Authors: Sorenson, Randall Lebmann; Derflinger, Kimberly R.; Bufford, Rodger K.; McMinn, Mark R.
Journal of Psychology & Christianity, Vol. 23(4), Winter2004, pp. 355-365
Abstract:
A relational attachment model of how students learn integration at Rosemead and Fuller was replicated with clinical psychology psychology doctoral students at George Fox University and Wheaton College (Illinois). Structural equation modeling of multitrait-multimethod matrices tested how well faculty members could recognize what students readily identify in professors as most useful to students’ integration, and latent Semantic Analysis interpreted what students found most important.
