Barriers to Leading Small Groups among Generation Z and Younger Millennials: An Exploratory Factor Analysis and Implications for Recruitment and Training

2021 ◽  
pp. 073989132110184
Author(s):  
David R. Dunaetz ◽  
Diane T. Wong ◽  
Alexandria L. Draper ◽  
Jacob P. Salsman
Keyword(s):  
Social Support ◽  
Factor Analysis ◽  
Small Group ◽  
Exploratory Factor Analysis ◽  
Group Dynamics ◽  
Small Groups ◽  
Generation Z ◽  
Biblical Foundations ◽  
And Training ◽  
Group Skills

Small groups are an essential aspect of contemporary churches, playing an important role in community building, support, spiritual formation, and accountability. However, their number and impact are often limited due to a lack of people willing to lead a small group, a problem faced by each new generation. This exploratory study of 217 young adults in church small groups (median age = 24.0 years), including both leaders and non-leaders of small groups, examines potential barriers to small group leadership. An exploratory factor analysis found six barriers: Desire to lead a small group, Skills in group dynamics, Desire to positively influence others, Social support, Biblical foundations, and Stability. The hypothesis that some barriers would be greater than others was supported: Stability and Desire to lead a small group were the greatest barriers whereas Desire to positively influence others was the lowest. The hypothesis that these barriers would be greater for non-leaders of small groups than for leaders of small groups was supported for all six barriers. The difference between leaders and non-leaders was largest for Desire to lead a small group, Skills in group dynamics, Social support, and especially Biblical foundations. These results lead to important insights for recruiting and training Generation Z and younger Millennials to be small group leaders.

scholarly journals Upper Primary Students' Perceptions of Small Group Learning in Learning Vietnamese Language

2021 ◽  
Author(s):  
◽  
Luong Hai Nhu Nguyen
Keyword(s):  
Small Group ◽  
Small Groups ◽  
Primary Schools ◽  
Cultural Context ◽  
Group Learning ◽  
Primary Students ◽  
Small Group Learning ◽  
Two Phase ◽  
Group Assessment ◽  
Group Skills

<p>The purpose of this study was to investigate the perceptions of upper-year students in Vietnamese primary schools about learning in small groups when studying Vietnamese language in comparison to traditional methods. Students’ perceptions of small group learning were explored through examination of five main factors: benefits, difficulties, group types, individual accountability, and group assessment.  An interpretive approach was used to explore the topic, from which data were collected in a two-phase multi-case study using both quantitative and qualitative methods. Four classes of three primary schools in Ho Chi Minh City, having different applications of small groups in learning, were selected for observation and survey by questionnaire. Twenty four students from the first phase of the study varying in gender and learning achievement were chosen for face-to-face interviews to examine more in-depth their perceptions about small group learning. To improve the trustworthiness of the research, teachers from these classes and principles of the schools were interviewed to obtain a more accurate overview of the research.  The study found that overall, Vietnamese upper-primary students preferred to learning in small groups to the traditional whole-class model despite the differences in implementing small group learning in each school. The results showed a positive concurrence with existing literature on the main findings, such as the three main benefits to students’ outcomes (e.g. academic achievement, social skills, and attitudes); and some inevitable difficulties when using this method for learning (e.g. time management, isolation and lack of group skills). The students’ choices of group types also reflected the current international students’ perceptions (e.g. preference for heterogeneous ability but homogeneous gender group).  The research also presented some interesting points unique to the Vietnamese context which might enrich the current literature of students’ perceptions of small group learning. They were the preference for large group sizes, the two-aspects of leadership, the preference for whole-group assessment, and the suitability of this method for learning Vietnamese language rather than other subjects. The research also showed the underlying influences of the desire for better achievement, the consideration for others’ feelings and the collective cultural context on Vietnamese upper primary students’ views of small group learning in learning Vietnamese language. The relationships between students’ gender and achievement to their perceptions of small group learning were also mentioned and described though these were not strong enough to generalise. A theoretical framework was proposed to illustrate the research findings. These findings suggest that small group learning should be implemented more frequently in Vietnamese primary schools and the study recommends that there be further training in group skills for students.</p>

All the Rage: How Small Groups Are Really Educating Christian Adults Part 2: Augmenting Small Group Ministry Practice—Developing Small Group Leadership Skills through Insights from Cognate Theoretical Disciplines

2008 ◽  
Vol 5 (2) ◽  
pp. 391-414 ◽  
Author(s):  
Mark A. Lamport ◽  
Mary Rynsburger
Keyword(s):  
Small Group ◽  
Group Dynamics ◽  
Small Groups ◽  
Communication Theory ◽  
Academic Disciplines ◽  
Group Practice ◽  
Group Leaders ◽  
Current State ◽  
Ministry Practice ◽  
Small Group Leaders

This three-part series considers the current and widespread trend of church-based small groups for adult spiritual formation. It is proposed that a focus on relationships must be kept in balance with learning and application of biblical truth in order for greater spiritual growth to result. The mini-series appears in three parts: The first article (Spring 2008) assesses small group ministries for an understanding of the current state of its sometimes blemished practice. In addition, a review of Christian-oriented small group literature is included, as well as an annotated bibliography of non-Christian-oriented small group literature. The second article (Fall 2008) is intended to augment small group practice by adapting key educational insights from the academic disciplines of group dynamics, communication theory, and educational psychology. The third article (Spring 2009) anchors small group practice by delving into the unique spiritual aspects of learning and addresses the biblical/theological apologetic for the centrality of Scripture. Finally, suggested applications are given for small group leaders and trainers of leaders as to how adults may be more effectively stimulated to learn and grow through such group involvement.

All the Rage: How Small Groups are Really Educating Christian Adults Part Three: Anchoring Small Group Ministry Practice—Biblical Insights and Leadership Development

2009 ◽  
Vol 6 (1) ◽  
pp. 112-125 ◽  
Author(s):  
Mary Rynsburger ◽  
Mark A. Lamport
Keyword(s):  
Leadership Development ◽  
Small Group ◽  
Group Dynamics ◽  
Small Groups ◽  
Communication Theory ◽  
Academic Disciplines ◽  
Group Practice ◽  
Group Leaders ◽  
Ministry Practice ◽  
Small Group Leaders

This three-part series considers the current and widespread trend of church-based small groups for adult spiritual formation. It is proposed that a focus on relationships must be kept in balance with learning and application of biblical truth in order for greater spiritual growth to result. The mini-series appears in three parts: The first article (Spring 2008) assesses small group ministries for an understanding of the current state of its sometimes blemished practice. In addition, a review of Christian-oriented small group literature is included, as well as an annotated bibliography of non-Christian-oriented small group literature. The second article (Fall 2008) is intended to augment small group practice by adapting key educational insights from the academic disciplines of group dynamics, communication theory, and educational psychology. The third article (Spring 2009) anchors small group practice by delving into the unique spiritual aspects of learning and addresses the biblical/theological apologetic for the centrality of Scripture. Finally, suggested applications are given for small group leaders and trainers of leaders as to how adults may be more effectively stimulated to learn and grow through such group involvement.

scholarly journals Validation of Academic burnout scale among Moroccan trainee teachers

2021 ◽  
Vol 319 ◽  
pp. 02026
Author(s):  
Zineb Boumaaize ◽  
Youssef El Madhi ◽  
Hajar Darif ◽  
Abdelmajid Soulaymani ◽  
Anne-Marie Vonthron ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Psychometric Properties ◽  
Exploratory Factor Analysis ◽  
Descriptive Analysis ◽  
Maslach Burnout Inventory ◽  
Academic Burnout ◽  
Trainee Teachers ◽  
Regional Center ◽  
Regional Centers ◽  
And Training

With the aim of measuring trainee’s academic burnout, the Maslach Burnout Inventory –Student Scale was translated, revised and validated. A cross-sectorial study took place between November and March 2020.The sample consisted 160 trainee teachers (36% males, 64% females) from Kénitra Regional Center of Education and Training (CRMEF). The average age is 27.94 ± 5.44 years. The Data collected was analyzed by SPSS to establish descriptive analysis, calculate reliability, and other psychometric properties. An exploratory factor analysis was used to validate the MBI-SS instrument. The results indicated the conservation of three factors. All subscales had satisfactory reliability. This study can be applied to more specific samples in other regional centers.

scholarly journals Characteristics of the handball game at the senior’s level in the current time period

2019 ◽  
Vol 1 ◽  
pp. 46-49
Author(s):  
Mihai Timofte ◽  
Florin Leuciuc
Keyword(s):  
Small Group ◽  
Small Groups ◽  
Current Time ◽  
Training Models ◽  
Time Period ◽  
Fast Pace ◽  
The Difference ◽  
And Performance ◽  
And Training ◽  
Sporting Performance

In order to properly prepare a team, it is necessary to act physically, technically, tactically and motivationally to learn to analyze the situations of the game and to solve them in complex conditions. Achieving sporting performance is based on the implementation of an optimal game strategy and concept, from which game models are developed and training models are tailored according to the potential of the team. In order to achieve performance in handball, efficiency is an essential part, and this largely depends on the handball player's experience and his ability to concentrate on key moments of matches. The increasing number of scored goals is a consequence of the increasing number of attacks, the reduction of the duration of the attack and the marking of goals on the counterattack; all these rely on the principles of dynamic and fast pace game. To meet these requirements in the current handball, players have to face the new physical, technical and tactical demands required by the fast and sustained rhythm of the game. The difference in game is done by individual or small group actions and where decisional speed is essential in gaining efficiency and performance, so workouts must focus on: improving the technique and individual tactics; creating the ability to solve the 1-to- 1 relationship in attack and defence; compliance with the established tactical plan; to improve collaboration on small groups (2 to 2, 3 to 3).

scholarly journals Small Group Dynamics and Extended Gas

2000 ◽  
Vol 174 ◽  
pp. 148-153
Author(s):  
F. Combes
Keyword(s):  
Dark Matter ◽  
Small Group ◽  
Group Dynamics ◽  
Small Groups ◽  
Gas Dynamics ◽  
X Rays ◽  
Galaxy Interactions ◽  
Galaxy Groups ◽  
Hot Gas ◽  
Ram Pressure

AbstractInteractions between galaxies have spectacular effects on gas dynamics, and small galaxy groups are a privileged place to investigate them. In particular, they could test the existence of cold H2 gas as dark matter in the outer parts of galaxies. HI observations have revealed that galaxies in small groups are deficient in atomic gas, like in richer galaxy clusters such as Virgo, although in a lesser extent. Galaxy interactions could be the cause of this deficiency, stripping the gas out of galaxies and enriching the inter-cluster medium (ICM) in hot gas, which in turn strips gas through ram pressure. Alternatively, the gas present at the formation of the group could have been heated to its virial temperature, and be observed now as X-rays. The dynamical processes related to this extended gas in small galaxy groups are reviewed.

scholarly journals Factor Analysis of Social Support for Hepatitis-C Patients in Punjab

2020 ◽  
Vol 11 (4) ◽  
pp. 95
Author(s):  
Yasir Nawaz Manj ◽  
Falak Sher ◽  
Amjid Rehman ◽  
Qaisar Khalid ◽  
Malik Muhammad Sohail
Keyword(s):  
Social Support ◽  
Factor Analysis ◽  
Hepatitis C ◽  
Exploratory Factor Analysis ◽  
Research Design ◽  
Exploratory Study ◽  
Quantitative Research ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Instrumental Social Support

This exploratory study aimed to highlight the significance of social support for hepatic patients to cope with their ailments. For this purpose, the study developed and tested social support model for hepatitis C patients. The researchers used quantitative research design to conduct this study. A cross sectional survey was conducted in five district headquarters hospitals of the Punjab. Total 500 hepatic patients were interviewed in the hospitals. The results of exploratory factor analysis showed that there were three constructs of social support namely; need for social support, available social support and instrumental social support. According to the results, hepatic patients felt that they need social support in order to cope with outcomes of this disease. The study suggested that socio-emotional care must be considered while treating hepatitis-C patients. Such care helped them to cope with the challenges faced by them during the treatment of this disease.

Occupational Therapy Assessment of Spirituality questionnaire: translation into Persian and psychometric testing

2021 ◽  
Vol 28 (5) ◽  
pp. 1-10
Author(s):  
Masoud Babaei ◽  
Ashraf Karbalaee-Nouri ◽  
Hassan Rafiey ◽  
Mehdi Rassafiani ◽  
Hojjatollah Haghgoo ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Occupational Therapy ◽  
Sample Size ◽  
Exploratory Factor Analysis ◽  
Internal Consistency ◽  
Content Validity ◽  
Occupational Therapists ◽  
Validity Index ◽  
Therapy Assessment ◽  
And Training

Background/aims Occupational therapy is a profession that uses holistic and person-centered approaches that deal with all aspects of daily life. Clients' needs fall into four areas, and one of them is spirituality. Therefore, occupational therapists should pay attention to this area, but there is little information on the status of occupational therapists' knowledge and use in clinical practice. The aim of this study was to translate the occupational therapy assessment of spirituality questionnaire into Persian and determine its validity, factor analysis and reliability. Methods This is a psychometric study that was conducted between June and September 2018. The Occupational Therapy Assessment of Spirituality is a self-report, 25-item questionnaire, with self-exploratory scoring that investigates occupational therapists' views on four factors: spirituality in the scope of practice following its addition in the theoretical framework; formal education and training on spirituality; need for future educational opportunities and training to address spirituality; and awareness of assessments and evaluations in occupational therapy that incorporate clients' spirituality. The International Quality of Life Assessment approach was used for translation. Content validity was performed with 10 occupational therapists regarding qualitative content validity, content validity index and content validity ratio. Exploratory factor analysis and internal consistency with a sample size of 125 people and test–retest coefficient with a sample size of 25 people were computed for reliability. Results Qualitative content validity was confirmed, with content validity index greater than 0.79 and content validity ratio greater than 0.62. During the exploratory factor analysis process, the number of factors was reduced to three factors and the number of questions were reduced from 21 to 15 questions. Internal consistency was good (0.88). Test–retest coefficient was 0.96, with a high level of significance (P<0.001). Conclusions The Persian version of the Occupational Therapy Assessment of Spirituality is a reliable and valid questionnaire and can be used among Iranian occupational therapists in different clinical settings.

scholarly journals Talking through the problems: a study of discourse in peer-led small groups

2016 ◽  
Vol 17 (3) ◽  
pp. 555-568 ◽  
Author(s):  
Michelle D. Repice ◽  
R. Keith Sawyer ◽  
Mark C. Hogrebe ◽  
Patrick L. Brown ◽  
Sarah B. Luesse ◽  
...  
Keyword(s):  
Small Group ◽  
Group Dynamics ◽  
Small Groups ◽  
Meaning Making ◽  
Peer Group ◽  
Group Learning ◽  
Small Group Learning ◽  
Group Setting ◽  
Joint Decision ◽  
Student Discourse

Increasingly, studies are investigating the factors that influence student discourse in science courses, and specifically the mechanisms and discourse processes within small groups, to better understand the learning that takes place as students work together. This paper contributes to a growing body of research by analyzing how students engage in conversation and work together to solve problems in a peer-led small-group setting. This qualitative study evaluates video of Peer-Led Team Learning (PLTL) sessions in general chemistry, with attention to both the activity structures and the function of discourse as students undertook different types of problems across one semester. Our findings suggest that students talk their way through the problems; practicing a combination of regulative and instructional language to manage the group dynamics of their community of peer learners while developing and using specific disciplinary vocabulary. Additionally, student discourse patterns revealed a focus on the process of complex problem-solving, where students engage in joint decision-making by taking turns, questioning and explaining, and building on one another's ideas. While students in our study engaged in less of the deeper, meaning-making discourse than expected, these observations about the function of language in small-group learning deepens an understanding of how PLTL and other types of small-group learning based on the tenets of social constructivism may lead to improvements in science education, with implications for the structure of small-group learning environments, problem design, and training of peer group leaders to encourage students to engage in more of the most effective discourse in these learning contexts.

scholarly journals Upper Primary Students' Perceptions of Small Group Learning in Learning Vietnamese Language

2021 ◽  
Author(s):  
◽  
Luong Hai Nhu Nguyen
Keyword(s):  
Small Group ◽  
Small Groups ◽  
Primary Schools ◽  
Cultural Context ◽  
Group Learning ◽  
Primary Students ◽  
Small Group Learning ◽  
Two Phase ◽  
Group Assessment ◽  
Group Skills

<p>The purpose of this study was to investigate the perceptions of upper-year students in Vietnamese primary schools about learning in small groups when studying Vietnamese language in comparison to traditional methods. Students’ perceptions of small group learning were explored through examination of five main factors: benefits, difficulties, group types, individual accountability, and group assessment.  An interpretive approach was used to explore the topic, from which data were collected in a two-phase multi-case study using both quantitative and qualitative methods. Four classes of three primary schools in Ho Chi Minh City, having different applications of small groups in learning, were selected for observation and survey by questionnaire. Twenty four students from the first phase of the study varying in gender and learning achievement were chosen for face-to-face interviews to examine more in-depth their perceptions about small group learning. To improve the trustworthiness of the research, teachers from these classes and principles of the schools were interviewed to obtain a more accurate overview of the research.  The study found that overall, Vietnamese upper-primary students preferred to learning in small groups to the traditional whole-class model despite the differences in implementing small group learning in each school. The results showed a positive concurrence with existing literature on the main findings, such as the three main benefits to students’ outcomes (e.g. academic achievement, social skills, and attitudes); and some inevitable difficulties when using this method for learning (e.g. time management, isolation and lack of group skills). The students’ choices of group types also reflected the current international students’ perceptions (e.g. preference for heterogeneous ability but homogeneous gender group).  The research also presented some interesting points unique to the Vietnamese context which might enrich the current literature of students’ perceptions of small group learning. They were the preference for large group sizes, the two-aspects of leadership, the preference for whole-group assessment, and the suitability of this method for learning Vietnamese language rather than other subjects. The research also showed the underlying influences of the desire for better achievement, the consideration for others’ feelings and the collective cultural context on Vietnamese upper primary students’ views of small group learning in learning Vietnamese language. The relationships between students’ gender and achievement to their perceptions of small group learning were also mentioned and described though these were not strong enough to generalise. A theoretical framework was proposed to illustrate the research findings. These findings suggest that small group learning should be implemented more frequently in Vietnamese primary schools and the study recommends that there be further training in group skills for students.</p>

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