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.

ResultsResults

13%

10%

62%

15%

DiffusionForeclosureMoratoriumAchievement

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