Adolescents’ Perception of Religious Education According to Religion and Gender in Spain
Abstract
:1. Introduction
2. Materials and Methods
2.1. Method
2.2. Participants
2.3. Instrument
2.4. Procedure
Data Collection Procedure
2.5. Data Analysis
3. Results
4. Discussion
5. Conclusions
Author Contributions
Funding
Conflicts of Interest
Appendix A. Adolescent Perception of Religious Education (APREQ) Questionnaire
- How many years have you studied religion in school?
- Do you attend religion classes this school year?
Catholicism | ||
Muslim | ||
Jewish | ||
Hindú | ||
Agnostic | ||
Atheist | ||
Others |
What Is Your Experience with Religion in School? To What Extent Do You Agree That: | Strongly Agree | Agree | Neither Agree Nor Disagree | Disagree | Strongly Disagree | |
At school I get knowledge about different religions. | ||||||
At school I learn to respect everyone, regardless of their religion. | ||||||
At school I have the opportunity to speak about religious matters from different perspectives. | ||||||
Topics dealing with religion in school are interesting. | ||||||
I consider religions to be an important topic at school. | ||||||
Learning about different religions helps us to live together. | ||||||
Learning about religion in general helps me decide between good and bad. | ||||||
Learning about religion in general helps me understand the current events. | ||||||
Learning about religion in general helps me learn about myself. | ||||||
Learning about religions leads to conflicts in the classroom. | ||||||
Religion can appear in school in many different ways. Imagine that you are someone who has the authority to decide about school affairs. To what extent do you agree with the following positions? | ||||||
Religious dietary demands must be taken into consideration at the school canteen. | ||||||
Students should be able to wear religious symbols in school. | …discreet (e.g., small crosses, etc. hanging around the neck) | |||||
…more visible (e.g., veils etc.) | ||||||
It is acceptable for students not to attend class due to religious holidays. | ||||||
Students should be excused from attending certain classes for religious reasons. | ||||||
The school should provide spaces for students to pray. | ||||||
Voluntary religious acts (e.g., prayers) could be part of the daily life of the school. | ||||||
To what extent do you agree that learning about religions helps to: | ||||||
Understand others and live with them peacefully. | ||||||
Understand the history of my country and Europe. | ||||||
Get a better understanding of current events. | ||||||
Develop my own point of view. | ||||||
Develop moral values. | ||||||
Learn about my own religion. | ||||||
What is your position regarding the different models of teaching religion in school? | ||||||
Religion should be optional. | ||||||
Students should study Religion separated into groups according to their religion. | ||||||
There should be no place for religion in school. | ||||||
Religion should be taught to all students together, regardless of students’ religious or confessional differences. | ||||||
The subject of Religion is not necessary. All necessary topics are covered by other subjects in the school (e.g., Literature, History, etc.). | ||||||
Religion should be taught partly together and partly in groups, according to the religion of students. | ||||||
Get an objective knowledge of the religions of the world. | ||||||
Learn to understand what religions teach. | ||||||
Be able to speak and converse on religious matters. | ||||||
Learn about the importance of religion to solve problems in society. | ||||||
Be oriented towards religious belief. | ||||||
Note: Questionnaire based on the instrument used in the European project Religion in Education. A contribution to dialogue or a factor of conflict in transforming societies of European Countries (Weisse 2009; European Commission 2011; Dietz et al. 2011). |
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Absolute Adjustment Index | Increased Adjustment Index | ||||||||
---|---|---|---|---|---|---|---|---|---|
Model | CMIN | P | LO 90 | HI 90 | RMSEA | PNFI | NFI | CFI | TLI |
4 Facts 36 items | 822.7 | 0.000 | 0.043 | 0.071 | 0.048 | 0.841 | 0.937 | 0.890 | 0.906 |
Factors | M | SD | CI (95%) | F | p | η2 | ||
---|---|---|---|---|---|---|---|---|
Lower Limit | Higher Limit | |||||||
Experiences with religion in school | Gender | 4.36 | 0.791 | 3.83 | 4.66 | 0.483 | 0.003 | 0.26 |
Religion | 3.96 | 0.853 | 3.53 | 4.12 | 1.251 | 0.001 | 0.19 | |
Gender × Religions | 4.02 | 0.866 | 3.85 | 4.22 | 2.244 | 0.000 | 0.17 | |
Autonomy of religion in school | Gender | 3.91 | 1.298 | 3.66 | 4.11 | 0.885 | 0.001 | 0.09 |
Religion | 4.11 | 1.933 | 3.99 | 4.56 | 2.246 | 0.000 | 0.07 | |
Gender × Religions | 4.03 | 1.872 | 3.85 | 4.45 | 2.215 | 0.000 | 0.32 | |
Knowledge of religion contributes to life development | Gender | 4.05 | 1.331 | 3.98 | 4.57 | 0.998 | 0.012 | 0.33 |
Religion | 4.02 | 0.989 | 3.72 | 4.23 | 3.112 | 0.000 | 0.31 | |
Gender × Religions | 3.98 | 1.232 | 3.65 | 4.34 | 2.631 | 0.000 | 0.21 | |
Teaching Models in Religious Education | Gender | 3.23 | 0.875 | 2.86 | 3.51 | 0.989 | 0.001 | 0.23 |
Religion | 3.19 | 0.816 | 3.03 | 3.24 | 2.842 | 0.000 | 0.21 | |
Gender × Religions | 3.04 | 0.979 | 2.83 | 3.31 | 1.487 | 0.000 | 0.16 |
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Olmos-Gómez, M.d.C.; López-Cordero, R.; García-Segura, S.; Ruiz-Garzón, F. Adolescents’ Perception of Religious Education According to Religion and Gender in Spain. Religions 2020, 11, 616. https://doi.org/10.3390/rel11110616
Olmos-Gómez MdC, López-Cordero R, García-Segura S, Ruiz-Garzón F. Adolescents’ Perception of Religious Education According to Religion and Gender in Spain. Religions. 2020; 11(11):616. https://doi.org/10.3390/rel11110616
Chicago/Turabian StyleOlmos-Gómez, María del Carmen, Rafael López-Cordero, Sonia García-Segura, and Francisca Ruiz-Garzón. 2020. "Adolescents’ Perception of Religious Education According to Religion and Gender in Spain" Religions 11, no. 11: 616. https://doi.org/10.3390/rel11110616