The Development and Validation of the Practicing Faith Survey
We introduce a new instrument, called the Practicing Faith Survey (PFS), to assess faith formation among students in K-12 Christian schools. We begin by describing the conceptual and theological background of the PFS, underscoring the ways it differs from existing instruments of faith formation beca...
| VerfasserInnen: | ; ; |
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| Medienart: | Elektronisch Aufsatz |
| Sprache: | Englisch |
| Verfügbarkeit prüfen: | HBZ Gateway |
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Veröffentlicht: |
Sage Publishing
2023
|
| In: |
Journal of psychology and theology
Jahr: 2023, Band: 51, Heft: 1, Seiten: 67-86 |
| normierte Schlagwort(-folgen): | B
USA
/ Australien
/ Spiritualität
/ Entwicklung
/ Schule
|
| RelBib Classification: | KBQ Nordamerika KBS Australien; Ozeanien RF Christliche Religionspädagogik; Katechetik ZD Psychologie |
| weitere Schlagwörter: | B
measurement/assessment of religion/spirituality
B spiritual formation/direction B spiritual growth/spiritual well-being/spiritual maturity B Virtues |
| Online Zugang: |
Vermutlich kostenfreier Zugang Volltext (lizenzpflichtig) |
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| 520 | |a We introduce a new instrument, called the Practicing Faith Survey (PFS), to assess faith formation among students in K-12 Christian schools. We begin by describing the conceptual and theological background of the PFS, underscoring the ways it differs from existing instruments of faith formation because of its particular focus on Christian practice within the context of learning and the vocation of the student. We then describe the procedures behind developing the PFS and its five domains: Intellectual, Relational, Introspective, Beneficent, and Formational Practices. We then provide evidence of validity and reliability based on a pilot study that involved 1,200 US and Australian Christian school students in fifth through 12th grades. We conclude with recommendations about how Christian school educators, students, and parents can use the PFS in practice. | ||
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