students
Emily AndrewsEmily AndrewsMarisa SessionsMarisa Sessions
Creating Lives of Creating Lives of PurposePurpose
Pepperdine affirms that, Pepperdine affirms that, “knowledge calls, ultimately, for a “knowledge calls, ultimately, for a life of service” life of service”
The college years represent a The college years represent a formative period that determines formative period that determines an individual’s attitudes and an individual’s attitudes and behaviors toward service behaviors toward service
Characteristics of Characteristics of College Students’ College Students’ Service ActivityService Activity
46% of students participated in some form 46% of students participated in some form of community service while in collegeof community service while in college
20% of students reported they served 1 to 20% of students reported they served 1 to 5 community service hours per week5 community service hours per week
28% of students were involved in service 28% of students were involved in service activities that lasted more than 12 monthsactivities that lasted more than 12 months
College students most often direct their College students most often direct their service toward education, human needs, service toward education, human needs, and environmental groupsand environmental groups
Areas of Change Areas of Change Resulting from Service Resulting from Service
WorkWork
Values Values Students’ commitment to social activism and promoting Students’ commitment to social activism and promoting
racial understanding are significantly increased racial understanding are significantly increased Students who participate in service are more likely to Students who participate in service are more likely to
feel they are empowered to bring about changes in feel they are empowered to bring about changes in societysociety
Behaviors Behaviors Time spent in volunteer work during the college years Time spent in volunteer work during the college years
can have a significant effect on time spent volunteering can have a significant effect on time spent volunteering after college after college
Students’ decisions to pursue careers in service fields Students’ decisions to pursue careers in service fields are influenced by service experiences in collegeare influenced by service experiences in college
Personal Personal Characteristics Characteristics
Associated with Service Associated with Service InvolvementInvolvement
Personality Trait of AgreeablenessPersonality Trait of Agreeableness Commitment to an Adult IdentityCommitment to an Adult Identity Self-Awareness and Stability in Self-Awareness and Stability in
Self-IdentitySelf-Identity
How a Commitment to How a Commitment to Service DevelopsService Develops
Initial commitment Initial commitment Feeling marginalized as a childFeeling marginalized as a child Death of a loved oneDeath of a loved one Living with a troubled family memberLiving with a troubled family member
Sustained commitment Sustained commitment MentorMentor Relationship with those in needRelationship with those in need Faith Faith
Relationship between Relationship between Gender and ServiceGender and Service
Female students more likely to Female students more likely to volunteer than malesvolunteer than males
Males and females differ in Males and females differ in volunteer styles and types of volunteer styles and types of programs for which they volunteerprograms for which they volunteer
Relationship between Relationship between Faith and ServiceFaith and Service
Faith development accounts for much Faith development accounts for much of the variability among young of the variability among young adults’ commitment to serviceadults’ commitment to service
The faith of young adults committed The faith of young adults committed to service is defined as “organized to service is defined as “organized religion,” as well as, “a personal religion,” as well as, “a personal philosophy that emphasizes service” philosophy that emphasizes service”
Relationship between Relationship between Vocation and ServiceVocation and Service
The concept of vocation is an The concept of vocation is an important aspect of faith in the important aspect of faith in the context of servicecontext of service
The Christian perspective defines The Christian perspective defines vocation as “cooperation” in the vocation as “cooperation” in the Lord’s workLord’s work
Common to all forms of Christian Common to all forms of Christian vocation is the charge to love and vocation is the charge to love and serve others serve others
Limitations of Past Limitations of Past ResearchResearch
Lacks systematic definition of faith Lacks systematic definition of faith or method of examining faithor method of examining faith
Does not expand on students’ Does not expand on students’ attitudes concerning what attitudes concerning what constitutes a commitment to constitutes a commitment to service workservice work
Present StudyPresent Study
Examined the nature of college Examined the nature of college students’ commitment to service as students’ commitment to service as part of their life purposepart of their life purpose Students’ conceptions of a “life dedicated Students’ conceptions of a “life dedicated
to service”to service” The relationship between faith attitudes The relationship between faith attitudes
and behaviors and commitment to and behaviors and commitment to serviceservice
The role of gender in service commitmentThe role of gender in service commitment
MethodMethod
MeasuresMeasures Interview – 91 ParticipantsInterview – 91 Participants
Service Commitment Dimensions RubricService Commitment Dimensions Rubric Service Commitment LevelsService Commitment Levels
Web Survey – 65 ParticipantsWeb Survey – 65 Participants Faith Attitude ScaleFaith Attitude Scale Faith Behavior ScaleFaith Behavior Scale
Vocation Interview Vocation Interview QuestionQuestion
We often hear about people who “dedicate their lives We often hear about people who “dedicate their lives to service.” What would a life dedicated to service to service.” What would a life dedicated to service look like to you? Do you see yourself incorporating look like to you? Do you see yourself incorporating service to others in your future vocation?service to others in your future vocation?
Service Commitment Service Commitment DimensionsDimensions
Specificity How specific are one’s plans for service?
Sacrifice What is a person willing to give and how much of what they have are they willing to give?
Ideal/Actual Discrepancy
How close is one’s example of a life dedicated to service to one’s intended service?
Motivation What inspires someone to serve? Whom should the service benefit?
Intentionality To what degree does one seek out service?
Faith Attitude ScaleFaith Attitude ScaleSubscale Example Question
Strength of religious belief
Most of the time I feel close to God
I have doubts about whether my religious beliefs are true
Life application of faith
I depend on my faith in God for decision-making and direction
God’s calling I spend a lot of time contemplating God’s will for my life
I have a good sense about God’s purpose for my life
Importance of faith My faith is not very important to me
Faith Behavior ScaleFaith Behavior Scale
Public activity
How often do you take part in the activities and organizations of a church or place of worship other than attending services?
Private activity
How often have you read the Bible in the last year?
Thinking about the present, about how often do you pray?
Feeling I feel God’s love for me, directly or through others
ResultsResults
Service Commitment DimensionsService Commitment Dimensions Service Commitment LevelsService Commitment Levels Relationship between Service Relationship between Service
Commitment Level and Faith Commitment Level and Faith Attitudes and BehaviorsAttitudes and Behaviors
Service Commitment and EthnicityService Commitment and Ethnicity Service Commitment and GenderService Commitment and Gender
Interview Rating RulesInterview Rating Rules
Each interview rated by two Each interview rated by two researchersresearchers
Higher dimension score used when Higher dimension score used when researcher scores disagreedresearcher scores disagreed
Highest dimension score across all Highest dimension score across all five dimensions used to assign five dimensions used to assign each student to a Service each student to a Service Commitment LevelCommitment Level
Percentage of Students’ Scores Percentage of Students’ Scores
for each Service Dimensionfor each Service Dimension 1 2 3 4 5
Specificity 00 18.718.7 33.033.0 46.246.2 2.22.2
Sacrifice 00 20.920.9 51.651.6 18.718.7 4.44.4
Ideal/ActualDiscrepancy
4.44.4 9.99.9 33.033.0 39.639.6 3.33.3
Motivation 00 6.66.6 61.561.5 13.213.2 13.213.2
Intentionality 12.112.1 14.314.3 50.550.5 13.213.2 00
Percentage of Students in Percentage of Students in Service Commitment Service Commitment
LevelsLevels
Level One 0
Level Two 2.2
Level Three 33.0
Level Four 48.4
Level Five 16.5
Example of Service Example of Service Commitment at Level FiveCommitment at Level Five
My grandma “dedicated her life to taking care of others, and to her faith… she’d always be caring and take the time to stop and listen…she’s always served them on a daily basis.”
Vocation “definitely is more than your job… we always fed people at the homeless shelter every Sunday… As a physician I see myself serving others everyday… through offering myself to them as a person, as a friend.”
Example of Service Example of Service Commitment at Level TwoCommitment at Level Two
To me a life dedicated to service means that To me a life dedicated to service means that the “whole life wouldn’t have to be the “whole life wouldn’t have to be constantly serving people… just more like the constantly serving people… just more like the sharing of ideas and more people coming sharing of ideas and more people coming together… to benefit a group of people… together… to benefit a group of people… doesn’t have to be something really doesn’t have to be something really gigantic.” gigantic.”
““In terms of my skills… I know [service] is In terms of my skills… I know [service] is something I want to do… my life wouldn’t something I want to do… my life wouldn’t really have meaning unless I did something really have meaning unless I did something to help other people benefit… I’m not really to help other people benefit… I’m not really sure which way it will be right now...” sure which way it will be right now...”
Service Commitment Service Commitment Level and Faith Attitude Level and Faith Attitude
SubscalesSubscales
0
5
10
15
20
25
30
Faith
Score
Three Four Five
Service Commitment Level
ImportanceApplicationCallingStrength
*
Service Commitment Service Commitment Level and Faith Behavior Level and Faith Behavior
SubscalesSubscales
0
5
10
15
20
25
Faith
Score
Three Four Five
Service Commitment Level
FeelingPrivate Activity *Public Activity *
Other Related Factors: Other Related Factors: EthnicityEthnicity
0
10
20
30
40
50
60
Percent
Three Four Five
Service Commitment Level
Non-CaucasianCaucasian
Other Related Factors: Other Related Factors: GenderGender
0
10
20
30
40
50
60
Percent
Three Four Five
Service Commitment Level
MalesFemales
Correlations between Faith Scoresand Service Dimensions - Males
Dimensions Specificity Sacrifice Ideal/Actual Discrepancy
Motivation Intentionality
Faith Scores
Faith Attitudes .075 .220 .086 .209 .105
Strength of belief .050 .197 .116 .205 .088
Life application of faith .137 .129 .012 .178 .354
Understanding of calling .115 .193 .099 .169 .072
Importance of faith -.144 -.006 -.049 .037 -.270
Faith Behaviors .235 .352 .575** .328 .306
Public religious activity .259 .085 .436* .163 .412
Private religious activity .178 ..496* .591** .334 .255
Spiritual feelings .227 .248 .495* .339 .219
Correlations between Faith Scores
and Service Dimensions - Females
Dimensions Specificity
Sacrifice Ideal/Actual Discrepancy
Motivation
Intentionality
Faith Scores
Faith Attitudes -.064 .438** .432** .241 .141
Strength of belief -.170 .345* .356* .276 .065
Life application of faith -.036 .298 .301 .168 .074
Understanding of calling .038 .490** .431** .148 .173
Importance of faith -.028 .259 .271 .236 .076
Faith Behaviors -.063 .419** .463** .281 .064
Public religious activity .198 .372* .340* .160 .089
Private religious activity -.141 .314 .401* .294 .037
Spiritual feelings -.105 .433** .443** .203 .069
ConclusionsConclusions
Stronger commitment to service is Stronger commitment to service is associated with stronger faith attitudes associated with stronger faith attitudes and more frequent faith behaviorsand more frequent faith behaviors Personal sense of callingPersonal sense of calling Public and private faith activitiesPublic and private faith activities
Service commitment is related to Service commitment is related to ethnicity as well as genderethnicity as well as gender Non-Caucasian students show a stronger Non-Caucasian students show a stronger
commitment to servicecommitment to service Females show a stronger commitment to Females show a stronger commitment to
serviceservice
ConclusionsConclusions For males, service commitment was associated For males, service commitment was associated
with faith behaviors onlywith faith behaviors only For females, service commitment was associated For females, service commitment was associated
with both faith behaviors and faith attitudeswith both faith behaviors and faith attitudes Service commitment dimensions most related to Service commitment dimensions most related to
faithfaith sacrifice (females)sacrifice (females) ideal/actual discrepancy (both males and females)ideal/actual discrepancy (both males and females)
Service, as an important component of vocation, Service, as an important component of vocation, should be discussed in the context of faith should be discussed in the context of faith development in order to help students in development in order to help students in discerning their vocational callingsdiscerning their vocational callings