Reyes-Perez Moises David, Carreño Saucedo Leticia, Sanchez-Levano María Julia, Cabanillas-Palomino Roxana, Monje-Yovera Paola Fiorella, Jaime-Rodríguez Johan Pablo, Atoche-Silva Luz Angelica, Alarcón-Bustíos Johannes Michael, Fernández-Altamirano Antony Esmit Franco
Facultad de Psicología, Universidad Nacional Mayor de San Marcos, Lima 00051, Peru.
Facultad de Psicología, Universidad Autónoma del Estado de México, Ciudad de México 01000, Mexico.
Eur J Investig Health Psychol Educ. 2025 Aug 13;15(8):158. doi: 10.3390/ejihpe15080158.
This study examines the relationships between spirituality, resilience, and happiness among higher education students, exploring the moderating roles of religious belief and years of study based on developmental and religious coping theoretical frameworks. Developmental theory suggests that university students' psychological resources evolve across academic years, while religious coping theory posits that individual differences in religious commitment may buffer spirituality's protective effects on well-being outcomes. Using a quantitative cross-sectional approach, data were collected from 459 university students from environmental science programs across public and private universities in northern Peru. Participants were predominantly female (59.04%) and aged 18-24 years (73%). Three validated instruments were administered: the Personal Spirituality Scale, Connor-Davidson Brief Resilience Scale, and Subjective Happiness Scale. Religious beliefs were measured on a 5-point scale, while years of study was categorized by academic year. Results from partial least squares structural equation modeling revealed significant direct effects of spirituality on both happiness (β = 0.256, < 0.001) and resilience (β = 0.274, < 0.001), with resilience also significantly influencing happiness (β = 0.162, < 0.05). The structural model demonstrated exceptional explanatory power, with spirituality explaining 97.1% of variance in resilience, while spirituality and resilience together accounted for 86.2% of variance in happiness. Contrary to theoretical expectations, neither religious beliefs (β = 0.032, = 0.489) nor years of study (β = -0.047, = 0.443) showed significant moderating effects. These results suggest that spirituality and resilience serve as universal contributors to student well-being, operating independently of specific religious orientations and academic progression. The findings support integrating spiritual development and resilience-building components into inclusive university student support programs.
本研究探讨了高等教育学生的精神性、心理韧性和幸福感之间的关系，并基于发展理论和宗教应对理论框架，探究宗教信仰和学习年限的调节作用。发展理论表明，大学生的心理资源会随着学年的推进而演变，而宗教应对理论则认为，宗教信仰程度的个体差异可能会缓冲精神性对幸福结果的保护作用。本研究采用定量横断面研究方法，从秘鲁北部公立和私立大学环境科学专业的459名大学生中收集数据。参与者以女性为主（59.04%），年龄在18至24岁之间（73%）。使用了三种经过验证的工具：个人精神性量表、康纳-戴维森简短心理韧性量表和主观幸福感量表。宗教信仰采用5分量表进行测量，学习年限按学年进行分类。偏最小二乘结构方程模型的结果显示，精神性对幸福感（β = 0.256，p < 0.001）和心理韧性（β = 0.274，p < 0.001）均有显著的直接影响，心理韧性对幸福感也有显著影响（β = 0.162，p < 0.05）。结构模型显示出卓越的解释力，精神性解释了心理韧性中97.1%的变异，而精神性和心理韧性共同解释了幸福感中86.2%的变异。与理论预期相反，宗教信仰（β = 0.032，p = 0.489）和学习年限（β = -0.047，p = 0.443）均未显示出显著的调节作用。这些结果表明，精神性和心理韧性是学生幸福感的普遍贡献因素，其作用独立于特定的宗教取向和学业进展。研究结果支持将精神发展和心理韧性培养成分纳入包容性的大学生支持项目。
