Benefits and Barriers to Professor Transparency
Relationality and attachment to professors play a vital role for those interested in interweaving the relational work of psychology with aspects of faith, meaning, and identity, such as is done in the integration of psychology and religion. The present study investigated student and faculty percepti...
| Auteurs: | ; ; ; |
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| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
Sage Publishing
2021
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| Dans: |
Journal of psychology and theology
Année: 2021, Volume: 49, Numéro: 4, Pages: 387-404 |
| Sujets / Chaînes de mots-clés standardisés: | B
Enseignant à l’université
/ Transparence (art)
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| Classifications IxTheo: | CF Christianisme et science FB Formation théologique |
| Sujets non-standardisés: | B
Intégration
B professor transparency B Self-disclosure B transformational learning |
| Accès en ligne: |
Volltext (lizenzpflichtig) |
| Résumé: | Relationality and attachment to professors play a vital role for those interested in interweaving the relational work of psychology with aspects of faith, meaning, and identity, such as is done in the integration of psychology and religion. The present study investigated student and faculty perceptions of affective presence and transparency at explicitly Christian American Psychological Association (APA)-accredited doctoral programs. A total of 229 students and 51 faculty completed a questionnaire consisting of qualitative questions regarding barriers to transparency, formative experiences, and growth areas. Grounded-theory analysis revealed faculty are thoughtfully considering how to engage in transparency, while also considering boundary issues, power dynamics, and personal fears. Students valued professor transparency and attachment to the professor through mentorship. Implications are discussed surrounding reflective use of transparency, intersectionality, and the importance of cultivating co-regulating classroom environments. |
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| ISSN: | 2328-1162 |
| Contient: | Enthalten in: Journal of psychology and theology
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| Persistent identifiers: | DOI: 10.1177/0091647120968139 |