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Dissertation/Thesis Abstract

The Development of the Scale of Contemplative Practice in Higher Education
by Krikorian, Maryann, Ph.D., Chapman University, 2016, 140; 10113306
Abstract (Summary)

Some scholars have formed a more expansive view of knowledge that moves beyond the cognitive notion of intellect. For example, emotional intelligence (EI) theory posits that human intelligence encompasses both cognitive and emotional competencies, providing a framework for the concept of contemplative practices in an endeavor to support an eclectic understanding of cognition. Contemplative practices may benefit graduate student disposition and inform areas of educator preparation through the use of emotional adeptness in higher education. The purpose of this study was to: (a) develop a self-report measure: Scale of Contemplative Practice in Higher Education (SCOPE); (b) address the issues of validity and reliability related to the SCOPE; and (c) expand the understanding of contemplative practices in the literature. Data collected from an extensive review of the literature, reference to personal experiences, and consultation with an expert panel were used to generate scale items. Exploratory and confirmatory factor analyses were conducted to test the factor model. Analyses resulted in a 30-item factor model with strong reliabilities.

Indexing (document details)
Advisor: Hunter, Dawn
Commitee: Busse, Randy, Curwen, Margie, Lopez, Carlos
School: Chapman University
Department: Education Studies
School Location: United States -- California
Source: DAI-A 77/11(E), Dissertation Abstracts International
Subjects: Higher education
Keywords: Contemplative practices, Emotional intelligence, Holistic education, Measurement, Scale development
Publication Number: 10113306
ISBN: 978-1-339-76426-9
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