INFLUENCE OF RELIGIOSITY ON WELL-BEING AMONG LITERATE AND ILLITERATE PERSONS

Key findings from this study

This research indicates that:

• religiosity explains 19.1% of well-being variance in literate individuals but only 2.5% in illiterate individuals
• physical and spiritual well-being dimensions correlate significantly with religiosity among literate persons, whereas social well-being shows significant correlation only in the illiterate group
• literate and illiterate populations differ significantly on both religiosity and overall well-being measures

Overview

This investigation examined the relationship between religiosity and well-being across literate and illiterate populations. The study assessed 200 participants (100 literate, 100 illiterate) using the Religiosity Inventory and Well-Being Inventory. Simple linear regression analysis quantified the influence of religiosity on overall well-being and its five constituent dimensions: physical, mental, social, emotional, and spiritual.

Methods and approach

The study employed simple linear regression to examine correlations between religiosity and well-being. Participants completed the Religiosity Inventory and Well-Being Inventory. Independent samples t-tests compared religiosity and well-being scores between literate and illiterate groups. Analysis included both overall well-being measures and five specific well-being dimensions.

Results

Religiosity accounted for 19.1% of variance in well-being among literate participants (R = 0.437) versus 2.5% among illiterate participants (R = 0.159). In the literate group, religiosity correlated significantly with physical and spiritual well-being dimensions only. In the illiterate group, only social well-being demonstrated significant correlation with religiosity. All other dimensions showed insignificant relationships across both groups. Significant differences emerged between literate and illiterate groups on both religiosity measures and overall well-being scores.

Implications

The substantially stronger association between religiosity and well-being in literate versus illiterate populations suggests that literacy level moderates this relationship. Educational interventions targeting illiterate populations may enhance well-being through combined literacy instruction and religiosity awareness programming. Schools and formal educational systems should incorporate structured opportunities for religious awareness and learning. Developing independent learning pathways for illiterate individuals could address systematic barriers that constrain their well-being trajectories throughout life.

Scope and limitations

This summary is based on the study abstract and available metadata. It does not include a full analysis of the complete paper, supplementary materials, or underlying datasets unless explicitly stated. Findings should be interpreted in the context of the original publication.