Volume 2, Issue 2 (Fall and Winter 2022)                   jspnay 2022, 2(2): 60-69 | Back to browse issues page

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Farshbaf-Zivari J, Bakhshipour Roudsari A. The Structural relationships among Dogmatism, Identity style, commitment and religious faith in Youth. jspnay. 2022; 2 (2) :60-69
URL: http://jspnay.ir/article-1-64-en.html
M.A. Student in Clinical Psychology of Child and Adolescent, University of Tabriz, Tabriz, Iran
Abstract:   (368 Views)
Background and Aim: Present research intends to evaluate structural equations among dogmatism, identity styles, commitment and religious faith using Structural Equation Modeling (SEM). Hypothesis indicates that individuals who are dogmatic considering their cognitive style, are more likely to have normative identity style, more committed to their beliefs and more prepared to accept religious faith. Methods:  This research is descriptive-correlative type. 160 young people from Tabriz, Iran participated and they had the age of 20 to 35 years old. Mentioned group responded to Rokeach’s Dogmatism scale, fifth version of Identity Style Inventory (ISI-5) and The Santa Clara Strength of Religious Faith Questionnaire (SCSORF). Data analysis administered using Exploratory Factor Analysis, Confirmatory Factor Analysis and Structural Equation Modeling. In addition, in order to categorize, analyze and compute data SPSS ver.25 and SPSS Amos ver.24 applications were used. Results:   Assessment of the model based on hypothesis clarified that it’s fitting according to model fit scores (CFI=0.94, GFI=0.95, NFI=0.89, RMSEA=0.081). Also, correlations between variables were in the same direction with predicted model (p<0.05). Conclusion:  Generally, present article concluded there is a strong relationship between dogmatism-related cognitive style and identity style formation which leads to high levels of commitment and tendency to religious belief and faith.
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Type of Study: Research | Subject: Special
Received: 2021/12/8 | Accepted: 2022/03/19 | ePublished: 2022/01/13
* Corresponding Author Address: Tabriz, University of Tabriz, Faculty of Educational Sciences and Psychology

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