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dc.contributor.advisorWitte, Maria
dc.contributor.advisorWitte, James
dc.contributor.advisorSuh, Suhyun
dc.contributor.authorWilliams, Lakeba
dc.date.accessioned2013-04-19T15:59:25Z
dc.date.available2013-04-19T15:59:25Z
dc.date.issued2013-04-19
dc.identifier.urihttp://hdl.handle.net/10415/3556
dc.description.abstractAttachment to God is a missing dimension of our current understanding of Christian adult education. Joung (2011) agreed that looking at individuals religious representations (i.e. attachment-related experiences) has crucial implications for Christian adult educators in any setting: formal or informal, academic or not, within the church or not. Furthermore, investigating the relationship between attachment patterns in relationship with God and the teaching and learning orientations of Christian adult educators is significant because it initiates an interdisciplinary dialogue between the psychology of religion and adult education. To date, researchers interested in phenomenon related to attachment and adult learning have extrapolated from research findings in other disciplines to increase their understanding in this area. The purpose of the study was to examine the relationship between the attachment patterns in relationship with God and the teaching and learning orientations of Christian adult educators. There are no studies that examine attachment to God and Christian adult education orientation. Therefore this inquiry will add to the body of research on attachment theory in general, and attachment to God in particular; and serve to improve our understanding of the adult teaching and learning process. The results of this study can be useful for Christian adult educators (e.g., faculty, group facilitators, administrators, counselors, bible study teachers) or any persons who administrate or facilitate teaching/learning opportunities for adults to improve training programs. In addition, as we gain more understanding of the adult teaching and learning process, we will be better equipped to meet the unique needs of adult learners. Based on the findings of this study, the data suggests that no statistically significant relationship exists between the two dimensions of attachment to God, as measured by the Attachment to God Inventory (AGI); and the two teaching and learning orientations of Christian adult educators, as measured by a modified version of the Teaching Methodology Instrument (TMI). The data also concluded that there is no statistical relationship between the two dimensions of attachment to God, as measured by the Attachment to God Inventory (AGI); and the two teaching and learning orientations of Christian adult educators, as measured by a modified version of the Teaching Methodology Instrument (TMI) based on denominational affiliation and race/ethnicity.en_US
dc.rightsEMBARGO_NOT_AUBURNen_US
dc.subjectEducation Foundation, Leadership, and Technologyen_US
dc.titleAttachment to God: Exploring its Impact on the Teaching and Learning Orientations of Christian Adult Educatorsen_US
dc.typedissertationen_US
dc.embargo.lengthNO_RESTRICTIONen_US
dc.embargo.statusNOT_EMBARGOEDen_US


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