A Comparative research on the dimensions of religious life of the students of divinity. Medicine and engeneering faculties

ABSTRACT The aim of this study to make a comparision between the university students at the different faculties from the point of religious life and its dimensions. For this purpose, first of all, it has been researched relationship between religiosity and demographic variables (such as gender, age, marital status, family religiosity, taking religious education, kind of religious education, desire to choose academic field) and then it has been also looked up how these relations occurred according to the different academic fields. The sampling group of the study (n=898) has been randomly selected from the pool of freshmen, sophomore, junior and senior students who study at several faculties and departments of the Selçuk University such as Divinity', Engineering, Medicine, Sociology and Psychological Consultation and Guidance in Education. The instrument used for gathering data was Religious Life Inventor} which was constructed and developed by a group of member of Divinity Faculty of Dokuz Eylül University. The results reached at the end of this study can be mentioned as follows : 1) There are significant relationships between religiosity and academic field (r=-.14, P<01), family religiosity (r=.20, P<01), taking religious education (r=.-17, P<.01) and kind of religious education (r=.09, P<.01). 2) There are significant relationships between ideological dimension of religiosity' and academic field (r=-.07, P<.05), taking religious education (r=-.09, P<.01) 3) There are significant relationships between ritualistic dimension of religiosity' and age (r=.06, P<.05), academic field (r=.-17, P<.01), family religiosity' (r=-.06, P<.01), social environment (r=-.06, P<.05), taking religious education (r=-.16, P<.01) and kind of religious education (r=.08, P<.01). 4) There are significant relationships between experimental dimension of religiosity and gender (r=-09, P<.01), grade (r=-.06, P<.05), family religiosity' (r=.16, P<.01), taking religious education (r=-.12, P<.01) and kind of religious education (r=.06, P<.05). 5) There are significant relationships between intellectual dimension of religiosity and age (r=.10, P<.01), academic field (r=-.23, P<.01), grade (r=.13, P<.01), family religiosity (r=.09, P<.01) and taking religious education (r=-.13, P<.01). The results of One Way ANOVA, Tukey HSD, Fisher LSD and T tests have indicated that as far as the religiosity and its dimensions are concerned there have been significant differences between demographic variable groups. Also the analysis which were applied to determine how these relationships occurred in the fields of education have indicated that there have been significant differences between the educational groups.