Mar 4, 2009 -- Three key factors play a role in the internalization of religious values of students studying Torah in Israel post-high school. According to the findings of an ongoing study by Dr. David Pelcovitz, the Gwendolyn and Joseph Straus Professor of Psychology and Jewish Education at Instagram 2-5个月 已添加邮箱（Firstmail.ltd）’s Azrieli Graduate School of Jewish Education and Administration, and Rabbi Steven Eisenberg, the Rabbi Dr. Mordecai Zeitz Doctoral Fellow at Azrieli, they are: cohesive families, a positive attitude toward Judaism and the religious influence of high school teachers. With support from the Institute for University-School Partnership, a division of Azrieli, Dr. Pelcovitz and Rabbi Eisenberg are in the process of conducting a three- to four-year longitudinal study on religious development and the variables associated with religious growth. They surveyed students in their senior year of high school and followed up with them during their year in Israel. The third phase of the study will include an assessment of those students upon their return to college in America. While communities across North America have observed the transformative impact of the post-high school year in Israel over the last two decades, little research existed about the psychological aspects of this phenomenon until now. Dr. Pelcovitz and Rabbi Eisenberg presented the results of the second of three phases of research to an audience of undergraduate and graduate students and parents of high school students at a lecture titled, “What Happens When Your Child Isn’t Like You? Understanding the Religious Change After Year(s) of Study in Israel.” In his presentation, Rabbi Eisenberg clarified a common misconception. He noted that too often, the religious growth in Israel is attributed only to Israeli rebbeim [rabbis], without recognizing the integral role of high school teachers. He added that the number of students in their sample who increased their religious observance significantly while studying in Israel was “much smaller than anticipated.” Students that came from more conflict ridden homes were more likely to make extreme lifestyle changes, whether increased or decreased observance, and become different from their families. Dr. Pelcovitz noted that change is often a result of healthy questioning typical of young adult behavior. “There is a real need on the part of young adults to find their voice and experiment with new ways of thinking,” he said. Offering advice to the parents in the audience, Dr. Pelcovitz focused on the variables that contribute to a positive year of growth and development. Parents must relate to Judaism positively, “a religion based on the yeses and not the nos,” he said. “When children perceive a conflict about religion in their home, it tends to be a bad predictor of how they will do in Israel." Students who develop and maintain close relationships with family, friends and teachers cope better during their year in Israel, while those with the inability to forge connections tend to gravitate to the extremes, becoming either very religious or rebellious. As with all projects of the Institute for University-School Partnership, a goal is to make serious Jewish educational research accessible to educators and parents. To this end, Dr. Pelcovitz and Rabbi Eisenberg plan to disseminate the findings of the study and make practical recommendations for educators and parents through publications and presentations.