ABSTRACT The purpose of this paper was to examine the institutional conditions and educational practices associated with the development of first-year students’ capacities to script their own religious, spiritual, and worldview narratives through exposure to and thoughtful reflection on encounters with diverse others. We longitudinally administered a theoretically-derived and empirically-validated measure of interfaith learning and development to 7,194 first-year students enrolled in one of 122 institutions. In addition, we weighted data to reflect national demographic presentations for first-year students and used hierarchical linear modeling to account for students nested within institutions. Results indicated that development gains were related to institutional interfaith commitments, including the provision of opportunities for students to participate in at least two formal interfaith co-curricular experiences during the first year in college.

中文翻译：

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拥有信念：大学一年级和学生自主世界观承诺的发展

摘要 本文的目的是通过接触和深思熟虑地反思与不同其他人的相遇，研究与一年级学生编写自己的宗教、精神和世界观叙事的能力发展相关的制度条件和教育实践。我们对就读于 122 所机构之一的 7,194 名一年级学生纵向进行了一项理论推导和经验验证的跨信仰学习和发展测量。此外，我们对数据进行加权以反映一年级学生的全国人口统计数据，并使用分层线性模型来解释嵌套在机构内的学生。结果表明，发展收益与机构信仰间承诺有关，