Spiritual Intelligence, Emotion Regulation, and Happiness in University vs. Religious Studies Students: A Comparative Study

Abstract

The current research aimed to comprehensively examine the differences in spiritual intelligence, emotion regulation, and happiness between university students pursuing secular degrees and those studying religious courses. The sample consisted of 192 students (95 from Religious Studies and 97 from Secular Studies) aged 18-25, selected through purposive sampling from various private colleges in Bangalore, Karnataka. Data was gathered using a personal information form and three standardized questionnaires: the Spiritual Intelligence Self-Report Inventory (SISRI-24), the Emotion Regulation Questionnaire (ERQ-10), and the Subjective Happiness Scale (SHS-4). Descriptive statistics and independent t-tests were used for data analysis. The study found significant differences in spiritual intelligence and happiness between students in religious and secular programs, with secular students reporting lower happiness scores. Additionally, expressive suppression—a strategy for regulating emotions—differed between the groups. The research suggests that incorporating spiritual teachings into the curriculum can enhance spiritual intelligence and happiness among students. These findings highlight the need for support services to improve college students’ well-being, though further studies are needed to understand the relationship between spiritual teachings, emotional regulation, and subjective well-being.