Individual-Level Trajectories of Religiosity during Adolescence and Their Implications for Purpose.

IF 2.2 1区 哲学 Q2 PSYCHOLOGY, MULTIDISCIPLINARY Psychology of Religion and Spirituality Pub Date : 2022-08-01 Epub Date: 2020-04-16 DOI:10.1037/rel0000317
Gabrielle N Pfund, Leah H Schultz, Judy A Andrews, Patrick L Hill
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引用次数: 2

Abstract

Cohort-comparison studies suggest that adolescent religiosity has been declining over recent decades; however, work is needed on individual differences in patterns of change in religiosity throughout adolescence. The current study seeks to evaluate religiosity trends for adolescents as they transition from 6th to 12th grade, using seven annual waves of data, and whether these patterns of change were associated with later sense of purpose. Participants (n = 824; 50.7% female; 85.1% Caucasian) completed annual measures of religiosity from 6th to 12th grade, and a measure of sense of purpose at age 21 as part of the Oregon Youth Substance Use Project. Findings from latent growth models suggest both a mean-level decline in religiosity as well as individual differences in patterns of change across time. Furthermore, the intercept and change in religiosity throughout adolescence positively predicted sense of purpose at age 21. Results are discussed with respect to how individual differences occur in religiosity, and what that means for purpose development throughout adolescence.

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青少年时期宗教信仰的个人水平轨迹及其对目的的影响。
队列比较研究表明,近几十年来,青少年的宗教信仰一直在下降;然而,需要对整个青春期宗教信仰变化模式的个体差异进行研究。目前的研究试图评估从6年级过渡到12年级的青少年的宗教信仰趋势,使用每年7波的数据,以及这些变化模式是否与后来的目标感有关。参与者(n = 824;50.7%的女性;85.1%的白人)完成了从6年级到12年级的年度宗教虔诚度测量,并在21岁时完成了目标感测量,这是俄勒冈州青少年物质使用项目的一部分。来自潜在增长模型的发现表明,宗教虔诚度的平均水平下降,以及随着时间变化模式的个体差异。此外,整个青春期的宗教信仰的截距和变化正向预测21岁的目的感。结果讨论了宗教信仰的个体差异是如何发生的,以及这对整个青春期的目标发展意味着什么。
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来源期刊
CiteScore
5.30
自引率
8.30%
发文量
74
期刊介绍: Psychology of Religion and Spirituality ® publishes peer-reviewed, original articles related to the psychological aspects of religion and spirituality. The journal publishes articles employing experimental and correlational methods, qualitative analyses, and critical reviews of the literature. Papers evaluating clinically relevant issues surrounding training, professional development, and practice are also considered. Full length research reports, literature reviews, and brief reports are all published.
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