Volume 16, Issue 50 (3-2025)                   erj 2025, __(50): 0-0 | Back to browse issues page

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Heydari Z, Haj Hosseini M, Naghsh Z. Structural Model of the Relationship between Critical Thinking and Religious Identity with the Mediating Role of Spiritual Intelligence. erj 2025; 16 (50)
URL: http://erj.khu.ac.ir/article-1-1503-en.html
Structural Model of the Relationship between Critical Thinking and Religious Identity with the Mediating Role of Spiritual Intelligence
Zahra Heydari , Mansoure Haj Hosseini *1 , Zahra Naghsh
1- , hajhosseini@ut.ac.ir
Abstract:   (533 Views)
 This study aimed to evaluate the structural model of the relationship between critical thinking and religious identity with the mediating role of spiritual intelligence. A descriptive-correlational design and structural equation modeling (SEM) were employed. The statistical population consisted of all female high school students in District 4 of Mashhad during the 2023–2024 academic year. A sample of 327 students was selected using a non-random sampling method based on inclusion criteria and accessibility during the data collection period. Data were collected using Ricketts’ Critical Thinking Disposition Assessment (CTDA), Khoushabi’s Religious Identity Questionnaire, and King’s Spiritual Intelligence Self-Report Inventory (SISRI). Data analysis was performed using Pearson correlation and SEM with SPSS and AMOS software. The results indicated that the proposed model fit the data well. A positive and significant relationship was observed between critical thinking and spiritual intelligence, as well as between spiritual intelligence and religious identity. Additionally, the mediating role of spiritual intelligence in the relationship between critical thinking and religious identity was confirmed. Based on these findings, focusing on enhancing critical thinking and spiritual intelligence can be effective in promoting religious identity.

 
Keywords: critical thinking, religious identity, spiritual intelligenc
     
Type of Study: Research Paper | Subject: Educational Psychology
Received: 2024/11/15 | Revised: 2025/05/24 | Accepted: 2025/05/21 | ePublished: 2025/05/21
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