[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-599566-105":59,"doc-detail-599566-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","applying-student-development-theory-to-college-students-spiritual-beliefs","Applying Student Development Theory to College Students' Spiritual Beliefs","","Qualitative research examines how college students’ spiritual beliefs develop alongside academic and social experiences, using student development theory as the organizing framework. Peer and mentoring relationships emerge as key drivers, shaping students’ meaning-making across campus life. Findings also highlight students’ reliance on institutional agents for learning about and developing spiritual beliefs. The study addresses a gap in prior scholarship by focusing on how spiritual beliefs influence broader developmental processes in college.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/applying-student-development-theory-to-college-students-spiritual-beliefs/599566/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/applying-student-development-theory-to-college-students-spiritual-beliefs/599566.png","ImageObject",300,407,{"name":92,"@type":93},"jayni","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does student development theory frame college students’ spiritual beliefs?","Question",{"text":112,"@type":113},"The study uses student development theory to examine how spiritual beliefs relate to students’ academic and social college experiences and broader developmental processes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What role do peer and mentoring relationships play?",{"text":117,"@type":113},"Analysis shows that peer and mentoring relationships are instrumental, helping shape how students make meaning of their academic and social experiences.",{"name":119,"@type":110,"acceptedAnswer":120},"What gap does this research address in existing literature?",{"text":121,"@type":113},"The study identifies a lack of exploratory work on how students’ spiritual beliefs influence their college development, noting that prior research often emphasizes faith development rather than its impact on overall development.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599566,1792490550,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},3985747859343,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Applying Student Development Theory to College Students'Spiritual Beliefs  \nSharon L.Holmes,Barclay S.Roedder,Lamont A.Flowers*  \nThis qualitative study sought to explore college students’spiritual beliefs inorder to examine those beliefs and subsequent college experiences using studentdevelopment theory.Data analysis revealed that peer and mentoringrelationships were instrumental to students and shaped how students mademeaning of their academic and social experiences in college.In addition,thestudy found that students relied heavily upon various institutional agents forassistance in learning more about and developing their spiritual beliefs incollege.  \nWhether it is a conscious decision or not,many college students will embark upona voyage of self-discovery and development as they proceed through theundergraduate experience.According to Rodgers(1990),student development isdefined as \"the ways that a student grows,progresses,or increases his or herdevelopmental capacities as a result of enrollment in an institution of highereducation”(p.27).Evans,Forney,and Guido-DiBrito(1998)posited that a student’sdevelopment during college was contingent upon four major conditions.First,therehad to be appropriate levels of challenge and support to facilitate the dissonancestudents experienced as they navigated the college environment.Second,a studentmust be involved in the campus community.Third,issues of marginality andmattering must be resolved.Fourth,students must feel validated through a processof confirmation and support.  \nFor most college students,attending college initiated the process of separation fromfamilial values,beliefs,and traditions(Pascarella &Terenzini,1991).Thus,ascollege students explore their new surroundings,establish new friendships,questionauthority figures,and resolve identity crises,they come into a fuller understandingof who they are and what they believe about themselves,people,and the worldaround them.While there is significant concern for the fluctuating retention rate offirst-year undergraduate students(Braxton,Sullivan,&Johnson,1997),researchersand scholars believe that institutions could promote successful outcomes by  \nTHE COLLEGE OF STUDENT AFFAIRS JOURNAL  \nfc  \nb  \nA  \nT  \nre  \nO1  \nSI  \n(F  \nh;  \nfr  \nW  \ner  \np  \nst  \nst  \nd  \nre  \nA  \nd  \nre  \nth  \nre  \nill  \ney  \nde  \npl  \nfir  \nsti  \nid  \nCC  \nin  \nAc  \ner  \nFi:  \nin  \nNe  \nli  \nst  \nth  \nati  \n# Student Development Theory\n\nfostering academic communities that engage students in developmental activitiesboth inside and outside of the classroom environment(Kuh,Schuh,Whitt,&Associates,1991;Tinto,1993).  \nThere is,however,a noticeable void in the student development research literatureregarding the ways in which student development theories can be used to expandour understanding of students'spiritual beliefs in college.While the issue ofspirituality and faith development has been explored in the literature to some extent(Fowler,1986;Jablonski,2001;Parks,2000),most of the research and discussionhas focused on faith development in college students.However,what is missingfrom this literature base is an exploratory study that seeks to understand ways inwhich students'spiritual beliefs influence their development in college.Toward thatend,the purpose of this study was to understand how students'cognitive andpsychosocial development interacts with their faith development.Additionally,thisstudy sought to assist student affairs professionals in conceptualizing the use ofstudent development theory more broadly across areas that impact studentdevelopment,but may not normally be considered within the scope of our primaryresponsibilities.  \n# Theoretical Considerations\n\nAdvancing Erik Erikson's(1950,1980)ground-breaking work on identitydevelopment,Chickering(1969)proposed and later Chickering and Reisser(1993)revised seven vectors(developing competence,managing emotions,movingthrough autonomy toward interdependence,developing mature interpersonalrelationships,esta","cbCail9JI2Cvs6PD","https://ap.wps.com/l/cbCail9JI2Cvs6PD","pdf",3738913,16,"English","# Student Development Theory\n# Theoretical Considerations","[{\"question\":\"How does student development theory frame college students’ spiritual beliefs?\",\"answer\":\"The study uses student development theory to examine how spiritual beliefs relate to students’ academic and social college experiences and broader developmental processes.\"},{\"question\":\"What role do peer and mentoring relationships play?\",\"answer\":\"Analysis shows that peer and mentoring relationships are instrumental, helping shape how students make meaning of their academic and social experiences.\"},{\"question\":\"What gap does this research address in existing literature?\",\"answer\":\"The study identifies a lack of exploratory work on how students’ spiritual beliefs influence their college development, noting that prior research often emphasizes faith development rather than its impact on overall development.\"}]","Applying Student Development Theory to College Students' Spiritual Beliefs | PDF",1792089017]