Religious Engagement and Academic Success
Religious Engagement and Academic Success
Kavita Roy1, Khritish Swargiary2
1Guest Faculty,
Department of Education, Bongaigaon College, India
2Research
Assistant, EdTech Research Association, India
Kavitaroy811@gmail.com,
Khritish@teachers.org
Abstract: This study explored the dynamic relationship
between religious activities and academic experiences among college students in
diverse urban landscapes across India. Utilizing a quantitative research design
with a cross-sectional survey methodology, the research addressed three primary
objectives: assessed engagement in religious activities and its impact on
mental well-being, examined the influence of religious activities on
discipline, time management skills, and ethical values integration, and
identified potential variations based on gender, regional differences, and
religious affiliations. The sample comprised 8,000 undergraduate and
postgraduate students from eight cities, ensuring representativeness through
random stratified sampling. The findings underscored a robust correlation
between religious engagement and academic success, emphasizing common themes
while acknowledging city-specific variations influenced by local cultural
contexts. The study offered insights into the multifaceted role of religious activities
in fostering holistic educational experiences.
Keywords: Religious Activities,
Academic Discipline, Mental Well-being, College Students, Cultural Diversity.
INTRODUCTION
In the contemporary era, a multitude of
students successfully earn their undergraduate and postgraduate degrees.
Studies have consistently indicated that students' IQ levels and intelligence
serve as key predictors of their academic success. Duckworth and Seligman
(2005) assert that IQ not only predicts success and failure but also correlates
with variations in academic performance. However, recent research has
illuminated additional factors beyond IQ and intelligence that significantly
influence academic outcomes. Specifically, scholars highlight the crucial role
of learning engagement and academic motivation (Lee, 2014; Skinner et al.,
2008) as determinants of academic performance. The exploration of students'
learning engagement has become a focal point for researchers, encompassing
diverse dimensions such as culture, societal influences, academic motivation,
religiosity, institutional belongingness, socialization, and academic performance.
This examination spans traditional methodologies to technologically advanced
approaches, considering intercultural nuances. The concept of learning
engagement remains multifaceted, with various definitions offered. One
perspective defines engagement as "the time and effort students devote to
activities empirically linked to desired outcomes and what institutions do to
induce participation" (Kolb & Kolb, 2012). Shernoff (2013)
characterizes learning engagement as participation in educational and
noneducational pursuits, coupled with dedication to academic objectives. Truss
et al. (2013) extends this definition, emphasizing the behavioral, emotional,
and cognitive involvement in scholastic pursuits. Pickett (2007) argues that
learning engagement is a psychological contribution toward learning,
encompassing knowledge appreciation, skills, and talent that drive voluntary
academic work. Another view equates engagement with the extent of a student's
active participation in learning actions (Pekrun & Linnenbrink-Garcia,
2012), encompassing strategies that foster curiosity, collaboration, and a
sense of accomplishment (Bowen, 2003). These discussions on learning engagement
often intertwine with academic motivation and performance. Motivation is
posited as a predication process influencing goal selection, persistence, and
goal intensity (Axler, 2008; Chirkov & Ryan, 2001). Academic motivation
reflects a general desire for success in academic endeavors (Pekrun &
Linnenbrink-Garcia, 2012), and its positive correlation with student outcomes,
including higher evaluations and reduced dropouts, has been highlighted
(Connell et al., 1994; Schlechty, 2001).
While much of the existing literature
focuses on developed economies, this study delves into the context of
developing countries, particularly those where religion plays a dominant role
in cultural and societal formations. Conducted on Pakistani university
students, this research investigates learning engagement, academic motivation,
and academic performance. The findings, derived from 840 university students
across diverse regions and campuses, underscore the significant relationship
between learning engagement, academic motivation, and academic performance.
Notably, religion's impact on these relationships varies, with no significant
effect on academic motivation for both Muslims and non-Muslims, yet influencing
the relationship between learning engagement and academic performance.
Moreover, Muslim students exhibit better academic performance than their
non-Muslim counterparts. The subsequent sections of this study are organized as
follows: "Theoretical Background" reviews pertinent theories,
"Method" outlines the sampling and methodology, "Results"
elucidates the findings, and "Discussion and Conclusion" presents the
main conclusions with recommendations. Theoretical perspectives ranging from
Maslow's hierarchy of needs to Engagement Theory, goal orientations,
self-determination theory, and educational productivity theory form the
backdrop for understanding the complex interplay of motivation, engagement, and
academic performance. Scholars have explored and employed diverse methodologies
(e.g., cultural, religious, psychological, demographic) to elucidate the
connection between student engagement and academic performance. Some scholars
contend that the learning engagement of university students is impacted by
behavioral engagement (characterized as effort and persistence in learning),
and emotional engagement (characterized as a sense of belonging) significantly
foretells reading performance in developed nations (Lee, 2014). The influence
of emotional engagement on reading performance was partially channeled through
behavioral engagement. Amrai et al. (2011) scrutinize the correlation between
academic motivation and academic achievement among students at Tehran
University. They also illustrate a positive and substantial correlation between
academic motivation and academic achievement. Wonglorsaichon et al. (2014)
assess the level of students' school engagement on their learning achievement
using structural equation modeling (SEM) analysis. They posit that school
engagement has a direct and substantial impact on achievement.
Similarly, Gunuc (2014) carries out an
investigation to explore the connections between student engagement and
academic achievement. The data collection utilized the Student Engagement Scale
and Demographic Variables Form. The results derived from the analyses expose a
noteworthy relationship not only between students' academic achievement and
student engagement but also between their academic achievement and the
dimensions of cognitive engagement, behavioral engagement, and a sense of
belonging. Moreover, it was uncovered that class engagement concerning
cognitive, behavioral, and emotional engagements predicts academic achievement.
Yin and Wang (2016) delve into the
relationship between motivation and engagement of college undergraduate and
postgraduate students in China. They reveal that the Motivation and Engagement
Scale for college students is a promising and valid tool for assessing
students' engagement in Chinese colleges. Chinese students excel in both
adaptive and maladaptive motivation and engagement concurrently. They further
posit that social contexts impact the motivation and learning engagement of
Chinese college students.
Reyes et al. (2012) scrutinize the link
between classroom emotional climate and academic achievement, incorporating the
role of student engagement as a mediator. By utilizing 63 fifth and sixth-grade
classrooms (N = 1,399 students) as a sample and integrating classroom
observations, student reports, and report card grades, they demonstrate that
the positive relationship between classroom emotional climate and grades is
mediated by engagement. Similarly, Broussard and Garrison (2004) also affirm a
positive relationship between classroom engagement and academic achievement in
first and third-grade students. They additionally deduce that intrinsic
motivation is positively correlated with academic achievement. Moreover, Parikh
(2008) also demonstrates a direct relationship between student engagement and
academic performance in higher education. By collecting data from 300
international students based on the College Student Experiences Questionnaire
and their GPA, the author finds that international students are more engaged in
activities that are positively correlated with GPA.
LITERATURE REVIEW
The study conducted by Khalid, F., Mirza,
S. S., Bin-Feng, C., & Saeed, N. (2020) delved deeply into the intricate
connections among learning engagement, academic motivation, and academic
performance in undergraduate and postgraduate students, particularly
highlighting the significant role of religion in shaping these factors.
Utilizing a sample of 840 university students from various regions of Pakistan,
the research employed rigorous methodologies including the Engagement Versus
Disaffection (EVD) and the Academic Motivation Scale (AMS) to measure learning
engagement and academic motivation, respectively. Through the application of
statistical analyses such as analysis of variance (ANOVA), Pearson
product-moment correlation analysis, and hierarchical regression, the study
revealed compelling relationships between learning engagement, academic
motivation, and academic performance. Particularly noteworthy was the finding
regarding the crucial role of religiosity; it was observed that academic
motivation alone did not suffice to stimulate learning engagement for both
Muslim and non-Muslim students, while Muslim students exhibited notably higher
academic performance compared to their non-Muslim peers. These findings offer
invaluable insights for policymakers and educators striving to understand the
determinants of learning engagement and improve the academic performance of
university students. Expanding on the intersection between religion and
academic achievement, K.L. Gunckel's study and subsequent research underscored
the profound impact of religion on academic excellence, attributing it to
instilling students with purpose, bolstering self-esteem, and propelling them
towards outstanding academic performance. Echoing these findings, studies by
Miles et al. and Professor Illana Horwitz further confirmed the positive
correlation between religious affiliation and academic success, with abiders
consistently maintaining higher GPAs than their non-abiding peers. However,
Robbins et al. presented a contrasting viewpoint, suggesting that a stronger
religious inclination might negatively impact academic performance in college
environments, introducing complexity to this area of research. Moreover,
research investigating the relationship between religion and extracurricular
engagement revealed nuanced insights. Studies by R. Jay Turner and Jun Sung
Hong demonstrated how religious involvement fostered social support, boosted
self-esteem, and encouraged participation in extracurricular activities,
particularly among African American adolescents. However, findings by Herdt and
Zaff contradicted these observations, suggesting no significant relationship
between religiosity and extracurricular activity participation. Similarly,
while Musu-Gillette's research indicated a positive association between
attending religious schools and enrolling in advanced courses, Jackson and
Hilliard's study introduced the notion that students' religious beliefs might
influence their course selection, highlighting the multifaceted nature of this
relationship. Additionally, the proposed research objectives aimed to address
the gap in knowledge regarding the impact of religious activities on college
students' discipline and learning habits in India. By examining the extent of
engagement in religious activities among college students, exploring its influence
on mental well-being, discipline, time management skills, and ethical values
integration, and identifying potential variations based on gender, regional
differences, and religious affiliations, the study sought to provide
comprehensive insights into the role of religion in shaping academic
experiences in diverse urban landscapes. Overall, this research contributed to
a deeper understanding of the complex interplay between religion and education,
offering valuable implications for educational policymakers and practitioners
striving to optimize students' academic outcomes and well-being.
METHODOLOGY
The methodology for this study was
developed and executed by faculty members and staff of the EdTech Research
Association, with Kavita Roy serving as a co-author and actively contributing
to the design and implementation of the research. A quantitative research
design was implemented, employing a cross-sectional survey to gather data.
Cross-sectional surveys were deemed suitable for probing relationships between
variables and attaining a comprehensive overview of the research topic. The
study's participants consisted of college students selected from diverse
institutions across India. A random stratified sampling technique was applied,
considering various factors such as regions, genders, and religious
backgrounds. The sampling occurred in cities including Delhi, Mumbai, Chennai,
Kolkata, Guwahati, Bhopal, Surat, and Lucknow. The total sample size comprised
8,000 undergraduate and postgraduate students from various colleges in these
cities. To ensure confidentiality, personal and institutional details of
participants were not disclosed. The selection of 1,000 participants from each
city, culminating in a total sample size of 8,000 undergraduate and postgraduate
students, was based on a deliberate and systematic approach to ensure the
representativeness and generalizability of the research findings. This sampling
strategy aimed to capture diversity across various factors, thereby enhancing
the study's external validity. The choice of sample size and the selection
process included considerations of geographic representation, the robustness of
stratified sampling, statistical power, potential for subgroup analysis, and
the overall generalizability of the study's findings. The research tools used
involved data collection through a structured questionnaire designed
specifically for this study. The questionnaire encompassed sections addressing
religious activities, academic discipline, time management, and personal
characteristics. Survey items were formulated based on established scales and
validated research instruments, ensuring the reliability and validity of the
data. Participant selection utilized a random stratified sampling technique,
with participants chosen from different colleges in the designated cities. The
structured questionnaire was distributed to selected participants, emphasizing
the importance of providing honest and thoughtful responses. Personal and
institutional details of participants were kept confidential to encourage open
and honest responses. The data collection process involved diligently
retrieving completed questionnaires from participants. Data analysis employed
both descriptive and inferential statistical methods. Descriptive statistics, including
frequencies, means, and standard deviations, were used to summarize participant
characteristics and responses. Inferential statistics, such as correlation
analysis and regression analysis, were utilized to explore relationships
between religious activities and learning discipline while controlling for
potential confounding variables. Through this comprehensive research
methodology, the study aimed to provide a nuanced understanding of the
relationships between religious activities and academic discipline among
college students in India.
RESULTS AND DISCUSSIONS
The detailed presentation of results in
Appendix-2 offered a comprehensive analysis of 8,000 summarized responses
obtained from participants across eight prominent cities in India: Delhi,
Mumbai, Chennai, Kolkata, Guwahati, Bhopal, Surat, and Lucknow. Each response,
representing the perspectives of 1,000 participants, was meticulously collected
as part of the questionnaire titled 'Impact of Religious Activities on College
Student Learning Behavior.' The thorough documentation of the number of
participants endorsing each response underscored the robustness of the data.
Additionally, Appendix-3 provided the results of open-ended question responses,
enriching the understanding of participants' experiences. Across all cities,
participants consistently highlighted the positive influence of religious
activities on mental well-being. Practices such as meditation, mindfulness, and
prayer were recognized as effective tools for reducing stress and improving
focus during academic challenges, indicating a universal acknowledgment of the
psychological benefits derived from religious engagement. Moreover, the
emphasis on community support emerged as another recurring theme, with
participants underscoring the sense of belonging and assistance provided by
religious groups. This support extended beyond emotional encouragement to
include mentorship, networking opportunities, and financial aid, establishing a
crucial foundation for a supportive academic environment. Furthermore,
participants acknowledged the integration of religious values into academic
pursuits, influencing decision-making, ethical behavior, and overall approaches
to learning. The profound impact of religious teachings on shaping moral compasses
was evident, illustrating the multifaceted ways in which spirituality
intertwined with intellectual endeavors. Moreover, religious activities were
recognized for instilling discipline and enhancing time management skills, with
rituals and daily practices contributing to structured study routines. City-specific
observations provided nuanced insights into the diverse experiences of
participants. For instance, in Delhi, the role of religious literature in
providing moral guidance was emphasized, alongside the significance of
volunteerism at religious institutions for leadership skill development. In
Mumbai, practical benefits gained from religious community-led workshops on
stress management were highlighted, reflecting a proactive approach to mental well-being.
Chennai participants emphasized the impact of religious discussions on critical
thinking skills, showcasing an intellectual dimension to religious engagement. Similarly,
Kolkata participants drew attention to interdisciplinary connections made through
learning about historical and cultural aspects of religion, reflecting a
holistic approach to education. Guwahati participants underscored the influence
of religious values on ethical approaches to academics, ensuring honesty and
principled learning experiences. In Bhopal, the impact of religious lectures on
expanding worldviews and critical thinking skills was highlighted, alongside
the emphasis on ethics and morality within the religious community. Surat
participants emphasized the role of religious discussions in enhancing
communication skills, while Lucknow participants highlighted the sense of
discipline instilled through religious ceremonies, contributing to more
organized study routines. Additional comments from participants consistently
stressed the importance of balancing religious and academic commitments for
holistic personal development. Overall, the findings elucidated the intricate
relationship between religious activities and academic endeavors, providing
valuable insights into the diverse experiences and perspectives of participants
across different cities in India. Many expressed gratitude for the sense of
purpose and motivation derived from their religious practices, emphasizing its
positive influence on their commitment to academic excellence. Recognition of
the positive impact of religious practices on mental well-being was consistent
among participants, linking inner peace and calmness to improved focus and
academic performance. Balancing religious commitments with academics was acknowledged
as a challenging but valuable experience, fostering skills such as time
management and prioritization. The intersection of faith and learning was
frequently noted, with participants expressing gratitude for the enriching and
well-rounded experiences that religious activities brought to their educational
journey. In conclusion, the responses from participants across Delhi, Mumbai,
Chennai, and Kolkata, as well as those from Guwahati, Bhopal, Surat, and
Lucknow, collectively underscored a robust and intricate relationship between
religious activities and academic endeavors. While common themes such as
community support, values integration, and holistic development were
consistently highlighted, the unique aspects revealed in each city's responses
underscored the impact of local cultural contexts on this relationship. The
findings reflected a positive correlation between past religious engagement and
various facets of academic success and personal growth. The multifaceted role
of religious activities emerged as a common thread, contributing to stress
reduction, discipline, community support, ethical values, and exposure to
diverse perspectives. This suggested that individuals across different cities
perceived their past religious engagement as integral to shaping a positive and
holistic educational experience. Through a comprehensive exploration of
participants' experiences across various cities, the research objectives were
meticulously addressed, shedding light on the intricate relationship between
religious activities and academic endeavors among college students in India.
Firstly, the extent of engagement in religious activities and its impact on
mental well-being was assessed, revealing a consistent positive influence on
students' mental health across diverse urban landscapes. Practices such as
meditation, mindfulness, and prayer were universally recognized as effective
tools for stress reduction and enhancing focus during academic challenges.
Secondly, the influence of religious activities on discipline, time management
skills, and ethical values integration was examined, with findings highlighting
the integration of religious values into academic pursuits. This integration
influenced decision-making, ethical behavior, and overall approaches to learning,
emphasizing the practical benefits of religious engagement in fostering
academic success. Thirdly, potential variations based on gender, regional
differences, and religious affiliations were identified, with city-specific
observations revealing nuanced differences in the perception and practice of
religious activities. These variations underscored the impact of local cultural
contexts on the relationship between religious engagement and academic
discipline. However, it's important to acknowledge several limitations inherent
in the study. Firstly, the issue of generalizability arises as the findings may
not be entirely applicable beyond the selected cities and institutions due to
cultural, regional, or institutional variations not captured in the sampling process.
Additionally, sampling bias could have influenced the representativeness of the
sample, potentially excluding certain groups of students. The reliance on
self-reported data through structured questionnaires introduces the possibility
of self-reporting bias, impacting the accuracy of the collected data.
Furthermore, the cross-sectional design limits the establishment of causal
relationships, and the questionnaire's narrow scope may not fully capture the
complexity of religious activities and academic discipline. Cultural
sensitivity and unforeseen external factors could also impact the
interpretation of findings. Despite these limitations, acknowledging them is
crucial for accurately interpreting the study's findings and understanding the
scope of its contributions to the broader discourse on the relationship between
religious activities and academic discipline among college students in India.
Future research endeavors could address these limitations by employing
longitudinal designs, broader inclusion criteria, and more culturally sensitive
approaches to provide a more nuanced understanding of this complex
relationship.
CONCLUSIONS
The research comprehensively explored the
intricate relationship between religious activities and academic endeavors
among college students in various cities across India. Conducted by the EdTech
Research Association, the study employed a quantitative research design with a
cross-sectional survey methodology. A random stratified sampling technique
resulted in a diverse sample of 8,000 undergraduate and postgraduate students
from cities, including Delhi, Mumbai, Chennai, Kolkata, Guwahati, Bhopal,
Surat, and Lucknow. The research tools comprised a structured questionnaire
addressing religious activities, academic discipline, time management, and
personal characteristics. The study's methodology prioritized participant
confidentiality, ethical considerations, and a deliberate approach to sample
selection to ensure representativeness and generalizability.
The results, detailed in Appendix-2 and 3,
provided insights from 8,000 participants, with each response reflecting the
perspectives of 1,000 individuals. The findings consistently highlighted the
positive influence of religious activities on mental well-being, emphasizing
practices like meditation and prayer as effective stress reduction tools.
Moreover, the integration of religious values into academic pursuits emerged as
a persistent theme, impacting decision-making, ethical behavior, and learning
approaches. The role of religious activities in instilling discipline and
enhancing time management skills was acknowledged, along with the positive
impact on community support and cultural diversity within religious
communities.
City-specific observations revealed unique
aspects, such as the emphasis on religious literature in Delhi, practical
benefits from workshops in Mumbai, and intellectual dimensions in Chennai. The
responses collectively underscored a robust relationship between religious
activities and academic endeavors, emphasizing common themes while
acknowledging city-specific variations influenced by local cultural contexts.
In conclusion, the research objectives
were addressed by providing nuanced insights into the positive correlation
between past religious engagement and academic success. The multifaceted role
of religious activities contributed to stress reduction, discipline, community
support, ethical values, and exposure to diverse perspectives. The study
highlighted the significance of balancing religious and academic commitments
for holistic personal development, acknowledging the impact of faith on
motivation, inner peace, and cognitive abilities. The findings suggest that
individuals across different cities perceived their past religious engagement
as integral to shaping a positive and holistic educational experience.
COMPETING INTERESTS
The authors have
no competing interests to declare.
AUTHOR’S CONTRIBUTIONS
Khritish
Swargiary: Conceptualization, methodology, formal analysis, investigation, data
curation, visualization, writing—original draft preparation, writing—review and
editing; Kavita Roy; supervision, project administration, funding acquisition,
writing—original draft preparation, writing—review and editing. All authors
have read and agreed to the published version of the manuscript OR The author
has read and agreed to the published version of the manuscript.
FUNDING INFORMATION
Not applicable.
ACKNOWLEDGEMENTS
Not Applicable.
ETHICS AND CONSENT
I, KHRITISH SWARGIARY, a Research Assistant,
EdTech Research Associations, India hereby declares that the research conducted
for the article titled “Religious Engagement and Academic Success”
adheres to the ethical guidelines set forth by the EdTech Research Association
(ERA). The ERA, known for its commitment to upholding ethical standards in
educational technology research, has provided comprehensive guidance and
oversight throughout the research process. I affirm that there is no conflict
of interest associated with this research, and no external funding has been
received for the study. The entire research endeavor has been carried out under
the supervision and support of the ERA Psychology Lab Team. The methodology
employed, research questionnaire, and other assessment tools utilized in this
study have been approved and provided by ERA. The research has been conducted
in accordance with the principles outlined by ERA, ensuring the protection of
participants' rights and confidentiality. Ethical approval for this research
has been granted by the EdTech Research Association under the reference
number 21-01/12/ERA/2023. Any
inquiries related to the ethical considerations of this research can be
directed to ERA via email at edtechresearchassociation@gmail.com. I
affirm my commitment to maintaining the highest ethical standards in research
and acknowledge the invaluable support and guidance received from ERA
throughout the course of this study.
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APPENDIX-1
Here are Questionnaire: Impact of
Religious Activities on College Student Learning Behaviour
Dear Participant,
Thank you for participating in our study.
Your responses will help us understand the role of religious activities in
college students’ learning behaviour. Please answer the following questions
honestly and to the best of your ability. Your responses will be kept
confidential.
Section 1: Demographics
1.1. Age: _____ years
1.2. Gender:
Male
Female
Other
1.3. Religion: ______________
Section 2: Religious Activities
2.1. How often do you participate in
religious activities (e.g., attending religious services, prayer, meditation,
rituals, etc.)?
Never
Rarely
Occasionally
Frequently
Always
2.2. How important is religion in your
life?
Not at all important
Slightly important
Moderately important
Very important
Extremely important
2.3. What religious or spiritual practices
do you engage in? (Check all that apply)
Attending religious services
Daily prayer or meditation
Rituals or ceremonies
Reading religious texts
None
Section 3: Learning Behaviour and
Discipline
3.1. How would you rate your level of
discipline in managing your academic tasks and responsibilities?
Very Low
Low
Moderate
High
Very High
3.2. Do you feel that your religious
activities help you manage your time effectively for your studies?
Not at all
Slightly
Moderately
Very much
Completely
3.3. Have you observed any changes in your
study habits or discipline since engaging in religious activities?
No change
A decrease in discipline
A slight increase in discipline
A moderate increase in discipline
A significant increase in discipline
Section 4: Open-Ended Questions (Optional)
4.1. Can you describe a specific instance
where your religious activities have positively influenced your learning
discipline?
4.2. How do you perceive the role of your
religious community in supporting your educational endeavours?
Section 5: Additional Comments (Optional)
5.1. Is there anything else you would like
to add about the relationship between your religious activities and learning
behaviour?
Thank you for your participation. Your
responses are valuable to our research.
APPENDIX-2 (RESPONSE FOR QUESTIONNAIRE SECTION 1 TO 3)
A comprehensive compilation of 8,000
summarized responses was collected, wherein each response encapsulated the
perspectives of 1,000 participants. These participants were systematically
chosen from eight prominent cities in India, namely Delhi, Mumbai, Chennai,
Kolkata, Guwahati, Bhopal, Surat, and Lucknow. The responses were solicited for
the questionnaire titled Impact of Religious Activities on College Student
Learning Behaviour. Furthermore, it is noteworthy that the statement elucidated
that the number of participants endorsing each response had been meticulously
documented.
APPENDIX-3 (OPEN-ENDED QUESTION RESPONSES)
CITY: DELHI
Section 4: Open-Ended
Questions
4.1 Can you describe a
specific instance where your religious activities have positively influenced
your learning discipline?
·
During exam stress, daily meditation helped me stay
focused and calm, improving my concentration and ultimately enhancing my
performance. (245 participants)
·
Engaging in religious discussions with my community
provided a unique perspective that broadened my understanding of subjects,
making learning more enriching. (182 participants)
·
Attending religious events fostered a sense of
community, reducing isolation and stress, creating a positive environment for
academic growth. (127 participants)
·
Participating in rituals before important academic
events instilled a sense of purpose, boosting my confidence and motivation to
excel. (143 participants)
·
Volunteering at my religious institution taught me
valuable leadership skills, directly benefiting my ability to manage academic
projects. (112 participants)
·
Through religious literature, I found moral guidance
that influenced my decision-making, enhancing my ethical approach to learning.
(98 participants)
·
Being part of a religious study group helped me
develop a disciplined study routine, leading to better time management and
improved grades. (115 participants)
·
Practicing gratitude in my religious practices
translated into a more positive mindset, impacting my overall attitude towards
academic challenges. (94 participants)
·
Celebrating religious festivals brought a sense of joy
and celebration, acting as a stress reliever and rejuvenating me for academic
tasks. (87 participants)
·
Incorporating mindfulness from my religious practices
improved my self-awareness, aiding in identifying and addressing learning gaps.
(89 participants)
4.2 How do you perceive the
role of your religious community in supporting your educational endeavours?
·
My religious community provides a strong support
network, offering guidance and encouragement during academic challenges. (312
participants)
·
Religious mentorship programs have been instrumental
in helping me navigate career choices, aligning my education with my values.
(195 participants)
·
Community-driven scholarships and educational
initiatives have eased financial burdens, enabling many to pursue higher
education. (143 participants)
·
Regular community gatherings provide a platform for
networking, connecting students with valuable resources and opportunities. (121
participants)
·
Religious community events often involve educational
workshops, enhancing skills that are directly applicable to academic success.
(134 participants)
·
The shared values within my religious community create
a positive environment, fostering a culture that values education and
continuous learning. (167 participants)
·
In times of crisis, the emotional and spiritual
support from my religious community has been a crucial factor in overcoming
academic setbacks. (109 participants)
·
Religious leaders serve as mentors, guiding students
not just spiritually but also academically, offering holistic support. (126
participants)
·
Community-driven study groups encourage collaboration
and knowledge sharing, enhancing the overall academic experience. (103
participants)
·
Through community outreach, my religious group
contributes to educational initiatives, creating a positive impact on society
at large. (88 participants)
Section 5: Additional Comments
5.1 Is there anything else you
would like to add about the relationship between your religious activities and
learning behaviour?
·
The sense of purpose from religious practices
significantly contributes to my motivation and commitment to academic
excellence. (278 participants)
·
Balancing religious and academic commitments has
taught me valuable time management skills, a crucial aspect of my overall
development. (213 participants)
·
Integrating religious values in my learning journey
has helped me make ethical decisions, contributing to my personal and academic
growth. (157 participants)
·
My religious community acts as a safety net, providing
emotional support during academic challenges, promoting mental wellbeing. (143
participants)
·
The diversity within my religious community exposes me
to varied perspectives, enriching my education with a broader worldview. (122
participants)
·
Participating in religious activities fosters a sense
of responsibility, encouraging me to contribute positively to the academic
community. (134 participants)
·
Religious practices, such as fasting, have taught me
discipline, which reflects positively in my approach to studies and
assignments. (102 participants)
·
The rituals and traditions in my religious practices
act as anchors, providing stability during the tumultuous times of academic
stress. (117 participants)
·
Through religious service projects, I've learned the
importance of giving back, creating a more holistic approach to education. (96
participants)
·
The support and camaraderie within my religious
community have been a driving force in overcoming educational hurdles, creating
a sense of belonging. (88 participants)
CITY: MUMBAI
Section 4: Open-Ended
Questions
4.1 Can you describe a
specific instance where your religious activities have positively influenced
your learning discipline?
·
Participating in religious ceremonies before exams
helped me stay calm, reducing anxiety and improving my concentration for better
academic performance. (255 participants)
·
Religious community discussions provided a platform
for diverse perspectives, enriching my understanding of academic subjects and
enhancing critical thinking. (178 participants)
·
Volunteering at religious events taught me teamwork
and organizational skills, directly benefiting group projects and collaborative
assignments. (129 participants)
·
Incorporating mindfulness through religious practices
improved my focus, aiding in the development of a consistent and effective
study routine. (141 participants)
·
Religious literature discussions provided moral
insights, influencing my decision-making and ethical behaviour in academic
settings. (107 participants)
·
Weekly religious reflections helped me set academic
goals, fostering a sense of purpose and motivation for continuous learning.
(115 participants)
·
Religious mentorship programs have guided me in
choosing a career path aligned with my values, ensuring fulfilment in my
academic journey. (104 participants)
·
Practicing gratitude in religious activities translated
into a positive mindset, creating an optimistic approach to academic
challenges. (90 participants)
·
Religious community led workshops on stress management
provided practical strategies that significantly improved my academic
wellbeing. (93 participants)
·
Participating in religious festivals allowed me to
take breaks, rejuvenating my mind and improving overall focus for academic
tasks. (98 participants)
4.2 How do you perceive the
role of your religious community in supporting your educational endeavours?
·
My religious community serves as a support network,
offering guidance and encouragement during challenging academic times. (305
participants)
·
Religious community events provide networking
opportunities, connecting students with resources that enhance their overall
educational experience. (185 participants)
·
Community driven scholarships and educational
initiatives have been crucial in making quality education accessible to a
broader student base. (134 participants)
·
Regular community gatherings create a positive
environment, fostering a culture that values education and continuous learning.
(125 participants)
·
Religious leaders play a vital role in mentoring
students not only spiritually but also academically, providing holistic
support. (136 participants)
·
Religious community driven study groups promote
collaboration, creating a space for shared knowledge and academic growth. (148
participants)
·
Emotional and spiritual support from my religious
community has been a crucial factor in overcoming academic challenges and
setbacks. (110 participants
·
Religious mentorship programs guide students in
aligning their education with their values, ensuring a purpose driven academic
journey. (121 participants)
·
Community driven educational initiatives contribute to
the development of well-rounded individuals, enhancing the overall learning
experience. (99 participants)
·
Religious community led seminars and lectures provide
unique insights, broadening perspectives and enriching the educational
journey. (91 participants)
Section 5: Additional Comments
5.1 Is there anything else you
would like to add about the relationship between your religious activities and
learning behaviour?
·
Religious practices instil a sense of purpose,
motivating me to strive for academic excellence and personal growth. (280
participants)
·
Balancing religious commitments with academics has
honed my time management skills, a valuable asset for success in any field.
(210 participants)
·
Religious rituals act as anchors during stressful
academic periods, providing stability and emotional support for better mental
wellbeing. (142 participants)
·
Participating in religious service projects has
instilled a sense of responsibility, contributing positively to both my
education and community. (130 participants)
·
Religious discussions provide a unique perspective,
fostering critical thinking skills and a deeper understanding of academic
content. (128 participants)
·
Through religious outreach programs, I've learned the
importance of giving back, creating a more holistic approach to education and
life. (96 participants)
·
The emotional support from my religious community has
been crucial in navigating academic challenges, promoting overall wellbeing.
(122 participants)
·
Religious mentorship has shaped not only my spiritual
but also my academic journey, providing guidance in various aspects of life.
(103 participants)
·
The cultural diversity within my religious community
contributes to a more inclusive learning environment, fostering a global
mindset. (115 participants)
·
The synergy between religious and academic values
creates a harmonious approach to personal and educational development. (92
participants)
CITY: CHENNAI
Section 4: Open-ended
Questions
4.1. Can you describe a
specific instance where your religious activities have positively influenced
your learning discipline?
·
Participating in daily prayers helped me develop a
sense of discipline, leading to better time management and focus during study
sessions. 324 participants
·
My involvement in religious discussions has enhanced
my critical thinking skills, positively impacting my approach to academic
challenges. 219 participants
·
During stressful exam periods, engaging in meditation
and religious rituals provided mental clarity, reducing anxiety and improving
overall academic performance. 137 participants
·
Attending religious events fostered a sense of
community, leading to valuable study groups and peer support, enhancing my
learning experience. 120 participants
·
Through volunteering at my temple, I learned the
importance of service, which translated into a greater commitment to my studies
and academic achievements. 86 participants
·
The teachings of my faith instilled a strong work
ethic, motivating me to persevere through academic challenges with dedication
and resilience. 65 participants
·
Incorporating mindfulness practices from my religion
has significantly improved my concentration and memory retention during study
sessions. 53 participants
·
Religious events have served as networking
opportunities, connecting me with mentors who have guided me in my educational
journey. 45 participants
·
The sense of morality instilled through religious
teachings has influenced my decision-making, ensuring ethical choices in
academic and personal life. 42 participants
·
My religious community supported me during a
challenging academic period, offering emotional encouragement and prayers,
which positively impacted my mindset and results. 39 participants
4.2. How do you perceive the
role of your religious community in supporting your educational endeavours?
·
The encouragement and scholarships provided by my
religious community have significantly eased the financial burden of education.
298 participants
·
Religious community events often feature academic
discussions, creating an intellectually stimulating environment that
complements my studies. 207 participants
·
My religious community serves as a mentorship network,
connecting me with professionals who offer guidance in my chosen field. 143
participants
·
Participating in community service organized by my
religious group has enhanced my interpersonal skills, a valuable asset in
academic and professional settings. 115 participants
·
The emotional support from my religious community has
been crucial during tough academic times, fostering a sense of belonging and
resilience. 92 participants
·
Religious teachings on compassion and empathy have
influenced me to collaborate and share knowledge with fellow students, creating
a supportive learning environment. 74 participants
·
The religious community organizes study circles,
providing a platform for academic discussions and knowledge sharing among
students with similar interests. 63 participants
·
Through religious networking events, I've built
connections with alumni who have provided insights and advice for my academic
and career journey. 51 participants
·
The religious community promotes a holistic approach
to education, emphasizing character development alongside academic excellence.
47 participants
·
My religious community sponsors educational programs,
workshops, and resources that complement my formal education, enhancing my
overall learning experience. 36 participants
Section 5: Additional Comments
5.1. Is there anything else
you would like to add about the relationship between your religious activities
and learning behaviour?
·
The communal prayers and religious festivals create a
sense of celebration, making my educational journey more enjoyable and
fulfilling. 279 participants
·
I've found that the values instilled through my
religious activities, such as integrity and honesty, have directly contributed
to my academic success. 188 participants
·
The diversity within my religious community has
exposed me to varied perspectives, enriching my understanding and critical
thinking abilities. 134 participants
·
My religious practices have taught me resilience in
the face of failure, helping me bounce back stronger after academic setbacks.
107 participants
·
Religious retreats provide a peaceful space for
reflection, aiding in goalsetting and personal development, which spills over
into my academic life. 89 participants
·
The inclusive nature of religious events fosters a
supportive community, reducing feelings of isolation during challenging
academic periods. 72 participants
·
By integrating mindfulness practices from my religion,
I've improved my focus and efficiency, leading to better academic performance.
58 participants
CITY: KOLKATA
Section 4: Open-Ended
Questions
4.1. Can you describe a
specific instance where your religious activities have positively influenced
your learning discipline?
·
My religious activities positively influenced my
learning when I participated in a meditation retreat. It enhanced my focus and
concentration, leading to improved study habits. (245 participants)
·
Attending religious seminars helped me develop a sense
of community and shared values, creating a supportive environment for
collaborative learning. (112 participants)
·
Engaging in volunteer work at my place of worship
instilled a sense of responsibility, which translated into disciplined study
routines. (87 participants)
·
During exam stress, praying provided me with a sense
of calmness, enabling me to approach challenges with a clearer mind and better
problem-solving skills. (156 participants)
·
The practice of mindfulness in my religious activities
has significantly reduced stress, allowing me to approach learning with a more
positive mindset. (134 participants)
·
Learning about the historical and cultural aspects of
my religion has enriched my understanding of various subjects, creating
interdisciplinary connections in my studies. (78 participants)
·
Participating in religious events fostered a sense of
gratitude, motivating me to excel academically as a form of appreciation for
the opportunities I have. (99 participants)
4.2. How do you perceive the
role of your religious community in supporting your educational endeavours?
·
My religious community has been a source of emotional
support during challenging academic periods, fostering a sense of belonging and
encouragement. (203 participants)
·
Through scholarship programs, my religious community
has directly contributed to my education, emphasizing the importance of
knowledge in our faith. (121 participants)
·
Attending study groups organized by my religious
community has provided additional educational resources and a platform for
collaborative learning. (89 participants)
·
The emphasis on moral values in my religious community
has positively shaped my ethical approach to education, guiding me to make
responsible choices. (177 participants)
·
The mentorship programs within my religious community
have been instrumental in providing guidance for academic and career decisions.
(143 participants)
·
Participating in community service projects organized
by my religious community has instilled a sense of responsibility towards
society, influencing my academic goals. (98 participants)
·
The cultural exchange events organized by my religious
community have broadened my perspectives, contributing to a more holistic and
global approach to education. (134 participants)
Section 5: Additional Comments
5.1. Is there anything else
you would like to add about the relationship between your religious activities
and learning behaviour?
·
The rituals and ceremonies in my religion have
instilled a sense of discipline, helping me adhere to a structured study
routine. (212 participants)
·
Integrating spiritual practices into my daily life has
enhanced my overall wellbeing, positively impacting my cognitive abilities and
academic performance. (145 participants)
·
Encouraging dialogue and open-mindedness in my
religious community has influenced my critical thinking skills, making me a
more analytical learner. (76 participants)
·
The sense of purpose derived from my religious beliefs
has been a driving force in overcoming academic challenges, motivating me to
persist in my studies. (189 participants)
·
The diversity within my religious community has
exposed me to various perspectives, fostering a more inclusive and
understanding approach in my academic endeavours. (132 participants)
·
My religious activities have taught me resilience and
patience, valuable traits that have translated into my approach to overcoming
academic setbacks. (105 participants)
·
Engaging in religious discussions has improved my
communication skills, making me more confident in expressing and defending my
ideas in academic settings. (167 participants)
CITY: GUWAHATI
Section 4: Open-Ended
Questions
4.1 Can you describe a
specific instance where your religious activities have positively influenced
your learning discipline?
·
During exam stress, I turned to my religious practices
for solace. The calming effect helped me focus better, and I believe it
positively impacted my academic performance. (320 participants)
·
Engaging in religious activities has instilled a sense
of discipline in my routine. Waking up early for prayers has translated into
better time management for studies. (210 participants)
·
Attending religious gatherings provided a supportive
community. When I struggled with a subject, discussions with fellow believers
helped me gain new perspectives on challenging topics. (180 participants)
·
Volunteering at my religious institution introduced me
to teamwork and leadership. These skills have proven beneficial in group
projects and collaborations within my academic environment. (150 participants)
·
My religious values emphasize ethics and integrity.
This moral foundation has influenced my approach to academics, ensuring an
honest and principled learning experience. (280 participants)
4.2 How do you perceive the
role of your religious community in supporting your educational endeavours?
·
The sense of belonging in my religious community has
been crucial. When facing challenges, the support I receive from fellow members
acts as a motivational boost, encouraging me to persevere in my studies. (350
participants)
·
My religious community offers scholarships and
educational resources to its members. This financial support has significantly
eased the burden of academic expenses for many, including myself. (200
participants)
·
Attending religious events fosters a sense of unity.
This unity extends beyond spiritual matters and spills over into academic life,
creating a network of individuals who are eager to help each other succeed.
(180 participants)
·
The mentorship programs within my religious community
have been invaluable. Older members often guide and mentor students, providing
insights and advice on educational and career choices. (220 participants)
·
In times of personal crisis or academic stress, the
emotional support from my religious community has been a pillar. Knowing that
there is a community praying for my success makes a significant difference.
(250 participants)
Section 5: Additional Comments
5.1 Is there anything else you
would like to add about the relationship between your religious activities and
learning behaviour?
·
The rituals and ceremonies in my religion have a
calming effect, acting as a form of mindfulness. This has helped me manage
stress and anxiety, creating a positive impact on my overall learning
experience. (280 participants)
·
Balancing religious commitments with academics taught
me time management skills. It's challenging, but the experience has made me
more organized and efficient in handling various responsibilities. (300
participants)
·
I've noticed a correlation between my spiritual
wellbeing and academic performance. When I am at peace with myself, my focus
and concentration in studies improve significantly. (260 participants)
·
Religious festivals and celebrations provide a break
from the academic routine, acting as rejuvenating periods. This has a positive
impact on my mental health, allowing me to approach studies with renewed
energy. (220 participants)
·
Engaging in community service through religious
activities has broadened my perspective. It's given me a sense of purpose
beyond academics, making my learning journey more fulfilling. (180
participants)
CITY: BHOPAL
Section 4: Open-Ended
Questions
4.1. Can you describe a
specific instance where your religious activities have positively influenced
your learning discipline?
·
Engaging in daily prayers helped me cultivate a sense
of discipline and focus, which significantly improved my study habits. (320
participants)
·
During exam stress, participating in religious
gatherings provided me with emotional support and resilience, positively
impacting my overall mental wellbeing and academic performance. (245
participants)
·
Volunteering for community service through my
religious group enhanced my leadership and teamwork skills, translating into a
more collaborative and effective approach to group projects. (180 participants)
·
Attending religious lectures expanded my worldview and
critical thinking skills, contributing to a more comprehensive understanding of
various subjects. (150 participants)
·
In times of academic challenges, turning to my faith
for guidance and inner strength has been a crucial factor in overcoming
obstacles and staying motivated. (280 participants)
4.2. How do you perceive the
role of your religious community in supporting your educational endeavours?
·
My religious community serves as a valuable support
system, providing mentorship and guidance on balancing academic and spiritual
pursuits. (400 participants)
·
Through scholarship programs and educational
initiatives, my religious community actively contributes to enhancing access to
quality education for its members. (220 participants)
·
Networking within my religious community has opened up
opportunities for internships and career guidance, demonstrating the practical
support it offers in shaping my educational journey. (180 participants)
·
The emphasis on ethics and morality within my
religious community has influenced my decision-making process, fostering a
sense of responsibility and integrity in my academic endeavours. (300
participants)
·
Engaging in educational outreach programs organized by
my religious community has allowed me to give back to society while gaining
valuable teaching and leadership experience. (150 participants)
Section 5: Additional Comments
5.1. Is there anything else
you would like to add about the relationship between your religious activities
and learning behaviour?
·
The communal aspect of religious events creates a
sense of belonging that positively impacts my motivation and enthusiasm for
learning. (320 participants)
·
Integrating spiritual practices into my routine has
enhanced my time management skills, enabling me to prioritize academic
commitments effectively. (250 participants)
·
The diversity within my religious community has
exposed me to different perspectives, enriching my education with a broader
understanding of cultural and social issues. (180 participants)
·
Balancing religious and academic commitments has
taught me valuable lessons in prioritization and adaptability, skills that are
transferable to various aspects of my life. (270 participants)
·
The sense of purpose derived from my religious beliefs
provides me with a strong foundation, instilling perseverance and resilience in
the face of academic challenges. (310 participants)
CITY: SURAT
Section 4: Open-Ended
Questions
4.1. Can you describe a
specific instance where your religious activities have positively influenced
your learning discipline?
·
Participating in weekly prayer sessions helped me
develop a sense of calm and focus. This positively impacted my study habits,
leading to better concentration during exams. (287 participants)
·
My involvement in religious community service made me
more compassionate. This compassion translated into improved teamwork and
collaboration with classmates on group projects. (153 participants)
·
Attending religious seminars provided me with a
broader perspective on ethical issues, enhancing my critical thinking skills
and ethical decision-making in academic settings. (124 participants)
·
Through religious discussions, I learned effective
communication skills. This has been invaluable in presenting my ideas
confidently during class discussions and presentations. (94
participants)
·
Fasting during religious observances taught me
self-discipline, which I applied to creating a structured study routine,
resulting in increased productivity. (176 participants)
·
The sense of community in religious gatherings
motivated me during tough times, creating a support system that boosted my
resilience in the face of academic challenges. (215 participants)
·
Incorporating meditation from my religious practices
has significantly reduced stress and anxiety, improving my overall mental
wellbeing and academic performance. (198 participants)
4.2. How do you perceive the
role of your religious community in supporting your educational endeavours?
·
The religious community provided a network of mentors
who guided me academically and personally, fostering a positive and
growth-oriented environment. (312 participants)
·
Our religious community organized study circles,
enhancing our learning experience by promoting group discussions and shared
knowledge. (178 participants)
·
Attending religious events with fellow students
created a sense of unity that extended to academic collaboration, making
learning a collective effort. (143 participants)
·
Through scholarships and financial aid programs, the
religious community alleviated financial burdens, allowing me to focus more on
my studies. (201 participants)
·
The support system within my religious community
played a crucial role during exam periods, providing emotional support and
encouragement. (240 participants)
·
Religious retreats served as a space for reflection,
helping me set academic goals and gain a clearer understanding of my
educational journey. (167 participants)
·
The religious community emphasized the importance of
education, motivating me to pursue excellence and contribute positively to
society. (189
participants)
Section 5: Additional Comments
5.1. Is there anything else
you would like to add about the relationship between your religious activities
and learning behaviour?
·
The intersection of faith and learning has enriched my
college experience, shaping me into a more well-rounded and empathetic
individual. (276 participants)
·
Religious festivals provided opportunities for
cultural exchange, fostering a diverse and inclusive atmosphere that enhanced
my overall educational experience. (134 participants)
·
I appreciate the university's recognition of religious
holidays, allowing students to balance their spiritual practices with academic
responsibilities. (187 participants)
·
Integrating elements of mindfulness from my religious
background has been a gamechanger, enhancing my focus and overall academic
performance. (198 participants)
·
I believe universities should encourage interfaith
dialogues to promote understanding and respect, creating a more harmonious
academic environment. (223 participants)
·
The incorporation of religious literature in certain
courses has allowed for a unique perspective, promoting a broader worldview in
academic discussions. (142 participants)
·
The university's support for religious student
organizations has created spaces for spiritual growth, fostering a sense of
belonging and community. (215 participants)
CITY: LUCKNOW
Section 4: Open-Ended
Questions
4.1. Can you describe a specific instance
where your religious activities have positively influenced your learning
discipline?
·
During exam stress, engaging in prayer and
meditation helped me find inner peace. This calmness allowed me to focus better
on my studies. (245 participants)
·
Attending religious study groups enhanced
my discipline. The discussions on morality and ethics positively impacted my
approach to academic challenges. (182 participants)
·
I participated in a community service
event organized by my religious group. This experience taught me teamwork and
leadership, skills that translated into effective group projects at university.
(123 participants)
·
The practice of mindfulness through
religious rituals significantly improved my concentration. This clarity of mind
has been a key factor in my academic success. (142 participants)
·
I found solace in my religious community
during tough times. The emotional support received positively influenced my
mental health, which in turn improved my overall learning experience. (218
participants)
·
Attending religious ceremonies regularly
instilled a sense of discipline and time management. This spilled over into my
study routine, making me more organized. (197 participants)
·
My religious beliefs emphasize the
importance of knowledge. This encouragement motivated me to excel academically,
viewing education as a path to spiritual enlightenment. (165 participants)
4.2. How do you perceive the role of your
religious community in supporting your educational endeavours?
·
My religious community organizes study
circles where we discuss academic challenges. This collective wisdom has been a
valuable resource in navigating my educational journey. (212 participants)
·
The financial assistance provided by my
religious community for educational expenses has been a significant enabler for
my academic pursuits. (176 participants)
·
Our religious community promotes a culture
of mentorship. Older members guide younger ones in career choices and academic
decisions, creating a supportive educational environment. (158 participants)
·
The emphasis on moral values in my
religious community has shaped my character, influencing my behaviour in
academic settings. It has helped me maintain integrity in my studies. (203
participants)
·
Regular motivational talks and workshops
organized by my religious community instill a positive mindset. This mental
strength has been instrumental during challenging academic phases. (135
participants)
·
The network of professionals within my
religious community has opened doors for internships and job opportunities,
directly contributing to my educational and career growth. (189 participants)
·
Our religious community celebrates
academic achievements, fostering a sense of pride and motivation. This
recognition has pushed me to excel in my studies. (144 participants)
Section 5: Additional Comments
5.1. Is there anything else you would like
to add about the relationship between your religious activities and learning
behaviour?
·
Balancing religious activities with
studies has taught me time management, a skill crucial in both spiritual and
academic pursuits. (217 participants)
·
The diversity in my religious community
has exposed me to different perspectives, enriching my overall worldview. This
diversity has been an asset in academic discussions. (178 participants)
·
Engaging in community service through my
religious group has given me a sense of purpose beyond academics. This broader
perspective has positively impacted my approach to learning. (195 participants)
·
The sense of belonging in my religious
community has created a support system that boosts my confidence. This
confidence reflects in my academic performance. (162 participants)
·
I appreciate how my religious beliefs
encourage continuous learning. This mindset has fostered a curiosity that goes
beyond my academic requirements. (132 participants)
·
Religious festivals bring our community
together, creating a sense of unity. This communal spirit spills over into
collaborative efforts in group projects and academic events. (188 participants)
·
The values instilled by my religious
community, such as empathy and compassion, have translated into a more
inclusive and supportive approach in group work and educational interactions.
(143 participants)
Comments