First Advisor

Johnson, Brian

Document Type

Dissertation

Date Created

8-2019

Department

College of Education and Behavioral Sciences, Applied Psychology and Counselor Education, APCE Student Work

Abstract

A growing body of research indicates both potentially positive and negative experiences for sexual minorities with religious/spiritual (R/S) experiences. The current study sought to answer calls for larger samples and quantitative research methods at this intersection of identities by investigating the relationships between sexual minority identity development, religious schemata, R/S struggles, and life satisfaction among a sample of sexual minority adults with R/S experiences (N = 655). Hierarchical regression analyses were conducted to determine the variance explained by sexual identity development factors and religious schemata above and beyond the variance explained by demographic differences when explaining the outcome variables of R/S struggles and life satisfaction. Results showed participants with higher levels of sexual identity exploration and/or higher levels of religious fundamentalism reported higher levels of R/S struggles, whereas those with higher levels of sexual identity integration reported lower levels of R/S struggles. Additionally, participants with higher levels of sexual identity integration reported higher levels of life satisfaction. Interestingly, those with higher levels of religious fundamentalism also reported slightly higher levels of life satisfaction, although this result had a very small effect size and might have minimal practical significance. Age, education level, and relationship status were significant explanatory demographic variables. These results suggested understanding sexual identity development and religious schemata might be important in promoting the well-being of sexual minority individuals with R/S experiences.

Extent

313 pages

Local Identifiers

Paul_unco_0161D_10706.pdf

Comments

Fall 2019 Graduate Dean's Citation for Outstanding Thesis, Dissertation, and Capstone

Rights Statement

Copyright is held by the author.

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