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首页> 外文学位 >Cognitive dissonance and the effect of acceptance of methodology, beliefs about religion, religious orientation, and dogmatism on the success of university students in a religious studies course.
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Cognitive dissonance and the effect of acceptance of methodology, beliefs about religion, religious orientation, and dogmatism on the success of university students in a religious studies course.

机译：认知失调以及方法论，宗教信仰，宗教取向和教条主义的接受对大学生在宗教研究课程中取得成功的影响。

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摘要

The problem investigated was negative effects on the ability of a university student to successfully complete a course in religious studies resulting from conflict between the methodologies and objectives of religious studies and the student's system of beliefs. Using Festinger's theory of cognitive dissonance as a theoretical framework, it was hypothesized that completing a course with a high level of success would be negatively affected by (1) failure to accept the methodologies and objectives of religious studies (methodology), (2) holding beliefs about religion that had potential conflicts with the methodologies and objectives (beliefs), (3) extrinsic religiousness, and (4) dogmatism.;The causal comparative method was used. The independent variables were measured with four scales employing Likert-type items. An 8-item scale to measure acceptance of the methodologies and objectives of religious studies and a 16-item scale to measure holding of beliefs about religion having potential conflict with the methodologies were developed for this study. These scales together with a 20-item form of Rokeach's Dogmatism Scale and Feagin's 12-item Religious Orientation Scale to measure extrinsic religiousness were administered to 144 undergraduate students enrolled in randomly selected religious studies courses at Florida International University. Level of success was determined by course grade with the 27% of students receiving the highest grades classified as highly successful and the 27% receiving the lowest grades classified as not highly successful.;A stepwise discriminant analysis produced a single significant function with methodology and dogmatism as the discriminants. Methodology was the principal discriminating variable. Beliefs and extrinsic religiousness failed to discriminate significantly. It was concluded that failing to accept the methodologies and objectives of religious studies and being highly dogmatic have significant negative effects on a student's success in a religious studies course. Recommendations were made for teaching to diminish these negative effects.
机译：调查的问题是由于宗教研究的方法和目标与学生的信仰体系之间的冲突，对大学生成功完成宗教研究课程的能力产生了负面影响。假设以费斯廷格的认知失调理论作为理论框架，则假设完成一门课程具有很高的成功率将受到以下方面的不利影响：（1）不接受宗教研究的方法论和目标（方法论），（2）坚持关于宗教的信仰与方法和目标（信仰）有潜在冲突，（3）外在的宗教信仰，和（4）教条主义;使用因果比较方法。自变量由采用李克特型项目的四个量表测量。为此研究制定了一个8项量表，用于衡量对宗教研究方法和目标的接受程度，以及一个16项量表，用于衡量对与该方法潜在冲突的宗教信仰的持有量。这些量表与20个项目的Rokeach的教条主义量表和Feagin的12个项目的宗教取向量表一起用于测量外部宗教信仰，向佛罗里达国际大学随机选择的宗教研究课程的144名大学生进行了管理。成功程度是由课程成绩决定的，其中27％的学生获得的最高成绩被归为非常成功，而27％的学生获得的最低成绩被归为非常不成功。逐步判别分析在方法论和教条主义方面产生了一个重要的功能。作为判别。方法是主要的区分变量。信仰和外部宗教信仰没有明显区别。结论是，不接受宗教研究的方法论和目标以及教条主义对学生在宗教研究课程中的成功产生重大的负面影响。提出了一些教学建议，以减少这些负面影响。

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  • 作者

    Kofink, Wayne Alan.;

  • 作者单位

    Florida International University.;

  • 授予单位 Florida International University.;
  • 学科 Religion General.;Education Higher.;Education Religious.
  • 学位 Ed.D.
  • 年度 1991
  • 页码 243 p.
  • 总页数 243
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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