Religiosity Of Muslim Students In Middle School: Strcture And Measurement

On the basis of studies about religious at home and abroad , clarifying the definition and structure elements of Muslin's religiosity, and developing the measurement tool "Muslin Middle School Students' Religiosity Scale "(MSRS). This study has great significance not only to our mental health education study, but also to the discipline construction of international psychology of religion.Based on the literature analysis, this study proposed the operational definition and structure model of Muslin's religiosity; developed "Muslin Middle School Students' Religiosity Scale " (MSRS) by the open interview and quantitative study, and explored the actuality and influencing factors of 743 (effective number) Muslim middle school students' religiosity from Qinghai and Henan Provinces.Main results are as follows:(1) Muslin's Religiosity is a comprehensive summary of the characteristics of Muslin's personality on religious believers. The elements of Muslin's reigiosity are "Allah belief, "occult experience", "morality pursuit", (?)nd "institutional participation". "Allah belief, refers that Muslin firmly believe Allah is omnipotent, sovereign and exclusive (cognitive factors in "religiosity"). "occult experience", refers that Muslin experiences the immense, sacred strength of the occult power described by Islamism teachings in their religious life(emotional factor in "religiosity"). "Morality pursuit", refers that Muslin views the humanistic virtue advocated by Islam as a personal moral standards and ultimate goal to pursue (personality dynamic factors in "religiosity")."Institutional participation", refers that Muslin regularly participates in religious activities as request of Islamism teachings (willing factors in "religiosity"). (2) MSRS has 27 items: "Allah belief consists of 9 items, "Occult experience" consists of 6 items, "Morality pursuit" consists of 8 items, and "Institutional participation" consists of 4 items. The CFA (conformitary factory analysis) supported a previously found four-factor structure. The fit indices of the modified models are as follows: x~2/df=1.70, RMSEA=0.057, NNFI=0.92, CFI=0.93, IFI=0.93, SRMR=0.066. A significant, positive correlation was found between the MSR and The Santa Clara Strength of Religious Faith Questionnaire, supporting the convergent validity of the MSRS (r=0.718,p<.01). The internal consistency and two-week test-retest reliability were 0.866, 0.882 respectively.(3) Norm in a small range was made, and the T score was used, of which, the mean score was 50, and the standard deviation was 10. The T scores above 60 were high, below 40 were low. And offer some indispensable interpretation to the typical characteristic of the high group or low group.(4) The results of the measurement by MSRS show that the level of Muslin middle school students' religiosity is above the average. The total average is 4.450, the lowest of the sub-scales is 4.400. The level of each dimension of religiosity from highest to lowest ranges as follows: Allah belief > morality pursuit > institutional participation > occult experience. Significant diffrences in different gender, grade were found in religiosity. Significant interactions are found in the religiosity between grade and singleton or not. The results of regression analysis show that time to become a Muslin (come into the world) influences religiosity greatest.(5) The education revelations of this study are as follows: with MSRS,the lack of localization measuring instrument in this field can be effectively solved; with helping and guiding as the characteristic and influence factors of Muslin middle school students' Religiosity, the special psychological needs of the students can be satisfied at a certain extent; with catching the Muslim students' personality characteristics correctly, can promote the construction of harmonious campus and positively intercourse of the Muslim students and non-Muslim students.