The effect of teaching and mentoring silence, solitude and meditation on spiritual well-being

Jonathan D Hunstiger

Etd

The effect of teaching and mentoring silence, solitude and meditation on spiritual well-being

Öffentlichkeit Deposited

MLA citation style (9th ed.)

Jonathan D Hunstiger. The Effect of Teaching and Mentoring Silence, Solitude and Meditation On Spiritual Well-being. Denver Seminary. rim.ir.atla.com/concern/etds/bd8d14d0-1606-47a6-a472-301d8f4b4175?locale=de.

APA citation style (7th ed.)

J. D. Hunstiger. The effect of teaching and mentoring silence, solitude and meditation on spiritual well-being. https://rim.ir.atla.com/concern/etds/bd8d14d0-1606-47a6-a472-301d8f4b4175?locale=de

Chicago citation style (CMOS 17, author-date)

Jonathan D Hunstiger. The Effect of Teaching and Mentoring Silence, Solitude and Meditation On Spiritual Well-Being. Denver Seminary. https://rim.ir.atla.com/concern/etds/bd8d14d0-1606-47a6-a472-301d8f4b4175?locale=de.

Note: These citations are programmatically generated and may be incomplete.

Schöpfer

Jonathan D Hunstiger

Rechteerklärung

In Copyright

Alternativer Titel

Effect of silence, solitude, and meditation on spiritual well-being resulting from the mentoring process

Abstrakt

The thesis of this study is that teaching and mentoring Christians in the practice of the spiritual disciplines of solitude, silence, and meditation will increase spiritual well-being more than the increase of spiritual well-being of those taught but not mentored. To test this thesis, the author designed and taught a course in the spiritual disciplines and mentored selected participants in the practice of solitude, silence, and meditation. Ten recruits were selected for this study and were divided into two groups. Both groups were instructed at the same time, but only Group One was mentored on a weekly basis between class sessions. The measurement to determine if those who were mentored in the disciplines had an increase in practice and spiritual well-being above those who were only taught was to compare the pre-/post-test SWB and Discipline Frequency Report scores between the two groups. All participants increased in the practice of the three spiritual disciplines, but there was no statistically significant difference between the mentored and non-mentored group, nor was there a statistically significant correlation between the frequency of practicing the three disciplines and increase in the SWB score. The thesis was partially supported.

Herausgeber