Robert G. Crosby

Church Support as a Predictor of Children's Spirituality and Prosocial Behavior

Church affiliation has been associated with many developmental benefits for children and adolescents, including higher levels of prosocial behavior; however, research has only minimally explored the mechanisms mediating these relationships. The current study examines the extent to which social support at church (i.e., church support) predicts childrens prosocial behavior independent of family religious practices and, subsequently, the extent to which the relationships between family religious practices, church support, and prosocial behavior are mediated by spirituality. Self-report survey data were collected from 279 church-going children between the ages of 6 and 13. Results of a structural equation model (SEM) analysis found that church support independently predicted spirituality and prosocial behavior after controlling for family religious practices. Spirituality partially mediated the relationship between church support and prosocial behavior. On average, boys reported significantly lower levels of church support, which in turn predicted lower levels of prosocial behavior both directly and indirectly via spirituality. Implications for parents and church leadership are discussed.

Evidence-Based Online Course Development Practices Using Three Years of Incoming Student Data

Knowledge of university students’ reading speed and learning style preferences allow online course designers to more effectively meet the academic needs of all learners. The present study utilizes three years of incoming student data (N = 1796) from a mid-sized online Christian university to determine whether student’s average online reading speed and learning style preferences differ significantly between declared majors. Results showed that English majors had a faster onscreen reading time than business and psychology majors. Significant betweenmajor differences were also detected for five of the seven learning style preferences. Implications for course designers are discussed.

Effect of Personalized Instructor–Student E-mail and Text Messages on Online Students’ Perceived Course Quality, Social Integration With Faculty, and Institutional Commitment

Social isolation among online college students may be a key contributor to the higher attrition rates reported by online universities relative to traditional institutions. This experiment investigated the effects of instructor–student communication on online students’ self-reported social integration with faculty, institutional commitment, and perceived course quality. Participants were 242 students (26% men, 74% women) age 18 to 60 years (M = 30.00, SD = 9.26) attending a midsized private Christian university in Southern California. Participants received varying frequencies (never, once, and weekly) and types (none, e-mail, and text) of personalized instructor–student messages. Students who received weekly messages rated their courses more highly after 4 weeks, but this effect later disappeared. There was no effect on social integration with faculty or institutional commitment. Results provide some support for consistent instructor–student communication but discourage a formulaic approach to combating student isolation and attrition.

The Measurement and Evaluation of Children's Ministry Praxis

Popular books and resources for childrens ministers are typically based on philosophical assertions, anecdotal evidence, or the experience of the author, rather than on empirical evidence. The present study seeks to advance the science of childrens ministry by validating a measure of childrens ministry praxis and determining whether different approaches to childrens ministry are actually associated with the outcomes they are assumed to produce. Statistical analyses of existing survey data collected from 201 Nazarene churches in the United States revealed three empirically distinct ministry models differentially associated with attendance growth, conversion rates, evangelism rates, and service participation. Practical implications are discussed.

Examining the Formal Education of Children's Ministers in the United States: Suggestions for Professional Development, Christian Education, and Emerging Research

There is currently no empirically supported consensus on what childrens ministers need to know in order to effectively serve the children in their local congregations. To shed light on this question, this paper presents a qualitative content analysis of undergraduate childrens ministry degree programs in the United States (N = 30). Findings revealed a strong emphasis on theology and general ministry preparation, with most programs drawing from the related academic disciplines of psychology and education. Childrens ministry specific courses included philosophical, programming, and administrative topics. Commonly assigned textbooks included both philosophical and practical content. Implications for practice and research are discussed.