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Moral Identity and Its Relationship to Higher Education Mentoring and Community Service Engagement
Full text linkProblem
A moral action is a result of the engagement of multiple psychological processes set in motion when an individual faces a moral conflict. Research suggests that an individual\u27s moral reasoning and moral identity strongly influence the psychological processes that precede a moral action. Recent studies have shown that higher education positively influences students\u27 moral reasoning; however, there is a lack of understanding as to the degree to which higher education can influence the moral identity of students.
Method
This study performed a quantitative cross-sectional study to investigate the relationship between independent variables—mentoring experiences and community service engagement—and dependent variables—moral identity internalization and symbolization. The study surveyed 502 students from eleven faith-based universities across the United States who took the College Students Mentoring Scale to assess mentoring experiences, the Moral Identity Scale to measure the degree to which students\u27 identity centers on moral traits, and students\u27 self-assessment of their community service engagement.
Results
Mentorship and community service engagement appear to be significant factors in moral identity development, but their individual effects are relatively modest. Of the four components that encompass the college-mentoring process, the mentoring experiences with college role models showed the highest statistically significant correlation with moral identity internalization and symbolization. The multiple regression statistical model showed that the existence of a mentor who becomes a role model accounted for 4.2% of the variation of the moral identity internalization and 11.6% of the moral identity symbolization variation. In comparison, community service engagement accounted for 3.9% of the variation of the moral identity internalization and 12.1% of the moral identity symbolization variation. However, when both the mentor role model and community service engagement were part of the multiple regression analysis, the multiple regression model accounted for 6.5% of the variation of the moral identity internalization and 19.1% of the moral identity symbolization variation.
Conclusions
Research results suggest that community service engagement and college mentoring experiences with mentors who are also role models have a fair influence on students\u27 moral identity. Although each factor contributed independently to moral identity, their combined influence appears to be synergistic. This suggests that a comprehensive approach to moral education, integrating both individual and community strategies, may be particularly effective in fostering moral development
Religious Participation, Subjective Happiness, and Purpose in Life as Predictors of Psychological Resilience among College Students at a Faith-Based Institution in the United States
Full text linkProblem
During the transition from adolescence to adulthood, also known as emerging adulthood, many college students experience psychological distress, such as anxiety, depression, stress, and loneliness (Arnett & Tanner, 2009; DeRosier et al., 2013). For some students, their psychological distress will impact how they perform academically and whether they will persist in their academic goals (Hartley, 2012; Robbins et al., 2018). Many students lack the resilience needed to survive and thrive amid the challenges of college life (Lane, 2020; McLafferty et al., 2022; Watkins et al., 2012). -- Resilience is considered an essential psychological characteristic to assist students in navigating the demands of academia, which includes making academic progress while coping with the stressors of study, work, and life (Caruana et al., 2014). Various studies have been conducted on factors that predict resilience in college students (Gupta & Kumar, 2015a; Hartley, 2013; Lane, 2020). However, gaps in the literature prompted this examination of how religious participation, subjective happiness, and purpose in life, individually and cumulatively, promote resilience in college students at a faith-based institution.
Methodology
A non-experimental quantitative research design was used for this quantitative retrospective cohort study. A theoretical model based on resilience theory and previous studies was developed to determine the relationship between religious participation, subjective happiness, purpose in life, and resilience. A correlation design for the data analysis was adopted to demonstrate if any relationship(s) exists between the variables, variance, and correlative variances. The research hypothesis specified that these three variables significantly predicted resilience in college students. These variables were measurable, and data was collected in 2023 in the administration of the Health Risk and Protective Factors Survey, conducted every 5 years since 1995 by the Institute for the Prevention of Addiction in this small faith-based midwestern university. Data was voluntarily collected during class time via Survey Monkey. -- A secondary analysis was conducted on the collected data using IBM SPSS-29. Structural Equation Modeling (SEM) using IBM AMOS 29 was the primary statistical technique used to answer inferential questions in this study. From an initial pool of 565 surveys, 200 participants met the inclusion criteria: (a) undergraduate student status, (b) traditional age (18-24 years), and (c) at least one self-reported trauma event.
Findings
SEM was employed to examine the relationship between religious participation, subjective happiness, purpose in life, and resilience. The fit indices for the initial hypothesized model did not support the data; paths were deleted and added along with covariances to arrive at the final model. Model fit indices for the final respecified model 3 suggested adequate fit: χ²(146) = 239.884, p \u3c .001, χ²/df = 1.643, RMSEA = .057, 90% CI [.044, .070], SRMR = .055, CFI = .935, NFI = .852, GFI = .895. The model showed strong factor loadings for religious participation (ranging from .549 to .819), purpose in life (.780 to .838), happiness (.791 to .864), and resilience (.560 to .841). Two error covariances were specified within the resilience construct: between adaptation and dealing with stress items (r = .26), and between bouncing back and being a strong person item (r = .38) All standardized path coefficients were significant at p \u3c .01. -- The structural model revealed significant associations between all constructs or latent variables. The model affirmed that religious participation influenced resilience indirectly through purpose in life alone, and through purpose in life and subjective happiness.
Conclusion
This study revealed that students with regular religious participation, greater subjective happiness, and a defined sense of purpose are more resilient. Essentially, they were better equipped to cope with adversity and persist through the challenges of emerging adulthood while pursuing their academic goals. The results of this study showed that the combined effect of these variables substantiated the multidimensional nature of resilience development in college students, wherein spiritual, social-emotional, and purposeful goal setting substantiated adaptive outcomes amid adversity. These findings supported the notion that ordinary processes, such as religious engagement and positive affect can produce extraordinary psychological benefits
The Predictors of Success for Pre-Licensure BSN Students: An Exploratory Analysis of Assessment Methods
Full text linkBackground
Success in the National Council Licensure Examination (NCLEX-RN) on the first attempt is essential for continued program accreditation, sustainability, and maintaining the national nurse workforce. Admission policies and assessment methods contribute to student enrollment and success. This Doctor of Nursing Practice (DNP) project evaluated the admission requirements of cognate and overall GPAs and assessment requirements of Health Education System Incorporated (HESI) scores in the School of Nursing to determine the best predictors of the first-time NCLEX-RN pass rates. This project aimed to determine whether the use of admission requirements in the School of Nursing Bachelor of Science in Nursing (BSN) prelicensure program predicted HESI scores and indirectly predicted successfully passing the NCLEX-RN on the first attempt. This project also analyzed the student performance results on the NCLEX-RN to that of their performance on the HESI assessment exam.
Methodology
This DNP project utilized a retrospective quantitative research design. Data were collected from student records within the Pre-Licensure Nursing program at a private university in the midwestern United States. The study analyzed admission criteria, including cognate grade point averages (GPAs), overall GPAs, and HESI assessment scores. Statistical methods, such as correlation and regression analyses, were employed to evaluate the predictive relationship between these admission criteria, HESI scores, and first-time NCLEX-RN pass rates. The project also examined the association between HESI assessment performance and NCLEX-RN outcomes to identify potential predictors of student success. Ethical considerations were upheld through data anonymization and institutional review board (IRB) approval.
Results
Admission cognate and overall GPA were identified as positive predictors of HESI scores. While cognates did not individually predict HESI passing scores, BIOL 221 and ENG 215 demonstrated trends nearing statistical significance. The Pearson Chi- Square Association test revealed a strong association between achieving a first-time passing score on the HESI and successfully passing the NCLEX-RN on the first attempt. Furthermore, HESI and NCLEX-RN test scores were highly aligned across all eight categories of care, with notable outliers observed in two categories.
Conclusion
This project highlights the significant role of admission criteria, particularly admission GPA and cognate GPA, in predicting HESI scores and indirectly predicting NCLEX-RN first-time pass rates. While individual cognates, such as BIOL 221 and ENGL 215, approached statistical significance, they could not independently predict HESI or NCLEX-RN success, revealing a potential gap in curriculum alignment with these assessments. The positive association between HESI scores and NCLEX-RN outcomes supports the validity of HESI as a predictor of first-time NCLEX-RN success. The findings suggest the need for curriculum review, particularly for cognate courses, to align content with the NCLEX-RN test plan blueprint. Incorporating NCLEX-RN simulated quizzes, mentorship programs, and active learning strategies can further enhance student learning and outcomes. Addressing disparities identified in specific HESI and NCLEX-RN performance categories through student surveys and curriculum adjustments can strengthen program effectiveness and sustainability, ultimately supporting the goal of preparing nursing students for first-time NCLEX-RN success
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The Efficacy of a Culturally Sensitive Apologetic on University Campuses
Full text linkThe secular shift in modern culture calls for a corresponding communication of the Gospel to university students. Many young adults have shifted from an underlining assumption of Biblical theism toward naturalistic narratives. This calls us to address the epistemology of that scientism by looking deeper at its own assumptions if we are to help students meet the reality of God in their lives. Students on college and university campuses normally do not have knowledge or ready access to professional research highlighting evidence of intelligent design in biology and cosmology, nor evidence of God in prophecy and the resurrection of Christ. This paper proposes and documents an experience of providing tables with apologetic resources, run by students, and offered free to students on public college and university campuses. This ministry has provided important material to Christian and non-Christian students and afforded students who sit at the tables opportunities to share their faith and develop kingdom friendships on campu
