Some scholars have formed a more expansive view of knowledge that moves beyond the cognitive notion of intellect. For example, emotional intelligence (EI) theory posits that human intelligence encompasses both cognitive and emotional competencies, providing a framework for the concept of contemplative practices in an endeavor to support an eclectic understanding of cognition. Contemplative practices may benefit graduate student disposition and inform areas of educator preparation through the use of emotional adeptness in higher education. The purpose of this study was to: (a) develop a self-report measure: Scale of Contemplative Practice in Higher Education (SCOPE); (b) address the issues of validity and reliability related to the SCOPE; and (c) expand the understanding of contemplative practices in the literature. Data collected from an extensive review of the literature, reference to personal experiences, and consultation with an expert panel were used to generate scale items. Exploratory and confirmatory factor analyses were conducted to test the factor model. Analyses resulted in a 30-item factor model with strong reliabilities.
","abstract_html":"<p>Some scholars have formed a more expansive view of knowledge that moves beyond the cognitive notion of intellect. For example, emotional intelligence (EI) theory posits that human intelligence encompasses both cognitive and emotional competencies, providing a framework for the concept of contemplative practices in an endeavor to support an eclectic understanding of cognition. Contemplative practices may benefit graduate student disposition and inform areas of educator preparation through the use of emotional adeptness in higher education. The purpose of this study was to: (a) develop a self-report measure: Scale of Contemplative Practice in Higher Education (SCOPE); (b) address the issues of validity and reliability related to the SCOPE; and (c) expand the understanding of contemplative practices in the literature. Data collected from an extensive review of the literature, reference to personal experiences, and consultation with an expert panel were used to generate scale items. Exploratory and confirmatory factor analyses were conducted to test the factor model. Analyses resulted in a 30-item factor model with strong reliabilities.</p>","abstract_has_math":false,"creators":["Krikorian, Maryann"],"institution":null,"degree_name":"Doctor of Philosophy (PhD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Dawn Hunter","Randy Busse","Margie Curwen","Carlos López"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-05-01T07:00:00Z","date_published":"2016-05-01T07:00:00Z","updated_at":"2026-07-24T01:38:00Z","subjects":["contemplative practices","holistic education","scale development","Cognition and Perception","Cognitive Psychology","Educational Assessment, Evaluation, and Research","Educational Methods","Higher Education","Other Education","Other Psychology","Social and Philosophical Foundations of Education","Theory and Philosophy"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.chapman.edu/ces_dissertations/8","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dawn Hunter","Randy Busse","Margie Curwen","Carlos López"]},{"key":"dc:creator","label":"Author","values":["Krikorian, Maryann"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["contemplative practices","holistic education","scale development","Cognition and Perception","Cognitive Psychology","Educational Assessment, Evaluation, and Research","Educational Methods","Higher Education","Other Education","Other Psychology","Social and Philosophical Foundations of Education","Theory and Philosophy"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.chapman.edu/ces_dissertations/8"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Some scholars have formed a more expansive view of knowledge that moves beyond the cognitive notion of intellect. For example, emotional intelligence (EI) theory posits that human intelligence encompasses both cognitive and emotional competencies, providing a framework for the concept of contemplative practices in an endeavor to support an eclectic understanding of cognition. Contemplative practices may benefit graduate student disposition and inform areas of educator preparation through the use of emotional adeptness in higher education. The purpose of this study was to: (a) develop a self-report measure: Scale of Contemplative Practice in Higher Education (SCOPE); (b) address the issues of validity and reliability related to the SCOPE; and (c) expand the understanding of contemplative practices in the literature. Data collected from an extensive review of the literature, reference to personal experiences, and consultation with an expert panel were used to generate scale items. Exploratory and confirmatory factor analyses were conducted to test the factor model. Analyses resulted in a 30-item factor model with strong reliabilities.
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"],"dc:identifier":["https://digitalcommons.chapman.edu/ces_dissertations/8"],"dc:source":["Krikorian, M. (2016). The development of the scale of contemplative practice in higher education (Doctoral dissertation). https://doi.org/10.36837/chapman.000014"],"dc:subject":["contemplative practices","holistic education","scale development","Cognition and Perception","Cognitive Psychology","Educational Assessment, Evaluation, and Research","Educational Methods","Higher Education","Other Education","Other Psychology","Social and Philosophical Foundations of Education","Theory and Philosophy"],"dc:title":["The Development of the Scale of Contemplative Practice in Higher Education"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy (PhD)"]},"updated_at":"2026-07-24T01:38:00Z"}