Toward a New Measure for Faith and Civic Engagement: Exploring the Structure of the FACE Scale
Bibliographic record
Abstract
Civic and political engagement may encourage individuals to make positive societal contributions and thus act as responsible and productive citizens. A positive relationship between civic/political engagement and the extent of one's faith-based beliefs and behaviors has been the basis for a growing field of research (e.g., Becker & Dhingra, 2001 Becker, P. and Dhingra, P. 2001. Religious involvement and volunteering: Implications for civil society. Sociology of Religion, 62: 315–355. [Crossref], [Web of Science ®] , [Google Scholar]; Chickering, 2006 Chickering, A. W. 2006. Strengthening spirituality and civic engagement in higher education. Journal of College & Character, 8(1): 1–5. [Google Scholar]; Dalton, 2006 Dalton, J. C. 2006. Community service and spirituality: Integrating faith, service, and social justice at DePaul University. Journal of College & Character, 8(1): 1–9. [Google Scholar], King, 2008 King, P. E. 2008. “Spirituality as fertile ground for positive youth development”. In Positive youth development and spirituality: From theory to research, 55–73. West Conshohocken, PA: Templeton Foundation Press. R. M. Lerner, R. W. Roeser, & E. Phelps [Google Scholar]; Uslaner, 2002 Uslaner, E. M. 2002. Religion and civic engagement in Canada and the United States. Journal for the Scientific Study of Religion, 41(2): 239–254. [Crossref], [Web of Science ®] , [Google Scholar]). Higher education programs that encourage students’ exploration and expression of faith/spirituality may promote a favorable attitude concerning civic engagement (Chickering, 2006 Chickering, A. W. 2006. Strengthening spirituality and civic engagement in higher education. Journal of College & Character, 8(1): 1–5. [Google Scholar]). Two studies addressed the relationship between civic/political engagement and faith-based perceptions and behaviors among university students (Study 1: n = 762; Study 2: n = 955). Study 1 ran an exploratory factor analysis on a 20-item Faith and Civic Engagement (FACE) scale and Study 2 replicated the factor structure through confirmatory factor analysis. Results identified five reliable and valid subscales: civic engagement, faith life, political importance, (target university) influences spiritual growth, and (target university) influences personal growth.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.021 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.003 | 0.002 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.003 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.007 | 0.002 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".