Andrews University
Department of Leadership & Educational Administration
Research Proposal Project
Presented in partial fulfillment
of the requirements for Research Methods
EDRM 505
R. Deborah Weithers
July 5, 2013
ii
CONTENTS
CHAPTER 1 ................................................................................................................................... 1
INTRODUCTION....................................................................................................................... 1
General Introduction ................................................................................................................ 1
Statement of the Problem ........................................................................................................ 3
Importance and Significance ................................................................................................... 4
Limitations and Delimitations ................................................................................................. 5
Theoretical Framework and Assumptions ............................................................................... 5
Definition of Terms ................................................................................................................. 8
CHAPTER 2 ................................................................................................................................... 9
LITERATURE REVIEW ............................................................................................................ 9
General Introduction ................................................................................................................ 9
Identity styles ......................................................................................................................... 10
Parenting styles ...................................................................................................................... 12
Religious Identity .................................................................................................................. 13
CHAPTER 3 ................................................................................................................................. 16
METHODOLOGY .................................................................................................................... 16
General Introduction .............................................................................................................. 16
Type of Research ................................................................................................................... 16
Population and Sample .......................................................................................................... 17
Hypotheses............................................................................................................................. 17
Definition of Variables .......................................................................................................... 18
Instrumentation ...................................................................................................................... 20
Data Collection ...................................................................................................................... 22
Data Analysis ......................................................................................................................... 23
Schedule................................................................................................................................. 24
Budget .................................................................................................................................... 25
BIBLIOGRAPHY ......................................................................................................................... 26
APPENDIX I ................................................................................................................................ 28
NATIONAL INSTITUES OF HEALTH CERTIFICATE ....................................................... 28
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APPENDIX II ............................................................................................................................... 29
IRB Application ........................................................................................................................ 29
APPENDIX III .............................................................................................................................. 33
QUESTIONNAIRE................................................................................................................... 33
APPENDIX IV ............................................................................................................................. 37
VARIABLE DEFINITIONS ..................................................................................................... 37
APPENDIX V ............................................................................................................................... 38
HYPOTHESES TESTING ........................................................................................................ 38
1
CHAPTER 1
INTRODUCTION
General Introduction
Andrews University is a Seventh-day Adventist Christian liberal arts university located in
southwest Michigan. As a distinctly faith based organization, Andrews University statement of
mission includes the phrase “transforms its students by educating them to seek knowledge and
affirm faith in order to change the world.” The statement of mission continues by listing ways
students will affirm their faith: “Develop a personal relationship with Jesus Christ, Deepen their
faith commitment and practice, Demonstrate personal and moral integrity, Embrace a balanced
lifestyle, including time for intellectual, social, spiritual, and physical development.” (“Statement
of Mission,” 2013) Andrews University has a strong focus on practical Christianity and a belief
that true spirituality impacts every area of a student’s life. The development of a student’s
individual religious and spiritual identity apart from their culturally inherited identity from their
parents or other family group is critical to fulfilling the Andrews University mission to Affirm
Faith.
The process of developing religious or spiritual identity for young adults includes a
review of their culturally inherited religious or spiritual identity, questioning of beliefs and a
determination of whether or not those beliefs are consistent with the beliefs they now hold. Their
parent’s influence, which is directed by parenting style, impacts an adolescent’s perceived
religious identity. As the transition is taking place from adolescent to young adult, and the
2
decision is made to attend a Christian college or University, parental influence greatly diminishes
and the influence of professors, staff and fellow students begins. In essence the influence of
Andrews University begins. “The developmental theories of James Fowler (1981) and Sharon
Parks (1986; 2000) contend that changes in students’ religious convictions are to be expected.
Tisdell (2003) noted that developing an authentic spiritual identity is a critical-reflective process
that typically occurs in young adulthood, involving a move away from or a questioning of one’s
childhood religious tradition. When you add to this developmental struggle the rarified
environment of analytical scrutiny characteristic of higher education, you have a situation ripe
for change. The academic community, thus, has the potential to enhance or inhibit this process of
faith development. As Parks (1986) pointed out, ‘higher education–self-consciously or
unselfconsciously–serves the young adult as his or her primary community of imagination,
within which every professor is potentially a spiritual guide and every syllabus a confession of
faith’ (pp. 133-134).” (Gonyea & Kuh, 2006)
The student’s individual identity style is also a major factor in the development of a
religious and spiritual identity. In each identity style category individuals process information in
different ways. Adolescents and young adults develop an identity structure that helps them in
decision making, problem solving and understanding the world around them. The place that
religion and spirituality will hold in their individual lives, and the inherent questioning that takes
place is a part of identity development. Previous research (Gebelt, Thompson & Miele, 2009) has
discussed how first-year college students are not far along in the process of identity exploration
and spiritual development. “Perhaps when students are further along in the identity process and
3
more firmly embedded in their particular institutional contexts, differences in spirituality might
emerge.” (Gebelt et al., 2009)
Statement of the Problem
Andrews University states as a part of its mission to Affirm Faith in the lives of its
students. This study seeks to measure one part of Affirming Faith – religious and spiritual
identity. There are many efforts and programs that are developed to facilitate the spiritual
development of students. The University employs two chaplains, and has one assigned to it from
the local church Pioneer Memorial Church, whose sole job description is to assist students in
their faith development. Each one of these chaplains plays a major role in an on campus Sabbath
worship experience, each with significant student attendance. In addition, every undergraduate
student is required to take 12 credit hours (four classes) of religion. This study does not seek to
determine the effectiveness of these classes, chaplains or worship services, but they are all
significant components of the spiritual and religious experience on campus. What are the
measures in place to determine if they are being successful?
The Purpose of the Study
The purpose of this study is to investigate the relationship of a student’s religious identity
and their identity style. It also seeks to understand the correlation between parenting styles and
religious identity. The methodology section identifies the specific research questions and
variables utilized to measure identity styles, religious identity and parenting styles.
4
The research question and hypotheses/objectives
Is parenting style a strong predictor of perceived religious identity of undergraduate
students at Andrews University in their first year of college? What is the relationship between
identity style and religious identity of undergraduate students at Andrews University in their first
year of college? The first hypothesis to be tested predicts that there is significant correlation
between the parenting style responsiveness and religious identity. The second hypothesis to be
tested predicts that there is a correlation between the parenting style demandingness and
religious identity, yet not as strong as the correlation between responsiveness and religious
identity. The third hypothesis to be tested predicts that there is a significant relationship between
identity style and religious identity of undergraduate students at Andrews University in their first
year of college. This study will be conducted on a sample of Andrews University undergraduate
students in the fall of 2014 and again in the fall of 2017.
Importance and Significance
This study seeks to understand to what extent identity style and parenting style impact
religious and spiritual identity. It also seeks to determine student’s perception of their religious
and spiritual identity as they enter college, specifically a Christian, Seventh-day Adventist
university. Few studies have been done that compare both the identity style and parenting style
and their impact on religious and spiritual identity of young adults. The results of this study will
be useful for those in administration at Andrews University, as well as other college and
university administrators and educators, as they seek to understand, plan for, and program,
5
student and campus religious and spiritual activities. It will also add to the body of knowledge
regarding parental influence on adolescent and young adult religious identity.
Limitations and Delimitations
This study was conducted at only at one small Christian college. There are probable
differences at other denominational schools and secular institutions that should be studied. This
study did not survey student’s denominational affiliation, if any. Studying the variability among
the different denominations may prove insightful and useful for future study. In addition
students’ perceptions of their parents’ parenting styles were measured. Future research should be
done that would also obtain data from parents to be reported along with student measures, for a
more complete picture of actual parents’ styles.
Future research should also seek to understand if a student’s perceived religious identity
changes during their undergraduate academic experience and to what degree, along with their
perception of their parents’ parenting style and any changes in perception during their
undergraduate academic experience.
Theoretical Framework and Assumptions
Identity formation and identity style research is presented in Erikson’s (1982)
psychosocial theory. He discussed the development of an individual’s social environment
through a series of conflicts. How one resolved the conflict, and the learning or personal
development that took place as a part of resolving the conflict, was critical for an individual’s
growth and sense of self. Berzonsky (1990) further refined the definitions by identifying three
6
strategies used to face identity issues: informational style, those that engage in a process of exploration
by seeking out and evaluating identity-relevant information prior to making committed decisions;
normative style, those who rely on the norms and expectations of significant others (e.g. parents and
authority figures) when having to make identity-relevant decisions; and diffuse-avoidant, those who avoid
personal issues and procrastinate decisions until situational demands dictate their behavior. (Duriez,
Luyckx, Soenens & Berzonsky, 2012)
Parenting style is defined as “a constellation of attitudes toward the child, which are
communicated to him or her, and which, taken together, create an emotional climate in which the
parent’s behaviors are expressed” (Darling & Steinberg, 1993, p. 488). Parenting styles
knowledge has been greatly influenced by the work of Diane Baumrind with her categorization
of parenting into two underlying dimensions: demandingness and responsiveness (Baumrind,
1971). “Baumrind, 1971 and Baumrind, 1991 examined the relationships between two
orthogonal dimensions of parenting—responsiveness and demandingness—to children’s
developmental outcomes. Responsiveness refers to the extent to which parents are warm,
affectionate, and sensitive to their children’s needs, and demandingness refers to parents’
insistence that their children meet high expectations for appropriate behavior.” (Gill, Ashton,
Algina 2004) Parenting style could be very important to how young adults develop their spiritual
identities. The parenting style creates the type of environment where the young may or may not
have the freedom to explore his/her spiritual identity. “Parenting style plays an important role in
identity formation because it influences an adolescent’s ability to explore various options in life
when it comes to establishing a religious and ideological identity. … In addition, Smith’s study
(2003a:417) of the relationship between parental supervision and church attendance focused
7
exclusively on the effects of parental religious participation on moral expectations and
supervision. The significance of the relationship warrant further analysis to assess the extent that
parental expectations and supervision interact with youth religiosity variables to influence
attitudinal and behavioral outcomes among adolescents.” (Armet 2009)
Religious identity formation research has been led by Erikson (1968) who developed a
model of faith development. He believed that the development of religious identity played a key
role in identity formation. In order for an adolescent to develop their own religious identity
parental control has to decrease so adolescents can develop their own internal religious identity:
a self-constructed identity vs. assigned identity (Marcia, Matteson, Orlofsky, Waterman, and
Archer, 1993). A self-constructed identity is where the young adult makes the decision between
various religious beliefs. An assigned identity is where the parent chooses for the young adult
their religious identity and affiliation. In order for young adults to make an informed decision
they must have the ability to question and to doubt. This process of deliberation usually takes
place between the young adult and his or her parents and other concerned adults.
“Strength of faith and spirituality are related to a variety of variables that seem
intuitively to be related to conceptualizations of identity. For example, adolescents who consider
themselves to be religious tend to report having more personal meaning in their lives and also
report more pro-social personality trains (Furrow, King, & White, 2004). Those with strong
religious beliefs also report more purpose and commitment (Fisherman, 2004; Tzueriel, 1984) as
well as a greater sense of meaningfulness and genuiness in their lives (Fisherman, 2004).”
(Gebelt, et al. 2009)
8
Definition of Terms
Faith – a general core belief in a supreme being or power, often inter-changed with spirituality.
Spirituality – an overall belief, sensitivity or attachment to general spiritual concepts and
feelings. Religion and religiousness are viewed as a part of overall spirituality.
Religion – an institutionalized system of attitudes, beliefs and practices to which a person can be
labeled as a member or adherent of the related set of tenets.
Christian – a religion based on the life and teachings of Jesus Christ
Denomination - an identifiable religious body under a common name, structure, and doctrine
Seventh-Day Adventist – a protestant church observing the seventh day (Saturday) day of rest and
believing in the imminent second coming of Jesus Christ.
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CHAPTER 2
LITERATURE REVIEW
General Introduction
There has been much study done on identity styles in young adults; specifically the
development of adolescent identity style through time. In addition to the identity style the
adolescent is formulating their personal spirituality and religious identity. A large portion of this
identity development takes place in the home and is influenced by the adolescent’s parents. The
purpose of this study is to determine if identity style or parenting style is a predictor of perceived
religious identity; and specifically in undergraduate students at Andrews University in their first
year of college. It also seeks to understand if there is a relationship between identity style and
religious identity of undergraduate students at Andrews University in their first year of college.
The research for this review was provided by Tevni Grajales, Ph.D, Professor at Andrews
University and also obtained through EBSCO and the James White Library on the campus of
Andrews University. Articles were obtained from academic journals with focus on the key words
of identity style, identity development, religious identity and parenting style. Research on the
topic was not exhaustive and there are gaps in the writer’s knowledge. Further research would
need to be done to fully understand and critique the subject areas.
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Identity styles
Identity formation is critical in the adolescent and young adult development process.
There are many changes that take place during this time of search and understanding, physical,
mental and emotional. “Because of recent changes in Western societies, especially for youth who
attend university, this identity work often continues into the third decade of life or what some
refer to as emerging adulthood (Arnett, 2000, 2004). In fact, as Erikson (1968) noted,
universities may potentially provide youth with an institutionalized moratorium period when
they have the freedom to explore various occupational, ideological, and lifestyle alternatives and
options before making personal identity-defining decisions and commitments.” (Crocetti,
Berzonsky, Meeus, 2012) “One’s identity style refers to the social-cognitive strategy that he or
she reportedly characteristically uses or would prefer to use when dealing with identity conflicts
and decisions (Berzonsky, 1990).” (Crocetti, et al., 2012
Identity formation and identity style research is presented in Erikson’s (1982)
psychosocial theory. He discussed the development of an individual’s social environment
through a series of conflicts. How one resolved the conflict, and the learning or personal
development that took place as a part of resolving the conflict, was critical for an individual’s
growth and sense of self. Marcia (1966) introduced the identity status paradigm describing how
individuals fall into one of three status categories based on how much they have explored or are
exploring identity status options. Berzonsky (1990) further refined the definitions by identifying
three strategies used to face identity issues. “These identity styles are differentiated from each
other based on the way individuals process information relevant to their sense of identity, cope
with and negotiate conflicts between identity elements, and make personal decisions in their
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attempts to resolve identity issues.” (Gebelt, Thompson, Miele, 2009) Those with the
information orientation are searching for themselves to make informed decisions and
commitments. “College students with an informational style take a deliberate, problem-solving,
and problem-focused approach to coping (Berzonsky, 1992) and tend to be open to new
experiences (Duriez & Soenens, 2006; Duriez et al., 2004). With regard to religion, it is likely
that adolescents with the informational style will actively explore issues of faith in an attempt to
determine their own religious identity. For example, they may look for, read, and reflect on
materials of a religious nature.” (Gebelt et al., 2009) Young adults with a normative style
orientation do what they are told with little self-determination. “They are concerned mainly with
the desires and expectations of significant authority figures, defining themselves in terms of the
norms and expectations that others have for them (Soenens et al., 2005). With regard to matters
of spirituality and religion, adolescents with a normative identity style are unlikely to question
the beliefs taught by parents or to be open to exploring new religious faiths (White et al., 1998).”
(Gebelt et al., 2009) Diffuse/avoidant orientated young adults are those that put off making any
identity decisions for as long as possible. “They either avoid exploration of identity issues or
approach exploration unsystematically (Berman et al., 2001)….Because these individuals are
likely to avoid dealing with important relevant tasks, they often end up confused and uncertain
about themselves (Soenens et al., 2005). Someone who has a diffuse/avoidant identity style is
likely to either procrastinate or make disorderly attempts at examining religious issues.” (Gebelt
et al., 2009)
12
Parenting styles
Parenting style is defined as “a constellation of attitudes toward the child, which are
communicated to him or her, and which, taken together, create an emotional climate in which the
parent’s behaviors are expressed” (Darling & Steinberg, 1993, p. 488). Parenting styles
knowledge has been greatly influenced by the work of Diane Baumrind with her categorization
of parenting into two underlying dimensions: demandingness and responsiveness (Baumrind,
1971). “Baumrind, 1971 and Baumrind, 1991 examined the relationships between two
orthogonal dimensions of parenting—responsiveness and demandingness—to children’s
developmental outcomes. Responsiveness refers to the extent to which parents are warm,
affectionate, and sensitive to their children’s needs, and demandingness refers to parents’
insistence that their children meet high expectations for appropriate behavior.” (Gill, Ashton,
Algina 2004) According to the two dimensions, parenting styles can be categorized into four main
dimensions: authoritative, where rules and guideline are established, but there is discussion
allowed and explanations givens; authoritarian, where obedience and corporal punishment are
stressed; permissive, where parents have low expectations of maturity and self-control; and
neglectful, where there are few demands, low responsiveness and little communication.
(Baumrind, 1991). Parenting style could be very important to how young adults develop their
spiritual identities. The parenting style creates the type of environment where the young may or
may not have the freedom to explore his/her spiritual identity. “Prior research found a positive
relationship between authoritative parenting styles and religious conservatism due to the
influence of Conservative Protestant literature. (Bartowski and Wilcox 2000; etc.)” (Armet 2009)
SDA researchers Dudley and Wisbey (2000) found that among SDA adults continued religious
13
commitment was a product of authoritative parenting when coupled by loving care shown by the
parents to the child. “Parenting style plays an important role in identity formation because it
influences an adolescent’s ability to explore various options in life when it comes to establishing
a religious and ideological identity. … In addition, Smith’s study (2003a:417) of the relationship
between parental supervision and church attendance focused exclusively on the effects of
parental religious participation on moral expectations and supervision. The significance of the
relationship warrant further analysis to assess the extent that parental expectations and
supervision interact with youth religiosity variables to influence attitudinal and behavioral
outcomes among adolescents.” (Armet, 2009)
In reviewing the literature on parenting styles there is no standard cutoff points for
measurement sale. The four parenting styles are categorized based on a relative criterion (such as
median), which would cause different cutoff points in different populations. Given that the ethnic
diversity of Andrews University student is high, it was determined to use the continuous
measures of responsiveness and demandingness rather than the four parenting styles categories.
(Wen & Hui, 2012).
Religious Identity
Religious identity formation research has been led by Erikson (1968) who developed a
model of faith development. He believed that the development of religious identity played a key
role in identity formation. In order for an adolescent to develop their own religious identity
parental control has to decrease so adolescents can develop their own internal religious identity:
a self-constructed identity vs. assigned identity (Marcia, Matteson, Orlofsky, Waterman, and
Archer 1993). A self-constructed identity is where the young adult makes the decision between
14
various religious beliefs. An assigned identity is where the parent chooses for the young adult
their religious identity and affiliation. In order for young adults to make an informed decision
they must have the ability to question and to doubt. This process of deliberation usually takes
place between the young adult and his or her parents and other concerned adults.
“Batson, Schoenrade, and Ventis (1993) argued that there are three orientations to
religiosity: extrinsic, intrinsic, and quest….For people with an extrinsic orientation, religion is
utilitarian, useful because of what it does for the believer. Intrinsic people, on the other hand,
value faith for itself, not just for what it does for them. … A quest orientation involves
questioning religious ideas, engaging in a search for answers to questions of ultimate
meaning…[they] readily confront existential life questions and find value in religious doubting.
They are open to, and in fact expect, change in their belief system.” (Gebelt, et al. 2009)
“Strength of faith and spirituality are related to a variety of variables that seem intuitively
to be related to conceptualizations of identity. For example, adolescents who consider
themselves to be religious tend to report having more personal meaning in their lives and also
report more pro-social personality trains (Furrow, King, & White, 2004). Those with strong
religious beliefs also report more purpose and commitment (Fisherman, 2004; Tzueriel, 1984) as
well as a greater sense of meaningfulness and genuiness in their lives (Fisherman, 2004).”
(Gebelt, et al. 2009)
Armet (2009) discusses “the ecology of high tension faith” that is “characterized by
elevated demands and expectations with regard to members’ commitments, allegiance, and
beliefs, and reinforced by the collectivity of family and faith community.” He goes on to state
that high tension religion creates a sub-culture based on those collective group identities.
15
“Because collective identity provides linkages between the religious community and family,
religious socialization is not an isolated function of the family or parents. … There are positive
pro-social outcome associated with religious identity (Benson 2004; Benson et al. 2003). King
found that religiously active adolescent report higher levels of social interaction and trust with
their parents, friends, and other significant adults active in their congregational life (2003:119).:
(Armet, 2009).
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CHAPTER 3
METHODOLOGY
General Introduction
This study seeks to understand to what extent identity style and parenting style impact
religious and spiritual identity. It also seeks to determine student’s perception of their religious
and spiritual identity as they enter college, specifically a Christian, Seventh-day Adventist
university. Is parenting style a strong predictor of perceived religious identity of undergraduate
students at Andrews University in their first year of college? What is the relationship between
identity style and religious identity of undergraduate students at Andrews University in their first
year of college?
Type of Research
Quantitative research methods will be used to gather data on first year college students at
Andrews University. We will be using a non-experimental design, describing the perceptions and
beliefs of first year undergraduate students at Andrews University as they indicate on a
constructed survey. The research will be correlational, looking at the relationship between
identity style and religious identity; and studying whether or not student’s perceived parenting
style of their parents has a relationship to their religious identity.
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Population and Sample
The survey will be given to undergraduate students during their first year in college (fall
2014) at Andrews University, Berrien Springs, Michigan. Total undergraduate student
enrollment in the fall of 2014 is projected to be 1,400. The sample group of first year
undergraduate students entering college in the fall of 2014 is projected to be 400. Sampling first
year college student provides the researchers with a baseline of college student’s perceptions as
they enter college. Future research should explore perceptions at the end of the college
experience and seek to understand the effect of education, and specifically higher education at a
religious institution.
Hypotheses
Is parenting style a strong predictor of perceived religious identity of undergraduate
students at Andrews University in their first year of college? What is the relationship between
identity style and religious identity of undergraduate students at Andrews University in their first
year of college? The first hypothesis to be tested predicts that there is significant correlation
between the parenting style responsiveness and religious identity. The second hypothesis to be
tested predicts that there is a correlation between the parenting style demandingness and
religious identity, yet not as strong as the correlation between responsiveness and religious
identity. The third hypothesis to be tested predicts that there is a significant relationship between
identity style and religious identity of undergraduate students at Andrews University in their first
year of college. The null hypotheses state there are 1) no significant relationship between identity
style and religious identity; 2) no significant correlation between parenting style responsiveness
18
and religious identity; and 3) no significant correlation between parenting style demandingness
and religious identity.
Definition of Variables
Identity style is being defined as the social-cognitive strategy that one reportedly
characteristically uses or would prefer to use when dealing with identity conflicts and decisions.
(Berzonsky, 1992) There are three identity styles that will be measured: informational style, those that
engage in a process of exploration by seeking out and evaluating identity-relevant information prior to
making committed decisions; normative style, those who rely on the norms and expectations of
significant others (e.g. parents and authority figures) when having to make identity-relevant decisions;
and diffuse-avoidant, those who avoid personal issues and procrastinate decisions until situational
demands dictate their behavior. (Duriez, Luyckx, Soenens, Berzonsky, 2012) Identity styles will be
measured using the Benzonsky Identity Style Inventory (Berzonsky, 1992).
Questions measuring Informational style are:
1. I've spent a great deal of time thinking seriously about what I should do with my life. 2. I've spent a good deal of time reading and talking to others about religious ideas. 3. When I discuss an issue with someone, I try to assume their point of view and see the
problem from their perspective. 4. I've spent a lot of time reading and trying to make some sense out of political issues. 5. I've spent a lot of time and talked to a lot of people trying to develop a set of values that
make sense to me. 6. When I have a personal problem, I try to analyze the situation in order to understand it. 7. I find it's best to seek out advice from professionals (e.g., clergy, doctors, lawyers) when
I have problems. 8. I find that personal problems often turn out to be interesting challenges. 9. When I have to make a decision, I like to spend a lot of time thinking about my options. 10. I like to have the responsibility for handling problems in my life that require me to think
on my own. 11. When making important decisions I like to have as much information as possible.
Questions measuring Diffuse-avoidant style are: 12. I'm not really sure what I'm doing in school; I guess things will work themselves out. 13. It doesn't pay to worry about values in advance; I decide things as they happen. 14. Many times by not concerning myself with personal problems, they work themselves out.
19
15. I'm not really thinking about my future now; it's still a long way off. 16. When I have to make a decision, I try to wait as long as possible in order to see what will
happen. 17. It's best for me not to take life too seriously; I just try to enjoy it. 18. I try not to think about or deal with problems as long as I can. 19. I try to avoid personal situations that will require me to think a lot and deal with them on
my own. 20. Sometimes I refuse to believe a problem will happen, and things manage to work
themselves out. 21. When I know a situation is going to cause me stress, I try to avoid it.
Questions measuring Normative style are: 22. I've more-or-less always operated according to the values with which I was brought up. 23. I've always had purpose in my life; I was brought up to know what to strive for. 24. Regarding religion, I've always known what I believe and don't believe; I never really had
any serious doubts. 25. I've known since high school that I was going to college and what I was going to major
in. 26. I think it's better to have a firm set of beliefs than to be open-minded. 27. I think it's better to have fixed values, than to consider alternative value systems. 28. Once I know the correct way to handle a problem, I prefer to stick with it. 29. I prefer to deal with situations where I can rely on social norms and standards. 30. I find it's best for me to rely on the advice of close friends or relatives when I have a
problem. Also to be measured is college student’s perceived parenting style of their parents. Parenting style
is defined as a constellation of attitudes toward the child, which are communicated to him or her, and
when taken together, create an emotional climate in which the parent’s behaviors are expressed.
(Darling & Steinberg, 1993) Two subscales of parenting style will be analyzed: responsiveness, which
refers to the extent to which parents are warm, affectionate, and sensitive to their children’s needs; and
demandingness, which refers to parents’ insistence that their children meet high expectations for
appropriate behavior. (Gill, Ashton, Algina, 2004)
Questions measuring responsiveness:
1. He/She is always telling me what to do. 2. He/She makes rules without asking what I think. 3. He/She makes me feel better when I am upset. 4. He/She is too busy to talk to me. 5. He/She listens to what I have to say 6. He/She likes me just the way I am.
20
7. He/She tells me when I do a good job on things. 8. He/She wants to hear about my problems. 9. He/She is pleased with how I behave. Questions measuring Demandingness:
1. He/She has rules that I must follow. 2. He/She tells me times when I must come home. 3. He/She makes sure I tell her where I am going. 4. He/She makes sure I go to bed on time. 5. He/She asks me what I do with friends. 6. He/She knows where I am after school. 7. He/She checks to see if I do my homework.
Religious identity is defined as a process in which individuals explore and commit to a set of
religious beliefs and/or practices (Griffith & Griggs, 2001) This study will measure the levels of religious
identity based on questions adapted from Tyler and Degoey’s (1995) measure of social identity and
developed by Lopez, Huynh & Fuligni (2011).
Questions measuring religious identity are:
1. I have a strong sense of belonging to my own religion 2. In general, being a member of my religion is an important part of my self-image 3. Being a part of my religion is an important reflection of who I am 4. I feel a strong attachment toward my own religion.”
Instrumentation
The Identity Style Inventory (ISI3; Berzonsky, 1992) includes measures of the three
identity styles along with a 10-item measure of Commitment. The Commitment scale items have
been deleted from this questionnaire as it is not a part of this study. The Diffuse-Avoidant scale
contains 10 items, (sample item: ‘‘I’m not really thinking about my future now; it’s still a long
way off’’). The Informational scale has 11 items (sample item: ‘‘I’ve spent a great deal of time
thinking seriously about what I should do with my life’’). The Normative scale has 9 items
(sample item: ‘‘I prefer to deal with situations where I can rely on social norms and standards’’).
21
The ISI3 will be administered using a slightly modified Likkert scale ranging from 1 (not at all
like me) to 5 (very much like me). Cronbach alphas of .75, .76, .65, and .69, respectively, are
consistent with values reported elsewhere. (Berzonsky, 1997, 2003). (Johnson & Nozick, 2011)
The minimum score for Identity Style is 9, with the maximum score 55. The scores in
each category will be summed and the participants’ highest score in each of the three categories
will be designated their identity style. Each participant will be assigned an identity style category
based on the score from the Inventory: 1 – Information; 2 – Normative; and 3 – Diffuse.
The Authoritative Parenting Index (API) (Jackson, Henriksen & Foster, 1998) consists of
two scales measuring the dimensions that comprise the most widely studied conceptualization of
parenting style: responsiveness, the measure of which comprises nine items (e.g., “He/she
comforts me when I am upset”); and demandingness, the measure of which comprises seven
items (e.g., “He/she has rules that I must follow”). Questions are asked to relate to the parent
who spent the most amount of time looking after them (i.e., their primary caregiver). Response
options on a 4-point Likkert scale ranging from 1 (not like my parent) to 5 (exactly like my
parent). Internal consistency (Cronbach’s alpha) values for this scale have been found to be
adequate, with ranges of a = 0.67–76 for the responsiveness scale and a = 0.67–0.88 for the
demandingness scale (Botello- Harbaum, Nansel, Haynie, Iannotti, & Simons-Morton, 2008;
Nansel et al., 2009). (Taylor, Wilson, Slater & Mohr, 2012) The 2-week test-retest reliability of
these items ranged from .70 to .85. (Wen & Hui, 2012)
Scores for the subscales will be calculated by summing items scores. Minimum and
maximum scores for Responsiveness are 9 and 45 respectively. The minimum and maximum
scores for Demandingness are 7 and 35 respectively. Each participant will have two scores for
22
each parenting style category based on the score from the (API): x1 – Responsiveness, x2 –
Demandingness.
Religious identity will be measured using an instrument adapted from Tyler and
Degoey’s (1995) measure of social identity. On a scale ranging from 1 (strongly disagree) to 5
(strongly agree), students responded to the following items: ‘‘I have a strong sense of belonging
to my own religion,’’ ‘‘In general, being a member of my religion is an important part of my
self-image,’’ ‘‘Being a part of my religion is an important reflection of who I am,’’ and ‘‘I feel a
strong attachment toward my own religion.’’ This scale has good internal consistency (a = .96).
(Lopez, Huynh & Fuligni, 2011) There is a minimum score of 4 and a maximum score of 20.
Each participant will be assigned a score: x = religious identity.
Data Collection
In order to comply with the ethical and legal implications of the study the researcher has
completed the National Institutes of Health Office of Extramural Research web-based training
course “Protecting Human Research Participants” in June 2013 (Appendix I). The researcher will
submit to the Office of Research and Creative Scholarship Institutional Review Board at
Andrews University, the Application for Approval if Human Subjects Research (Appendix II)
for approval before any research is conducted.
An on-line survey/questionnaire (Appendix III) will be developed and distributed
through Survey Monkey. It will be sent via email to the cohort entering college, specifically
Andrews University, for the first time in September of 2014. This first email to the participants
will include a cover letter informing participants that the purpose and importance of the study: to
23
understand the many factors that contribute to religious and spiritual identity and to specifically
seek to understand how parenting style and identity style affect religious and spiritual identity in
college students. The participants will be given a statement of confidentiality and informed of
their right to not participate in the study. They will be asked for their cooperation in the study
and their honesty in completed the questionnaire. In addition they will be asked to return the
survey by October 1, 2014 and given instructions on how to obtain the results of the study, if
they so desire, with a final thank you for their assistance.
The email addresses will be obtained from Information Technology. Participants will be
informed that all completed surveys will be entered in a drawing for an incentive – 3 iPads. Two
reminder emails will be sent out September 14 and September 28. The final date for survey
submission will be October 1, 2014.
A pilot test of the questionnaire will be conducted in July 2014 with a group of ten
incoming freshman in an effort to determine the length of time it takes to complete the survey, if
the survey design needs improvement to clarity and format, and finally, to develop an initial idea
of the pattern of responses.
Data Analysis
Data from the completed surveys will be entered into the ATLAS.ti 7 software program
for analysis. The types of analysis that will be conducted include the means, modes, range, and
standard deviations for the variables defined above. In order to determine the relationship
between identity style and religious identity the t-test and analysis of variance will be used to
examine for any significant differences among the scores. Pearson product-moment correlation
24
coefficients will be calculated between parenting style responsiveness and religious identity; and
also between parenting style demandingness and religious identity.
The specific hypotheses to be test are shown below in null form:
1. There is no significant relationship between identity style and religious identity. 2. There is no significant correction between parenting style responsiveness and
religious identity. 3. There is no significant correction between parenting style demandingness and
religious identity.
All hypotheses will be tested at a minimum of the .05 level of significance.
Schedule
The researcher will be responsible for all activities listed below. Project completion date
is estimated to be January 2015.
1st Qtr. 2013 Instrument development, including survey, software and database to be used for analysis and cover letter
July 2014 Instrument testing and editing
August 30, 2014 Obtain email address of incoming freshmen from ITS
September 5, 2014 Distribute survey
September 14, 2014 Send out first reminder email
September 28, 2014 Send out second reminder email
October 2, 2014 Begin analysis of data
January 15, 2015 Distribute finding
25
Budget
$600.00 Survey Monkey subscription
$99.00 ATLAS.ti 7 data analysis software (two year student license)
26
BIBLIOGRAPHY
Armet, S. (2009). Religious socialization and identity formation of adolescents in high tension religions. Review of Religious Research, 50(3), 277-297.
Balkin, R., Schiosser, L. & Levitt, D. (2009). Religious identity and cultural diversity: Exploring
the relationships between religious identity, sexism, homophobia, and multicultural competence. Journal of Counseling & Development, 87(4), 420-427.
Baumrind, D. (1991). The influence of parenting style on adolescent competence and substance
use. Journal of Early Adolescence, 11(1), 56-95. Bertram-Troost, G. de Roos, S. & Miedema, S. (2009). The relationship between religious
education and religious commitments and explorations of adolescents: On religious identity development in Dutch Christian secondary schools. Journal of Beliefs & Values:
Studies in Religion & Education, 30(1), 17-27. Crocetti, E., Berzonsky, M &, Meeus, W. (2012) A person-centered approach to identity styles.
Bollettino di Psicologia Applicata, 263, 17-30. Duriez, B., Luyckx, K., Soenens, B. & Berzonsky, M. (2012). A process-content approach to
adolescent identity formation: Examining longitudinal associations between identity styles and goal pursuits. Journal of Personality, 80(1), 135-161.
Gebelt, J., Thompson, S. & Miele, K. (2009). Identity style and spirituality in a collegiate
context. Identity. 9(3), 219-232. Henderson, S. (2003). The impact of student religion and college affiliation on student religiosity
(Unpublished doctoral dissertation). University of Arkansas. Lopez, A. B., Huynh, V. W., & Fuligni, A. J. (2011). A longitudinal study of religious identity
and participation during adolescence. Child Development, 82(4), 1297-1309. Statement of Mission, Andrews University. (2103) Retrieved June 23, 2013, from
http://www.andrews.edu/about/mission.html. Taylor, A., Wilson, C., Slater, A. & Mohr, P. (2012). Self-esteem and body dissatisfaction in
young children: Associations with weight and perceived parenting style. Clinical
Psychologist, 16(1), 25-35.
Vleioras, G., & Bosma, H. A. (2005). Are identity styles important for psychological well-being? Journal of Adolescence, 28(3), 397-409
27
Wen, X., & Hui, S. (2012). Parenting style as a moderator of the association between parenting behaviors and the weight status of adolescents. Journal of Early Adolescence, 32(2), 252-268.
Ysseldyk, R., Matheson, K., & Anisman, H. (2010). Religiosity as identity: Toward an
understanding of religion from a social identity perspective. Personality & Social
Psychology Review (Sage Publications Inc.), 14(1), 60-71.
.
28
APPENDIX I
NATIONAL INSTITUES OF HEALTH CERTIFICATE
29
APPENDIX II
IRB Application
Office of Research and Creative Scholarship
Institutional Review Board
(269) 471-6361 Fax: (269) 471-6246 E-mail: [email protected]
Andrews University, Berrien Springs, MI 49104-0355
APPLICATION FOR APPROVAL OF HUMAN SUBJECTS RESEARCH
Please complete this application as thoroughly as possible. Your application will be reviewed by a
committee of Andrews University IRB, and if approved it will be for one year. Beyond the one year you
will be required to submit a continuation request. It is the IRB’s responsibility to assign the level of
review: Exempt, Expedited or Full. It is your responsibility to accurately complete the form and provide
the required documents. Should your application fall into the exempt status, you should expect a response
from the IRB office within 2 weeks; Expedited within 2 weeks and a Full review 4-6 weeks.
Please complete the following application:
1. Research Project
a) Title: Identity Styles, Parenting Styles and Religious Identity of Andrews University undergraduate
students
Will the research be conducted on the AU campus? _x_ Yes ___ No
If no, please indicate the location(s) of the study and attach an institutional consent letter that references the
researcher’s study.
b) What is the source of funding (please check all that apply)
_x__ Unfunded
___ Internal Funding Source:
___ External Funding Sponsor/Source:
Grant title: Award # / Charging String:
If you do not know the funding/grant information, please obtain it from your department
2. Principal Investigator (PI)
First Name: Last Name: Telephone: E-mail:
R. Deborah Weithers 269.471.4851 [email protected]
_x__ Yes I am a student. If so, please provide information about your faculty advisor below.
First Name: Last Name: Telephone: E-mail:
Duane Covrig 269.471. [email protected]
30
Advisor’s signature:
Department: Program:
Leadership (School of Education) MA Leadership
3. Co-investigators (Please list their names and contact information below)
First Name: Last Name: Telephone: E-mail:
None
First Name: Last Name: Telephone: E-mail:
First Name: Last Name: Telephone: E-mail:
First Name: Last Name: Telephone: E-mail:
4. Cooperating Institutions
Is this research being done in cooperation with any institutions, individuals or organizations not affiliated with AU?
___ Yes _x__ No If yes, please provide the names and contact information of authorized officials below.
Name of Organization: Address:
First Name: Last Name: Telephone: E-mail:
First Name: Last Name: Telephone: E-mail
Have you received IRB approval from another institution for this study? ___ Yes ___ No
If yes, please attach a copy of the IRB approval.
5. Participant Recruitment
Describe how participant recruitment will be performed. Include how and by whom potential participants are
introduced to the study (please check all below that apply)
___ AU directory ___ Postings, Flyers ___ Radio, TV
___ E-mail solicitation. Indicate how the email addresses are obtained:
___ Web-based solicitation. Specify sites:
___ Participant Pool. Specify what pool:
_x__ Other, please specify:
Please attach any recruiting materials you plan to use and the text of e-mail or web-based solicitations you will use.
Obtain email address of all undergraduate students from
6. Participant Compensation and Costs
Are participants to be compensated for the study? Yes ___ No _x__ If yes, what is the amount, type and source of funds?
Amount: Source: Type:
Will participants who are students be offered class credit? ___ Yes __x_ No ___ NA
Are other inducements planned to recruit participants? _x__ Yes ___ No If yes, please describe.
Are there any costs to participants? ___ Yes _x__ No If yes, please explain.
** two ipads will be given to two participants selected randomly
7. Confidentiality and Data Security
Will personal identifiers be collected? _x_ Yes ___ No Will identifiers be translated to a code? ___Yes _x_ No
Will recordings be made (audio, video)? ___ Yes _x__ No If yes, please describe.
31
Who will have access to data (survey, questionnaires, recordings, interview records, etc.)? Please list below.
Debbie Weithers, student; Duane Covrig, advisor
8. Conflict of Interest
Do you (or any individual who is associated with or responsible for the design, the conduct of or the reporting of
this research) have an economic or financial interest in, or act as an officer or director for, any outside entity
whose interests could reasonably appear to be affected by this research project: ___ Yes _x__ No
If yes, please provide detailed information to permit the IRB to determine if such involvement should be disclosed
to potential research subjects.
9. Results
To whom will you present results (highlight all that apply)
___ Class _x__ Conference _x__ Published Article ___ Other If other, please specify:
10. Description of Research Subjects
If human subjects are involved, please highlight all that apply:
_x__ Minors (under 18 years) ___ Prison inmates ___ Mentally impaired ___ Physically disabled
___ Institutionalized residents ___ Anyone unable to make informed decisions about participation
___ Vulnerable or at-risk groups, e.g., poverty, pregnant women, substance abuse population
11. Risks
Are there any potential damage or adverse consequences to researcher, participants, or environment? These
include physical, psychological, social, or spiritual risks whether as part of the protocol or a remote possibility.
Please highlight all that apply (Type of risk): None
___ Physical harm ___ Psychological harm ___ Social harm ___ Spiritual harm
12. Content Sensitivity
Does your research address culturally or morally sensitive issues? _x__ Yes ___ No If yes, please describe:
Measures perceived religiosity – four questions, that may be sensitive to some
13. Please provide (type in or copy - paste or attach) the following documentation in the boxes below:
Protocol : attached
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Survey instrument or interview protocol: attached
Institutional approval letter (if off AU campus): n/a
Consent form (for interviews and focus groups): n/a
Participants recruitment documents: n/a
Principal Investigator’s Assurance Statement for Using Human Subjects in Research
____x__ I certify that the information provided in this IRB application is complete and accurate. ___x___ I understand that as Principal Investigator, I have ultimate responsibility for the conduct of IRB approved studies, the ethical performance of protocols, the protection of the rights and welfare of human subjects, and strict adherence to the study’s protocol and any stipulation imposed by Andrews University Institutional Review Board. ___x___ I will submit modifications and / or changes to the IRB as necessary prior to implementation. ___x___ I agree to comply with all Andrews University’s policies and procedures, as well as with
all applicable federal, state, and local laws, regarding the protection of human participants in research.
___x___ My advisor has reviewed and approved my proposal.
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APPENDIX III
QUESTIONNAIRE
INSTRUCTIONS
You will find a number of statements about beliefs, attitudes, and/or ways of dealing with issues. Read
each carefully, then use it to describe yourself. Below each question, please mark the number that
indicates the extent to which you think the statement represents you. There are no right or wrong
answers. For instance, if the statement is very much like you, mark a 5, if it is not like you at all, mark a
1. Use the 1 to 5 point scale to indicate the degree to which you think each statement is uncharacteristic
(1) or characteristic (5) of yourself.
1. I've spent a great deal of time thinking seriously about what I should do with my life. (not at all like me) 1 2 3 4 5 (very much like me)
2. I've spent a good deal of time reading and talking to others about religious ideas. (not at all like me) 1 2 3 4 5 (very much like me)
3. When I discuss an issue with someone, I try to assume their point of view and see the
problem from their perspective. (not at all like me) 1 2 3 4 5 (very much like me)
4. I've spent a lot of time reading and trying to make some sense out of political issues.
(not at all like me) 1 2 3 4 5 (very much like me)
5. I've spent a lot of time and talked to a lot of people trying to develop a set of values that make
sense to me. (not at all like me) 1 2 3 4 5 (very much like me)
6. When I have a personal problem, I try to analyze the situation in order to understand it.
(not at all like me) 1 2 3 4 5 (very much like me) 7. I find it's best to seek out advice from professionals (e.g., clergy, doctors, lawyers) when I
have problems. (not at all like me) 1 2 3 4 5 (very much like me)
8. I find that personal problems often turn out to be interesting challenges.
(not at all like me) 1 2 3 4 5 (very much like me) 9. When I have to make a decision, I like to spend a lot of time thinking about my options.
(not at all like me) 1 2 3 4 5 (very much like me) 10. I like to have the responsibility for handling problems in my life that require me to think on
my own. (not at all like me) 1 2 3 4 5 (very much like me)
34
11. When making important decisions I like to have as much information as possible. (not at all like me) 1 2 3 4 5 (very much like me)
12. I'm not really sure what I'm doing in school; I guess things will work themselves out.
(not at all like me) 1 2 3 4 5 (very much like me) 13. It doesn't pay to worry about values in advance; I decide things as they happen.
(not at all like me) 1 2 3 4 5 (very much like me) 14. Many times by not concerning myself with personal problems, they work themselves out.
(not at all like me) 1 2 3 4 5 (very much like me) 15. I'm not really thinking about my future now; it's still a long way off.
(not at all like me) 1 2 3 4 5 (very much like me)
16. When I have to make a decision, I try to wait as long as possible in order to see what will
happen. (not at all like me) 1 2 3 4 5 (very much like me)
17. It's best for me not to take life too seriously; I just try to enjoy it.
(not at all like me) 1 2 3 4 5 (very much like me)
18. I try not to think about or deal with problems as long as I can.
(not at all like me) 1 2 3 4 5 (very much like me)
19. I try to avoid personal situations that will require me to think a lot and deal with them on my
own. (not at all like me) 1 2 3 4 5 (very much like me)
20. Sometimes I refuse to believe a problem will happen, and things manage to work themselves
out. (not at all like me) 1 2 3 4 5 (very much like me)
21. When I know a situation is going to cause me stress, I try to avoid it.
(not at all like me) 1 2 3 4 5 (very much like me) 22. I've more-or-less always operated according to the values with which I was brought up.
(not at all like me) 1 2 3 4 5 (very much like me) 23. I've always had purpose in my life; I was brought up to know what to strive for.
(not at all like me) 1 2 3 4 5 (very much like me)
24. Regarding religion, I've always known what I believe and don't believe; I never really had
any serious doubts. (not at all like me) 1 2 3 4 5 (very much like me)
25. I've known since high school that I was going to college and what I was going to major in.
(not at all like me) 1 2 3 4 5 (very much like me)
35
26. I think it's better to have fixed values, than to consider alternative value systems.
(not at all like me) 1 2 3 4 5 (very much like me)
27. I think it's better to have a firm set of beliefs than to be open-minded. (not at all like me) 1 2 3 4 5 (very much like me)
28. Once I know the correct way to handle a problem, I prefer to stick with it.
(not at all like me) 1 2 3 4 5 (very much like me)
29. I prefer to deal with situations where I can rely on social norms and standards.
(not at all like me) 1 2 3 4 5 (very much like me)
30. I find it's best for me to rely on the advice of close friends or relatives when I have a problem. (not at all like me) 1 2 3 4 5 (very much like me)
31. I have a strong sense of belonging to my own religion.
(strongly disagree) 1 2 3 4 5 (strongly agree)
32. In general, being a member of my religion is an important part of my self-image.
(strongly disagree) 1 2 3 4 5 (strongly agree)
33. Being a part of my religion is an important reflection of who I am.
(strongly disagree) 1 2 3 4 5 (strongly agree)
34. I feel a strong attachment toward my own religion.
(strongly disagree) 1 2 3 4 5 (strongly agree)
Below are a series of statements describing your relationship with your parent. Read each carefully, and
then use it to describe your relationship with your primary caregiver – the parent who spent the most
amount of time looking after you. Below each question, please mark the number that indicates the extent
to which you think the statement represents your relationship with your parent. There are no right or
wrong answers. For instance, if the statement is exactly like my parent, mark a 5, if it is not like my
parent at all, mark a 1. Use the 1 to 5 point scale to indicate the degree to which you think each statement
is uncharacteristic (1) or characteristic (5) of your parent.
35. He/She is always telling me what to do. (not like my parent) 1 2 3 4 5 (exactly like my parent)
36. He/She makes rules without asking what I think (not like my parent) 1 2 3 4 5 (exactly like my parent)
37. He/She makes me feel better when I am upset. (not like my parent) 1 2 3 4 5 (exactly like my parent)
36
38. He/She is too busy to talk to me. (not like my parent) 1 2 3 4 5 (exactly like my parent)
39. He/She listens to what I have to say (not like my parent) 1 2 3 4 5 (exactly like my parent)
40. He/She likes me just the way I am. (not like my parent) 1 2 3 4 5 (exactly like my parent)
41. He/She tells me when I do a good job on things. (not like my parent) 1 2 3 4 5 (exactly like my parent)
42. He/She wants to hear about my problems. (not like my parent) 1 2 3 4 5 (exactly like my parent)
43. He/She is pleased with how I behave. (not like my parent) 1 2 3 4 5 (exactly like my parent)
44. He/She has rules that I must follow. (not like my parent) 1 2 3 4 5 (exactly like my parent)
45. He/She tells me times when I must come home. (not like my parent) 1 2 3 4 5 (exactly like my parent)
46. He/She makes sure I tell her where I am going. (not like my parent) 1 2 3 4 5 (exactly like my parent)
47. He/She makes sure I go to bed on time. (not like my parent) 1 2 3 4 5 (exactly like my parent)
48. He/She asks me what I do with friends. (not like my parent) 1 2 3 4 5 (exactly like my parent)
49. He/She knows where I am after school. (not like my parent) 1 2 3 4 5 (exactly like my parent)
50. He/She checks to see if I do my homework. (not like my parent) 1 2 3 4 5 (exactly like my parent)
Thank you for completing the survey!
37
APPENDIX IV
VARIABLE DEFINITIONS
Variable Conceptual Instrumental Operational
Identity style the social-cognitive strategy that one reportedly characteristically uses or would prefer to use when dealing with identity conflicts and decisions (Berzonsky)
Identity Style Inventory (Berzonsky, 1992a) – 30 item inventory Values attributed to questions for each of the four categories: Information-Orientation min 11; max 55 (Cat 1) Normative-Orientation min 9; max 45 (Cat 2) Diffuse-Orientation min 10; max 50 (Cat 3) Likkert scale 1-5 Min score:9 ; Max score: 55 Highest score of the four categories will be designated the identity style.
Each participant will be assigned an identity style category based on the score from the Inventory Cat 1 – Information Cat 2 – Normative Cat 3 – Diffuse
Parenting style a constellation of attitudes toward the child, which are communicated to him or her, and which, taken together, create an emotional climate in which the parent’s behaviors are expressed (Darling & Steinberg)
Authoritative Parenting Index (API) (Jackson, Henriksen, & Foshee, 1998) Two scales: Responsiveness – 9 questions (Cat 1) Demandingness – 7 questions (Cat 2) Likkert scale 1- 5 Min score: ; Max score:
Scores for the subscales calculated by summing item scores. The highest score from each of the two category will be designated the identity style. Each participant will have two scores for each parenting style: x1 – Responsiveness x2 - Demandingness
Religious identity
a process in which individuals explore and commit to a set of religious beliefs and/or practices (Griffith & Griggs, 2001)
Likkert scale ranging from 1 (strongly disagree) to 5 (strongly agree), following items:
1. “I have a strong sense of belonging to my own religion”
2. “In general, being a member of my religion is an important part of my self-image,”
3. “Being a part of my religion is an important reflection of who I am,”
4. “I feel a strong attachment toward my own religion.”
Scores will be summed Min score: 4; Max score: 20 (Lopez, Huynh & Fuligni, 2011)
Scores will be summed for a total value x=religious identity
38
APPENDIX V
HYPOTHESES TESTING
Null Hypothesis Variables Metric Level Test
No significant relationship between identity style and religious identity
Identity style Religious identity
Nominal/Category Interval
t-test (for independent samples)
No significant correlation between parenting style: responsiveness and religious identity
Parenting style: responsiveness Religious identity
Interval Interval
Pearson product-moment r p<.05
No significant correlation between parenting style: demandingness and religious identity
Parenting style: demandingness Religious identity
Interval Interval
Pearson product-moment r p<.05