Protective and risk pathways between religiosity and early maladaptive schemas in adolescent mental health
DOI:
https://doi.org/10.15343/0104-7809.202650e18522025IKeywords:
Religiosity, Cognitive Schemas, Adolescent Behavior, Mental Health, StressAbstract
Religiosity may be linked to psychological functioning, particularly in terms of coping strategies, emotional regulation and the development of cognitive-behavioural patterns. This study examined the relationship between dimensions of religiosity and early maladaptive schemas (EMS) using a quantitative, cross-sectional, descriptive-correlational design. The study involved 360 secondary school students from an educational institution in southern Peru, with a mean age of 15.6 years (SD = 1.05), selected using purposive non-probabilistic sampling. The Young Schema Questionnaire–Short Form (YSQ-SF) and the Age Universal I-E 12 Scale were used. Analyses were conducted using Spearman’s rho. Intrinsic religiosity was negatively correlated with vulnerability to harm and illness (ρ = -0.452; p < 0.001) and entitlement/ grandiosity (ρ = -0.151; p = 0.004), but not with abandonment (ρ = -0.095; p = 0.071). Extrinsic-social religiosity was positively associated with insufficient self-control/discipline (ρ = 0.220; p < 0.001), self-sacrifice (ρ = 0.240; p < 0.001), inflexible standards 2 (ρ = 0.153; p = 0.004) and emotional inhibition (ρ = 0.113; p = 0.032), and negatively with vulnerability to harm and illness (ρ = -0.206; p < 0.001). Extrinsic-personal religiosity was negatively correlated with mistrust/abuse (ρ = -0.114; p = 0.031), vulnerability to harm and illness (ρ = -0.220; p < 0.001) and inflexible standards 1 (ρ = -0.121; p = 0.022), and positively with self-sacrifice (ρ = 0.133; p = 0.011). These findings suggest that religiosity is differentially related to certain EMS, although due to the cross-sectional design it is not possible to establish causal relationships. It is recommended that religiosity be considered as a contextual factor in psychological assessment and educational guidance programmes.
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