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Bethel University BETHEL UNIVERSITY BETHEL SEMINARY ST. PAUL INTRINSIC MOTIVATION IN IDENTITY DEVELOPMENT: A BIBLICAL APPROACH TO PSYCHOMETRIC TESTING IN A CANADIAN DISCIPLESHIP ENVIRONMENT A THESIS PROJECT SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DOCTOR OF MINISTRY DEGREE IN GLOBAL AND CONTEXTUAL LEADERSHIP BY BRADLEY D. FRIESEN ST. PAUL, MINNESOTA MAY 2015 2 ACKNOWLEDGMENTS Above all, I would like to give thanks to the Father, the Son and the Holy Spirit. In the process of this research my relationship with you went to a new level. I’m so glad that together we accomplished this work for Your kingdom. This research was only accomplished due to the support and love of some key individuals. I’m grateful to you all. I want to give my deepest thanks to my best friend and my biggest support, my wife Krista. Along with my daughters Tianna and Tiegan, they have helped me and put up with me through the process of this education. I can’t thank you enough, but I will never stop trying. I also wish to express deep gratitude to Dr. Wilbur Stone for believing in me as a student, but also as a fellow worker in the Kingdom we serve. Without your belief in me, I could not have accomplished this journey. You are a change agent and I am proof. My deepest appreciation also goes to Dr. Sam Rima for being one of the greatest educational facilitators from whom I have had the pleasure to learn. Your deep commitment to innovation has caused me to research this project in order to change the direction of the church globally. You have inspired change in this world. I also wish to express thanks to some of my dearest friends who supported me practically through this journey. Great thanks go to Paul Benjamin, Wilbur Sargunaraj, Ken Castor, Ramon Pastrano, Matt Runion, Brad Teigen and Wayne Smele. Without 3 your belief in me and in my ability to work towards this goal, I truly believe I would not have been able to complete it. I want to thank the greatest team I have ever worked with in research. Thank you to my advisor Jeanine Parolini, my second reader Katie Friesen and the greatest editor in the world, Andrew Gross. When I was down, you picked me up. When I expressed to the Lord that I was not good enough to do this work, He assured me I wasn’t, but that He had given me a team that was. I’m so grateful to you all. Finally, I want to thank Bethel Seminary for creating the greatest program I could have dreamed of. In completing the Doctor of Ministry in Global and Contextual Leadership, my faith has grown and my global impact has multiplied. Thank you to all of the staff at Bethel who helped me to accomplish this dream. 4 CONTENTS LIST OF FIGURES ...............................................................................................................6 ABSTRACT ...........................................................................................................................7 DEDICATION .......................................................................................................................9 INTRODUCTION: WHO AM I? ..........................................................................................10 CHAPTER ONE: FINDING YOURSELF IN A CHANGING WORLD .............................12 The Problem and Its Context .....................................................................................12 The Setting of the Project ..........................................................................................14 The Importance of the Project ....................................................................................15 Research Methodology ..............................................................................................20 CHAPTER TWO: REFLECTING THE IMAGO DEI ..........................................................23 A Biblical Call for Evaluation ...................................................................................26 A Biblical Standard for Evaluation ............................................................................28 Biblically Measureable Units .....................................................................................43 CHAPTER THREE: REVIEW OF RELATED LITERATURE ...........................................56 Student Self-Measurement in Canada ........................................................................56 Canadian Tools and Resources Measured .................................................................64 Literature Summary ...................................................................................................84 CHAPTER FOUR: RESEARCH METHODOLOGY AND CASE STUDY PROJECT DESCRIPTION......................................................................................................................86 Rational for Qualitative Methodology .......................................................................86 5 Case Study Project Overview: The ButterKnife Project ............................................91 CHAPTER FIVE: FINDINGS ...............................................................................................110 Qualitative Findings ...................................................................................................111 Quantitative Findings .................................................................................................117 Synthesis and Generalization .....................................................................................124 CHAPTER SIX: THE IDENTITY EDGE .............................................................................126 The Identity Edge (IE) ...............................................................................................126 Strengths and Weaknesses of the Project Design ......................................................138 Research Applications and Conclusion of the Project ...............................................144 CHAPTER SEVEN: REFLECTIONS ...................................................................................146 The Researcher’s Personal Reflection .......................................................................146 Areas of Further Research ........................................................................................149 Conclusion .................................................................................................................150 APPENDIX A: PERSONAL SELF-AWARENESS PROJECT CONSENT FORM FOR LEVEL THREE RESEARCH ......................................................................................152 APPENDIX B: LOVE LANGUAGE SELF-ASSESSMENT ...............................................155 APPENDIX C: CULTURAL INTELLIGENCE SELF-ASSESSMENT ..............................160 APPENDIX D: BUTTERKNIFE PROFILE .........................................................................162 BIBIOGRAPHY ....................................................................................................................164 6 LIST OF FIGURES TABLE 4.1, CDBCs Used to Externally Validate the ButterKnife Project ..........................95 TABLE 5.1, Axial Coding of Qualitative Data .....................................................................114 TABLE 5.2, Axial and Selective Codes of Qualitative Data .................................................115 TABLE 5.3a, Identity Development Data at a Glance .........................................................118 TABLE 5.3b, Identity Development Data, Question-by-Question ........................................119-120 TABLE 5.4a, Motivation Self-Awareness Data at a Glance .................................................121 TABLE 5.4b, Motivation Self-Awareness Data, Question-by-Question ..............................122-123 FIGURE 6.1, Holistic Individual Map ...................................................................................135 7 ABSTRACT The problem this project addressed was the ineffectiveness of self-measurement tools currently used for discipleship by Canadian discipleship and Bible colleges (CDBC) to guide their students toward self-identification for life development and planning. In response to this problem the researcher conducted an in-depth qualitative study of self- measurement tools in which he compared these tools to a biblical gauge for self- measurement. He then led ten undergraduate students through a semester-long discipleship program that centered on the tests that he deemed most appropriate. He measured the students’ growth of self-knowledge and motivation over the duration of the semester. From this investigation, the researcher developed a holistic model of self- measurement called the Identity Edge. This model uses four psychometric tests to help students evaluate their own capacity to love God and others with all their heart, soul, mind and strength. To measure loving with all the heart, the model uses Gary Chapman’s Love Language assessment. To measure loving with all the soul, the model uses a spiritual gifts inventory designed by the location of the research, Rocky Mountain College. To measure loving with the entire mind, the model uses Gallup’s StrengthsFinder assessment. To measure loving with all the strength, the model uses a cultural intelligence instrument derived from the Multi-Rater CQ Assessment. The Identity Edge is based on the researcher’s “ButterKnife Principle,” which states that something’s “design reveals the will of the designer.” In other words, a 8 person’s unique identity demonstrates God’s will for his or her life; hence the need to understand oneself deeply through
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