Date

8-6-2025

Department

School of Behavioral Sciences

Degree

Doctor of Philosophy in Psychology (PhD)

Chair

Laura Rolen

Keywords

attachment, connectedness, student-instructor relationship, teacher-student relationship, student thriving, academic wellbeing, social wellbeing, emotional wellbeing, higher education

Disciplines

Psychology

Abstract

This mixed-methods study explored student-instructor connectedness and student thriving as predictors of living a calling for graduates of four-year higher education institutions. It also investigated which aspect of student thriving - academic, emotional, or social - is most predictive of living a calling. While research addresses these variables individually, limited research has been conducted to address their interconnection and the results for four-year higher education graduates. All variables were measured using established scales. The mixed-method approach encompassed qualitative data from surveys and quantitative data from interviews with graduates of four-year higher education institutions. A total of 79 participants were recruited through Facebook, LinkedIn, and Liberty University and were graduates of institutions within the United States, with 10 volunteering to participate in interviews. Data were analyzed using multiple linear regressions to assess the predictive value of the independent variables on living a calling. Multiple linear regressions revealed no significance, while quantitative analysis revealed nine major themes: avoidant attachment, calling and purpose, comfort and openness, community and belonging, dependable relationship over time, mentoring and guidance, pedagogical impact, relational connection, and self and spiritual awareness. Relational connection was the most frequent theme that emerged across the 10 interviews conducted. This research contributes to a deeper understanding of student-instructor connectedness, student thriving, and living a calling after graduation.

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