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- Title
Religious beliefs and practices in college students: their association with stress, affect, cognitive processes and emotion regulation strategies.
- Authors
Soares, M. J.; Amaral, A. P.; Pereira, A. T.; Bos, S.; Macedo, A.
- Abstract
Introduction: Several studies suggest that religious affiliation and spirituality often provide a cognitive framework that facilitates finding a meaning in life and may be coping resources to better deal with stress and suffering. Objectives: To study how religious beliefs and practices associate with stress, negative affect, perseverative thinking and cognitive emotion regulation strategies. Methods: 255 higher education students (79.6% women) answered a set of questionnaires in Time 0 (T0) and one year later (Time 1, T1), which included: Perceived Stress Scale-10; Profile of Mood States; Perseverative Thinking Questionnaire; Cognitive Emotion Regulation Questionnaire and two "yes"/"no" questions to assess religious beliefs (RB) and religious beliefs and practices (RBP). Results: In T0 and T1, 82.3% and 83.9% of the students held RB and 52.8% and 48.4% of these also had religious practices (RBP). RB and RBP decreased with age, both in T0/T1. No RB was positively related to positive reappraisal and planning in T1 (r=.126, p<.05). No RBP in T0 was positively associated with T0 perceived stress, T0 blaming-others, T0 self-blame, T0/T1 global negative emotion regulation strategies and T0/T1 negative affect. No RBP in T1 was also positively associated with T1 global perseverative thinking (from r= 156, p<.05 to r=.249, p<.01). Conclusions: More than the religious beliefs alone, the join effect of religious beliefs and practices, might promote personal well-being. Religious beliefs and practices are associated with positive outcomes and with adaptive cognitive-emotional processes in undergraduate students. The last association may clarify the protective effect of religious beliefs and practices.
- Subjects
STUDENT organizations; COLLEGE students; AFFECT (Psychology); WELL-being; EDUCATION students; EMOTION regulation; RELIGIOUS identity
- Publication
European Psychiatry, 2020, Vol 63, pS421
- ISSN
0924-9338
- Publication type
Article