Description

The Student Religiosity Questionnaire (SRQ) is a comprehensive psychometric instrument designed to assess the religious beliefs, spiritual practices, values, and attitudes of university students. The questionnaire provides a multidimensional evaluation of religiosity by examining the extent to which religious beliefs influence students’ personal identity, psychological well-being, social behavior, ethical decision-making, and academic life.

Religiosity represents a complex construct that extends beyond participation in religious ceremonies or affiliation with a particular faith tradition. It encompasses cognitive, emotional, behavioral, and existential dimensions that shape how individuals interpret life experiences, cope with adversity, establish moral values, and develop meaningful interpersonal relationships. The SRQ captures these dimensions by evaluating students’ religious beliefs, participation in religious activities, personal commitment to faith, spiritual experiences, and the perceived importance of religion in everyday life.

The questionnaire is widely used in psychology of religion, educational psychology, sociology, public health, counseling, behavioral sciences, higher education research, and cross-cultural studies. It serves as an important assessment tool for investigating the relationships between religiosity and psychological resilience, emotional well-being, academic achievement, social integration, moral development, life satisfaction, and mental health among university students.

Because university years represent a critical developmental period during which personal values, identity, and belief systems continue to evolve, the SRQ provides valuable insight into the role of religion and spirituality in students’ personal growth, adaptation to university life, and overall psychosocial functioning.

Data Analysis and Use

The analysis of data obtained from the Student Religiosity Questionnaire (SRQ) involves comprehensive psychometric and statistical procedures designed to evaluate multiple dimensions of religiosity and their association with psychological, educational, and social outcomes. Individual responses are converted into quantitative scores that provide detailed profiles of students’ religious beliefs, practices, commitment, and spiritual orientation.

Psychometric evaluation includes the assessment of internal consistency, typically measured using Cronbach’s alpha coefficient, to determine the reliability of the questionnaire and its underlying dimensions. Test–retest reliability is commonly examined to evaluate the temporal stability of responses, while exploratory and confirmatory factor analyses are conducted to verify the theoretical structure and construct validity of the instrument.

Additional psychometric analyses frequently include item-total correlations, composite reliability, convergent validity, discriminant validity, criterion validity, and measurement invariance, ensuring that the questionnaire accurately measures religiosity across different student populations, educational institutions, cultures, and religious traditions.

Statistical analyses commonly involve descriptive statistics, correlation analyses, multiple regression models, mediation and moderation analyses, structural equation modeling (SEM), latent profile analysis, multilevel analyses, and longitudinal investigations to examine the relationships between religiosity and variables such as psychological well-being, resilience, anxiety, depression, stress, self-esteem, emotional intelligence, social behavior, academic performance, life satisfaction, and quality of life.

The SRQ is extensively used in educational research, mental health studies, public health investigations, counseling services, and international comparative research. It assists researchers and educators in understanding how religiosity influences student development while supporting the design of evidence-based interventions that promote psychological well-being, social engagement, and positive educational outcomes.

Objective

The primary objective of the Student Religiosity Questionnaire (SRQ) is to provide a reliable, valid, and multidimensional assessment of religiosity among university students by evaluating their religious beliefs, practices, spiritual commitment, and attitudes toward religion. The questionnaire enables researchers, educators, and healthcare professionals to understand how religious and spiritual factors influence students’ psychological adjustment, academic experiences, interpersonal relationships, and overall well-being.

The instrument facilitates the identification of patterns of religious engagement and explores the role of faith in coping with academic stress, emotional challenges, and developmental transitions commonly experienced during higher education. It also supports research investigating the influence of religiosity on ethical decision-making, social responsibility, mental health, resilience, and life satisfaction.

The SRQ is particularly valuable in psychology, sociology, education, counseling, public health, and higher education research, where understanding students’ religious and spiritual experiences contributes to a more holistic understanding of student development and supports the creation of inclusive educational environments that recognize the diversity of students’ beliefs and values.

Scoring

The Student Religiosity Questionnaire (SRQ) is typically administered using a Likert-type response scale, allowing participants to indicate the degree to which they agree with statements or the frequency with which they engage in specific religious beliefs and practices. Depending on the version of the questionnaire, response options generally range from 1 (Strongly Disagree/Never) to 5 (Strongly Agree/Always).

Individual responses are summed or averaged to generate subscale scores representing the principal dimensions of religiosity, including religious beliefs, religious practices, religious commitment, and the perceived influence of religion on daily life. These domain scores may also be combined to produce an overall Religiosity Score, providing a comprehensive assessment of students’ religious orientation.

Higher scores indicate stronger religious commitment, more frequent engagement in religious practices, greater importance of religion in everyday life, and a higher degree of perceived spiritual influence on personal values and decision-making. Lower scores suggest reduced religious involvement or a lower perceived importance of religion and spirituality.

Interpretation of the questionnaire should be supported by comprehensive psychometric evaluation, including Cronbach’s alpha coefficients, composite reliability, item-total correlations, construct validity, factor structure, and normative comparisons, ensuring accurate assessment across different cultural, educational, and religious populations.

References

Astin, A. W., Astin, H. S., & Lindholm, J. A. (2011). Cultivating the Spirit: How College Can Enhance Students’ Inner Lives. Jossey-Bass.

Bryant, A. N. (2007). Religion in the Ivory Tower: Spirituality and Religion in Higher Education. Oxford University Press.

Hill, P. C., & Pargament, K. I. (2003). Advances in the Conceptualization and Measurement of Religion and Spirituality: Implications for Physical and Mental Health Research. American Psychologist, 58(1), 64–74.

Koenig, H. G. (2012). Religion, Spirituality, and Health: The Research and Clinical Implications. ISRN Psychiatry.

Lee, J. J., & Kim, Y. B. (2008). A Comparative Study of Religiousness and Spirituality in Christian University Students: Spiritual Well-Being, Emotional Intelligence, and Self-Esteem. Christian Higher Education.