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Perceived Social Support and Religious Attitudes as Correlates of Spiritual Well-Being Among Senior Undergraduate Students at Northeast Brazil Adventist University
No full textProblem
Even though the study of spirituality has been a recurrent theme in academia, in Brazil there has been little emphasis on the analysis of spiritual well-being in the context of university students. Few studies have examined the correlation of spiritual well-being with perceived social support or religious attitudes among university students, and most of these have been in the fields of health care or health recovery. Some research has indicated that religious attitudes may be partially disconnected from improvements in the level of spirituality. -- This study aimed to verify whether this disconnection is real or relevant, and assumed that religious attitudes in the university church, the office of chaplaincy, and the academic courses at Northeast Brazil Adventist University (NeBAU) would result in better spiritual well-being among its students. This study also examined whether there was a connection between the perception of social support and spiritual well-being. This correlation might present a problem because students’ perception of social support may not always relate to positively increasing their spiritual well-being. Furthermore, a lack of adequate social support for students can negatively relate to spirituality. Overall, this study sought to analyze the relationship between religious attitudes, social support, and spiritual well-being in NeBAU students.
Method
A quantitative, non-experimental survey design was used to examine the relationship between religious attitudes and perceived social support as correlates of spiritual well-being among senior college students at NeBAU. Descriptive analysis and correlation were employed along with factor analysis and reliability tests of the scales. The research sample consisted of 223 senior undergraduate students in the following programs: dentistry, psychology, physiotherapy, nursing, nutrition, business, accounting, information technology, education, and theology. -- The research design that defined how the research was conducted was correlational quantitative. A quantitative design collects numerical data and uses statistical analysis to test relationships between variables. A correlational design examines whether and how two or more variables are related, without manipulating them, identifying positive, negative, or null correlation. -- The instruments were the Multidimensional Scale of Perceived Social Support (MSPSS) evaluating the support from family, friends, and significant others; the Religious Attitudes Scale (RAS) evaluating the dimensions of cognitive, affective, and behavioral; and the Spiritual Well-Being Scale (SWBS), assessing the religious and existential well-being of each student.
Results
There were statistically significant relationships between the variables Spiritual Well-Being, Perceived Social Support, and Religious Attitudes for the total sample. The relationship between Perceived Social Support and Religious Attitudes was 16%. The relationship for Spiritual Well-Being with Perceived Social Support and Religious Attitudes was 27% and 41%, respectively. Religious Attitudes are better correlated with Spiritual Well-Being. -- Religious Attitudes had a significant relationship with Spiritual Well-Being for all demographic groups. This was higher for men (50%) and almost the same for both age groups, while among college majors, nursing (51%) and psychology (45%) had higher percentages and physiotherapy lower (28%). -- Perceived Social Support had a significant relationship with Spiritual Well-Being for all demographic groups. It was higher for women (33%) and the 20-26 age group (30%). For college majors, psychology (45%) had the highest percentage, and the other majors were similar to the total sample (around 27%). -- Stronger correlations were found when Perceived Social Support and Religious Attitudes are considered together. The combination of the independent variables Religious Attitudes and Perceived Social Support had a significant relationship with the dependent variable Spiritual Well-Being for the total sample and explained 49% of the variance in Spiritual Well-Being. -- The combination of Religious Attitudes and Perceived Social Support had a significant relationship with Spiritual Well-Being for all demographic groups. This was higher for men (53%), the 20-26 age group (49%), and nursing (61%) and psychology (57%) majors. Results confirm that support networks and authentic faith practices strengthen spiritual well-being.
Conclusions
This study investigated the impact of Religious Attitudes and Perceived Social Support on the Spiritual Well-Being of college seniors at NeBAU. The results confirmed positive and significant relationships between the independent variables, Religious Attitudes and Perceived Social Support, and the dependent variable, Spiritual Well-Being. College seniors were shown to possess more spiritual/religious independence from their families than first and second-year students, as well as more personal experience and maturity gained over their years at the university. This research focused on understanding their responses and analyzing which factors were more closely related to the students’ spiritual well-being. -- The conclusions for this study were: (1) Religious Attitudes and Perceived Social Support are key correlates of Spiritual Well-Being among NeBAU students. (2) Spiritual Well-Being is strengthened when faith, community, and support networks work together. (3) This study highlights the importance of the Adventist educational context in promoting holistic student development. (4) NeBAU contributes positively to students’ holistic development. (5) This study advances the dialogue between psychology, theology, and education. Overall, (6) spirituality is not isolated but lived through relationships, faith practices, and supportive environments
Capstone Project: Ancient China
No full textThis presentation is my capstone project for my 6th grade student teaching at Ruth Murdoch Elementary School. The content area I will be doing is social studies, specifically a unit about ancient China, which is in sequential order that we\u27re following in our textbooks
English as a Second Language
Get PDFThis research focuses on redesigning educational practices for ESL (English as a Second Language) students to create a more inclusive and effective learning environment. It addresses the challenges ESL students face, such as language barriers and cultural differences, which traditional schooling often overlooks. The study proposes strategies like classroom redesign, incorporating visual aids, using interactive activities, and establishing consistent routines to promote language acquisition and student engagement. It emphasizes the importance of collaboration, positive reinforcement, and adapting teaching methods to support ESL students\u27 academic and social success in the classroom
Impact of Artificial Intelligence on University Students\u27 Metacognition: A Systematic Review
No full textThis presentation examines the impact of artificial intelligence (AI) on university students\u27 metacognition through a systematic review of recent academic literature. Analyzing 12 cross-sectional studies from 2019 to 2024, it highlights AI’s dual effect: enhancing creativity while raising concerns about autonomy and critical thinking. Ethical considerations regarding AI’s role in higher education are explored, along with its influence on decision-making and self-regulation. This session provides insights for educators and researchers seeking to understand AI\u27s effects on learning. Attendees will gain practical strategies for fostering responsible AI integration in academic environments
Whole Person Education: Nurturing Mind, Body, and Spirit
No full textAdventHealth University’s mission is to develop skilled professionals who embody the healing values of Christ. Over the past year, the Whole Person Education (WPE), a new framework to live our mission, has served as our guiding light, embracing whole-person education as the cornerstone of our mission. This framework emphasizes key aspects of students\u27 well-being and development, focusing on belonging, well-being, fulfillment, and purpose across personal and professional dimensions. It comprises five primary domains—intellectual, social, spiritual, psychological, and physical—each encompassing specific competencies that support student learning outcomes. Together, these elements foster holistic growth, equipping students to thrive in their academic and professional journeys
Joyful Learning in the Kodály Music Classroom
No full textIn my qualitative, phenomenological study, I explored the connection between Kodály pedagogy and joyful learning, examining how it takes shape in Kodály classrooms. My preliminary findings suggest that while joyful learning is central to Kodály education, its implementation varies due to differing interpretations. Through interviews and observations of eight music educators in Cambridge Public Schools, Cambridge, MA, I found that joyful learning flourishes in structured yet flexible environments where students feel engaged, supported, and culturally recognized. The teachers I interviewed emphasized student agency, collaboration, and creative expression while advocating for adaptable, student-centered approaches. I concluded that Kodály fosters confidence, creativity, and community, empowering students of all backgrounds to develop a lifelong, joyful connection to music
Theories of Knowledge, Education, and Artificial Intelligence
No full textTheories of knowledge and education are deeply intertwined, if not inextricably bound together. In the present time, theories of knowledge and education that are predicated on human cognition are complicated by the advent of artificial intelligence (AI). Complications are evidenced through questions such as: What counts as knowledge? How is knowledge created? Can machines create knowledge? How should teachers and students approach AI? This presentation provides an overview of literature related to theories of knowledge, education, and artificial intelligence and discusses practical implications for educators in K-12 and higher education
Emotions and Human Flourishing
Get PDFThis paper addresses the intricate relationship between emotions and human flourishing, aiming to provide a more structured understanding of how emotional experiences shape and contribute to overall well-being. This is a vital tool in working with youth and young adults because it addresses a key element of this life stage. Emotions are integral aspects of the human experience and influence how people act as well as the extent of which emotional connection and vulnerability can be shared with each other. This also shapes the community experience of doing life with others