Research Hypothesis

Below is the null hypothesis which was tested at 0.05 level of significance:

H01: There is no significant relationship between spiritual and psychological formation

encountered by the SHS of SAIT to their level of attitudes.

H02: There is a no significant effect of the spiritual and psychological formation toward
the students’ attitudes.

Theoritical Framework

The theoritical backbones of the study are the following theories: four domains

of spiritual health and well-being by Fisher (2011),Religion and Well-Being theory by

Matheson & Anisman, (2010), Mindfulness theory by Desbordes (2015) Fowlers’ Faith

theory (2004)

The four domains of spiritual health and well-being theory by Fisher (2011)

proposed that personal (to be with themselves), communal (to be with others),

environment (with the environment), and transcendental (with a transcendent) are the

basis of the spiritual formation to young senior high school students since human needs

the presence of each individual because through them the person become what they

are and even within or outside the campus students may not hold the view that they are

sole contributors to their own spiritual health. The quality of relationships in each of the

domain will vary overtime, or even non-existent, depending on circumstances, effort

and the personal worldview and beliefs of the person. Transformation of spiritual growth

through retreat, recollection, and BEC can also involve a gradual change of interest

and values, often including a pilgrimatic search for meaning and purpose. Regardless of

whether the process is sudden or gradual, within a religious context or outside of

religion, the experience involves a transformation of the self—change is its primary

feature

Additionally, Spiritual well-being theory by Fisher (2011) proposed that the

four domains model asserts that spiritual well-being encompasses the

psychological/cognitive, or knowledge, component of each domain, but goes beyond the

head to the very heart or core of a person through in-depth relationships (what is

referred to here as inspiration). Smith et al. (2013) sighted that spiritual well-being plays

an important role in positive youth development, resilience and health behavior.

Religion and well-being theory by Anisman (2010) is a social identity that is

grounded in a system of guiding beliefs and may serve as a powerful tool to shape

psychological formation and social processes of students. Religious practices such

recollections, retreat, BEC were very essential on religious relationship and this

practices linked with a greater sense of meaning and purpose among the students

(Chan, Tsai and Fuligni, 2015).

Lee and Hwang (2014) showed that private religious practice of students was

significantly correlated with increased levels of liveliness and better mental

psychological health in general.

Mindfulness theory by Desbordes (2015) has been proposed as a measurable

outcome of contemplative practices of students. Equanimity captures potentially the

most important psychological element in the improvement of well-being. Through

religious practices within the school it was found that recollection and retreat reduces

the effects of negative psychological events such as anxieties, depression, substance

abuse, emotional instability, academic stress, post-traumatic stress disorder,

psychophysiological disorders, borderline personality disorder, and suicidal/self-harm

behavior (Chiesa and Serretti 2011; Hofmann et al. 2010; Zoogman et al.2015), and

decreases recovery time after these events.

However, Keng et al. (2011) stated that mindfulness has relationship with

positive psychological effects (subjective well-being and behavioral regulation) and

negative correlation with psychological symptoms and emotional reactivity such as

anxiety, fear, worries and etc.

According to Fowler (2004), religious education implies the need to give

children love, care, and formative support as they are taught of God’s love for them.

Christian education cannot only be about building Christian principles into the lives of

students, but about giving opportunities to build those principles into the lives of others

and enable them to see the natural outflow of their faith.

Fowler (2004) further stated religious education entails the need to engage

students with their faith to the point that their faith becomes meaningful and sustaining

resources in their imaginations, will, knowledge, and moral development. As Christian

schools strive to guide the spiritual formation of students, they address the concept of

educating the whole child, which refers to a person’s heart, soul, and mind. Willard

(2002) described that the whole person, the concepts of the heart, soul, and mind of

human nature, can be broken down into six basic aspects. These aspects are: thought;

feeling; choice, or one’s will, body, which includes one’s actions and how well one

interacts with his or her physical surroundings; social context, or one’s interpersonal

interactions; and soul, which is the factor that integrates all of the above to form one life”

(Willard, 2002). Thus, a Christian school with the priority to invest in spiritual formation
 will have a process that is personal and social in nature” (Sink et al., 2007). This

process includes the three spheres: one’s relationship with God, with oneself, and with

others (Ma, 1999). By addressing the concept of educating the heart, soul, and mind of

their students, the school can influence key aspects of functioning (e.g., religion, stress

management, beliefs, emotionality, self-care, gender identity, identity, creativity) and

guide students’ ability to find meaningful work, to love, and to

have deep friendships” (Sink et al., 2007).

Schematic diagram

Independent Variable Dependent Variable

Attitudes of the senior high school

Level of students’ formation in terms
students towards: of:

a. Spiritual, and
a. Retreat, b. Psychological
b. Recollection, and

c. BEC

Figure1. A schematic diagram shows the relationship between the independent and

dependent variables of the study.

Significance of the Study

The purpose of the study was to assess the San Agustin Institute of Technology

student’ spiritual and psychological formation. This study would be beneficial to the

following:

Catholic students and non-Catholic students. They can primarily benefit

from this study. The result will hopefully give them essential information and knowledge

on their attitudes spiritually and psychologically based on the religious school activities.

Nun/Priest Religious formation office and the Campus Ministers office.

The two offices will benefit from this study since there will be information on the

students’ formation of spiritual and psychological outcomes with their suggestion to

improve and develop the BEC, retreat, and recollection. The findings will provide them

bases to make religious school practices more dynamic as the offices explore, introduce

and adopt new approaches or methodologies which are suitable to the needs of the

students at this time.

Theology/Religious Education Instructors. The findings of the study will be

additional information to broaden their awareness on the attitudes of the students in

terms of spiritual and psychological impact. The findings will hopefully enable them to

catechize intensely on the importance of spiritual development as well as the

psychological formation of students as one of the vehicles for social transformation of

the church by the presence of the young students’ commitment. Instructors or spiritual

leaders/educator could help motivate students especially those who are inactive in this

program.
 Future Researcher. The study would help the future researchers to

determine students’ formation about spiritual and psychological outcomes. The findings

will help them gain an objective perspective and wider understanding of the significance

of spiritual and psychological formation. Thus, the findings will surely be enriching to the

researcher to carry out responsibly of them to desire to become of the spiritual learners/

spiritual educator to their school and parish.

Scope and Delimitation

This study was focused on San Agustin Institute of Technology students’

spiritual and psychological formation. The participants of this research were the Catholic

and non-Catholic senior high school students who studied at San Agustin Institute of

Technology in the Academic Year 2019-2020. This study was delimited on students’

BEC, retreat, and recollection domains about the spiritual and psychological formation

program among the senior high school courses or programs namely; STEM, HUMS,

GAS, TVL.

Definition of Terms

In order to have a common on the terms used in this study, the following

are defined operationally:

Attitudes. For this study , this refer to beliefs, knowledge, appreciation and

behavior of the senior high school students toward spiritual and psychological formation.

It is further referred to a way of thinking and motivation or participation of the students

spiritual, and psychological formation in the Catholic school with three domains’
 Formation. In this sudy, it refers to the students growth and development

influence by the religious practices through retreat, recollection, and BEC. It is the goal

of SAIT school to promote a vision-mission formation to all Catholic and Non-Catholic

students.

Retreat. for this study, is refers to a spiritual program of SAIT, conducted

yearly the common location was in Impalambong Malaybalay City particularly in Jesuit

Retreat House (JRH) facilitated by the spiritual priest, theologian.

Recollection. In this study, it refers to a spiritual and psychological formation

as program of SAIT, conducted yearly the common location either in school or JRH. It is

facilitated by the spiritual educator leaders or the chosen religious practitioners.

Basic Ecclesial Community (BEC’s). In this study, this refers to a spiritual

program of San Agustin Institute of Technology senior high school. It is conducted once

in a month wherein all students gather in an assembly for a Bible/faith sharing session

and facilitated by the spiritual student leaders, trained as BEC facilitators. They are

Religious Education students, Campus minister members/leaders. The Campus

Minister of the senior high school responsible in initiating and organizing the BEC. It is

assisted bythe Campus Ministry club officers. The BEC follows certain structures or

models.

Spiritual. For this study, it refers to the degree of mastering the spiritual

values by personality, property of developed personality consciousness, expressed in

its intellectual, creative and ethical potentials.

 Psychological. In this study, it refers to the mental and emotional state of a

person.