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Research on Humanities and Social Sciences ISSN 2222-1719 (Paper ISSN 2222-2!"# ($nline %ol.#& No.

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Religious Commitment Level Among the Petra University Students


(r.)ahmoud *lsal+hi *ssistant Pro,essor& (i-ision o, .ducational Sciences& Petra Pri-ate /ni-ersit0& Po 1o2 9"1#3# *mman 1119"& 4ordan .-mail5 malsal+hi60ahoo.com Abstract 7his stud0 aimed at re-ealing the le-el o, religious commitment shown 10 the students o, the /ni-ersit0 o, Petra. 7he stud0 sample consisted o, "'2 o, 1oth male and ,emale students. In order to measure the le-el o, this commitment& the researcher used criteria whose relia1ilit0 and consistenc0 were con,irmed. In general& the stud0 results showed a high le-el o, commitment in the three stud0 areas5 ,aith& worship& and ethics. *lso& the stud0 results had shown di,,erences o, statistical indication in the le-el o, religious commitment attri1uted to the gender -aria1le in ,a-or o, the ,emale students. $n the other hand& the results had shown no di,,erences o, statistical indication that could 1e attri1uted to the college -aria1le. Keywords: Religious 8ommitment& *l-Islam& Petra Pri-ate /ni-ersit0 1. ntroduction *l-Islam& according to the religious concept& is the religion introduced 10 the prophet )ohammed& and *l-Sharia with which the Supreme 9od concluded the hea-en missions. 7he prophet )ohammed& pra0er and peace upon him& too+ the responsi1ilit0 o, con-e0ing this religion and its :urisdiction to all people. *lso& the prophet urged people to a1andon the worship o, idols. *l-Islam re;uires su1mission o, the )uslims to his creator& and the surrender o, his mind and heart to the greatness and per,ection o, 9od. *lso& *l-Islam re;uires the a1solute 1elie, in the unit0 o, 9od. 7his religion co-ers worships& transactions& ethics& ,aith& rules which the prophet )ohammed was ordered 10 9od to con-e0 to all people. *l-Islam has three 1asic ,undamentals5 ,aith& legislation& and ethics. 7he ,aith is de,ined as the a1solute 1elie, in 9od and his angels& hea-enl0 1oo+s& prophets& and the herea,ter da0. *lso& the ,aith in 9od re;uires the 1elie, in ,ate and di-ine decree& all religious te2ts& and di-ine secrets and a,,airs. <hereas legislature is *l-Sharia :urisdiction 1ased on the hol0 =ura>n and *l-Sunna that includes worships and transactions which the prophet was instructed to appl0. .thics were gi-en high priorit0 in *l-=ura>n and *l-Sunna 10 designating one ,ourth o, the =ura>n -erses to deal with ethics. .thics pla0 a 1asic role in shaping the )oslem>s personalit0 and directing it towards good wel,are. .thics are legal :urisdiction 1ased on Islamic ,aith. It is the supreme goal o, the Islamic .ducation and the ,ruit o, Islam em1odied in the )oslem>s 1eha-ior. ?0 -irtue o, the Islamic ethics& the )uslim 1ecomes the most 1elo-ed person to the prophet )ohammed (Ra0an et al& 199" . !he Conce"t o# Religious Commitment 7his concept indicates the commitment o, the )uslim to what is gi-en in the =ura>n and Sunna including -alues& principles& ,undamentals& and religious ideals in accordance with the actual social li,e o, the Islamic societ0 (*li& 2''3 . 7he researcher de,ines this concept as the commitment o, the indi-idual )uslim and his adherence to the three 1asic ,undamentals o, Islam5 ,aith& legislature& and ethics. 7he religious commitment ma+es the 1elie-er gets the taste o, ,aith and the +nowledge o, *llah and 1eing close to Him. ()osa& 1999 . Religious commitment is considered one o, the signi,icant elements that contri1utes to de-eloping the personalit0 o, uni-ersit0 students and preparing them e,,ecti-el0 so that the0 can ,ace their challenges with ,aith and power. /ni-ersit0 students are in need ,or a com,orta1le academic en-ironment and ps0chological li,e due to their critical age and the nature o, their challenging stud0 (Hamadani& 2''@ . *l1ort considered this concept as an important -aria1le in shaping the indi-idual>s personalit0& and also use,ul in understanding the religious duties. *lso& he de,ined the concept as the wa0 in which the person practices his 1elie,s and religious -alues (.arnshaw& 2''' . *ccordingl0& *l1ort suggested two +inds o, religious commitment5 1- 9enuine religious commitment. 2- Super,icial religious commitment. Aollowers o, the ,irst +ind o, ,a-oritism practice and commit themsel-es to a real religious li,e& and consider the social aspects o, religion unimportant. 7here,ore& the0 ha-e an in-depth commitment to their religious 1elie,s and -alues& and the0 are read0 to sacri,ice ,or them.

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Research on Humanities and Social Sciences ISSN 2222-1719 (Paper ISSN 2222-2!"# ($nline %ol.#& No.1"& 2'1#

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$n the other hand& ,ollowers o, the second +ind o, ,a-oritism a1use the religion and e2ploit it ,or their personal utiliBation to pro-ide them with a com,orta1le li,e and support in order to meet the li,e challenges. *lso& these ,ollowers use religion as a tool to satis,0 their own o1:ecti-es such as getting a :o1 or ha-ing a position accepta1le to the societ0. (9allant& 2''1 7he Social Aactors which a,,ect the Religious 8ommitment Ce-el5 - Aamil05 studies ha-e pro-ed that the ,amil0 has a main role in determining the indi-idual 1eha-ior. - PeersDAriends5 Ariends a,,ect the indi-idual 1eha-ior in a dramatic wa0 due to personal and social ,actors. - 7he .ducational Institutions5 in -arious educational le-els such as schools& institutes and uni-ersities. - <orshipping Places5 represented 10 )os;ues which has the e,,ecti-e role in increasing the religious commitment le-el to the indi-idual. - )edia5 It has a dou1le-edge weapon in which it can 1e used in good and 1ad deeds. )edia should 1e emplo0ed in the positi-e side. (=e>e1& 2''# Religion is essential ,or the wel,are o, indi-iduals and societies. *s long as the societ0 +eeps awa0 ,rom its religious and ,aith ,undamentals& corruption and chaos pre-ail the social relationships and ethical principles. 8ertainl0& the adherence to the religious -alues is an e,,ecti-e tool to resist the wea+ness o, spiritual li,e in the modern societ0. 1.1. Statement o# the Problem Religious commitment is considered as one o, the main -aria1les in 1uilding the uni-ersit0 student personalit0 in ethical and 1elie-ed manners. It surrounds them with a great ,ence o, ps0chological wel,are and protects them ,rom e2posing to the mental and ps0chological crises and diseases. 7his commitment pro-ides all reasons o, adaptation& harmon0 and positi-e interaction with the communit0 which ena1les the 0outh to 1e hard-wor+ing and producti-e (Saleh& 2''7 . 7his pro1lem initiated as a result o, the researcher interest to re-eal the le-el o, religious commitment o, the students at Petra Pri-ate /ni-ersit0 in 4ordan. 7his interest was mainl0 due to the great e,,ect o, this commitment in shaping the personalit0 o, students and esta1lishing relations with 9od& themsel-es& and others. 7he stud0 tries to answer two main ;uestions5 <hat is le-el o, religious commitment o, the students at Petra Pri-ate /ni-ersit0E Is there an0 di,,erence in the le-el o, the religious commitment o, the students at Petra /ni-ersit0 due to the gender and college -aria1lesE 1.$. %b&ectives o# the study 7his stud0 aims at identi,0ing the le-el o, religious commitment at Petra Pri-ate /ni-ersit0& and showing i, there are an0 di,,erences in this le-el attri1uted to the gender or college -aria1le. 1.'. Signi#icance o# the study 7he signi,icance o, this stud0 is re,lected 10 the ,ollowing points5 7his stud0 is genuine as it is the ,irst time such a stud0 is conducted in 4ordan to the 1est o, m0 +nowledge. 7his stud0 would 1ene,it those who are specialiBed in the Islamic .ducation or those in-ol-ed in the student a,,airs at the Petra Pri-ate /ni-ersit0. 7he stud0 would help concerned personnel to recogniBe the le-el o, religious commitment o, students& and suggest appropriate solutions ,or an0 commitment wea+ness& i, e2ists. *lso& it encourages education specialists to de-elop religious programs that support and maintain a high commitment le-el. 1.(. Limitations o# the study 7he stud0 is limited to the +nowledge o, the religious commitment le-el 1etween Petra /ni-ersit0 students and its relationship to some -aria1les. F7emporal Cimitations5 7he stud0 was conducted in the summer semester o, the scholastic 0ear 2'11D2'12. F Spatial Cimitations5 7he stud0 was conducted at Petra /ni-ersit0 in 4ordan. F Human Cimitations5 * sample o, Petra /ni-ersit0 students was selected ,rom di,,erent ,aculties and disciplines. )oreo-er& the stud0 is limited to the tool used which is the religious commitment. $. Review o# Related Literature (ue to the importance o, in-estigating the le-el o, religious commitment o, indi-iduals& man0 researchers ,rom *ra1 and ,oreign countries and ,rom -arious uni-ersities ha-e conducted studies to measure the le-el o, religious commitment o, sur-e0 samples. Aatma Saleh has conducted a stud0 in (2''7 in order to ac+nowledge the le-el o, religious commitment o, the Islamic Sciences Aacult0 students in general. 7he sample was ,rom (1@9 students in which the religious commitment was used as a measure. 7he stud0 has come to a conclusion that the students en:o0 high le-el o, religious commitment and males outper,orm ,emales in this regard. Ha::ar and Ridwan (2''" were see+ing to recogniBe the students> le-el o, religious commitment in Islamic /ni-ersit0 at 9haBa.in aspects o, gender& academic le-el and ,acult0. 7he sample was ,rom (#7' students. 7he researchers ha-e used a ;uestionnaire with 27 ;uestions to measure the students> intention to 1eing religiousl0 !!

Research on Humanities and Social Sciences ISSN 2222-1719 (Paper ISSN 2222-2!"# ($nline %ol.#& No.1"& 2'1#

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committed. 7he results ha-e ,ound that ,emales and *rts Aacult0 students ha-e outper,ormed other students regarding their commitment. *nother stud0 10 ?ar+at (2''" has aimed at ac+nowledging the impact o, religious commitment in social and ps0chological adaptation and its relationship with some -aria1les. 7he sample consisted o, (2'' students (1'' males and (1'' ,emales in *l;uds $pen /ni-ersit0. 7he stud0 has ,ound a ,undamental e,,ect towards students> commitment in their le-el o, social and ps0chological adaptation. )oreo-er& an e,,ect was ,ound to the ,ollowing -aria1les5 gender& specialiBation and age (,emales& educational specialiBation and less 2# 0ears students respecti-el0. Hamdani (2''@ has measured the connection 1etween the religious commitment and locus o, control o, the 7+rit students. 7he sample consisted o, (1'!3 students. 7he ,indings ha-e re-ealed that the students ha-e high le-el o, commitment in males more than ,emales& and in scienti,ic specialiBation students than humanitarian ones. *nother stud0 was conducted on (39! =uran 7eaching )ethodologies students in ?aghdad /ni-ersit0 10 Hadi (2''3 . 7he stud0 aimed at recogniBing the le-el o, religious commitment 1etween the students. 7he results came to conclusion that the uni-ersit0 students en:o0 high le-el o, commitment and those who are stud0ing in =uran 7eaching )ethodolgies departments outper,orm those in other departments. No e,,ect was ,ound with respect o, the academic le-el students are in with their religious commitment. (orman et al (2''2 ha-e conducted a stud0 to tac+le the connection 1etween the ps0chological atmosphere o, religion students and their academic outputs. 7he sample was ,rom 1#17 students in high schools in *ustralia. 7he ,indings ha-e reached to the conclusion that there is an important relationship 1etween students intention to the 8hristianit0 and the social and ps0chological atmosphere. Nasee, (2''1 has tac+led the relationship 1etween the religious commitment and the ps0chological securit0 on Sanaa> students in accordance with some -aria1les. 7he sample consisted o, (#'' students. 7he researcher has used the measure o, the religious commitment he has prepared. 7he results ha-e re-ealed that there is a strong tied relationship 1etween the religious commitment and ps0chological securit0. 7here is no statistical di,,erence 1etween 1oth ascri1ed to the gender or specialiBation. ?eing Gheder (2''' has sought to recogniBe the pro1a1le relationship 1etween 1eing religious and one-sidedmental character 1earing in mind the -aria1le (gender in mind in the Guwiti societ0. 7he sample consisted o, (233 people. Aemales ha-e got higher a-erages than males in worshipping aspects. )oheish (1999 has aimed at recogniBing the relationship 1etween the religious commitment and the ps0chological health on a sample o, .ducation Aacult0 students in Ging Aaisal /ni-ersit0 in *lehsaa. 7he stud0 was conducted on (2#3 students. 7he researcher has used a measure ,or the religious commitment and another ,or the ps0chological health. 7he results ha-e shown that there is no di,,erence with statistical connotation in the religious commitment in accordance with the academic ma:or or le-el. 7he ma:orit0 o, pre-ious studies ha-e shown good le-el o, religious commitment o, indi-iduals 1eing studies. 7he researcher couldn>t ,ind a single stud0 conducted in 4ordan to measure the religious commitments o, indi-iduals& especiall0 uni-ersit0 students. '. )ethodology and Procedures '.1. Study Sam"le 7he stud0 was ,ormed o, ("'2 male and ,emale students co-ering -arious colleges o, Petra Pri-ate /ni-ersit0. *ll students were enrolled in the summer semester o, the scholastic 0ear 2'11D2'12. '.$. Study !ool In order to meet the stud0 o1:ecti-es& a standard scale was structured and de-eloped through re-iewing rele-ant education literature and pre-ious studies such as the stud0 o, Saleh (2''7 and *l-=udra (2''7 . 7he scale has #3 sections distri1uted o-er three areas5 ,aith& worship& and ethics. 7he relia1ilit0 and consistenc0 o, the scale were 1oth con,irmed. '.'. *ata Analysis: SPSS was used to anal0Be the stud0 results using the statistical treatments5 *-erages& (e-iation Standards and Independent t-test. (. Study Results and *iscussion (.1. !he results o# the 1st +uestion 7his ;uestion states5 <hat is the le-el o, religious commitment o, students at Petra Pri-ate /ni-ersit0E In order to ,ind out the le-el o, religious commitment o, students& and ,or the purpose o, statistical anal0sis& the researcher used the *rithmetic )ean and the Standard (e-iation to anal0Be the responses o, the stud0 sample indi-iduals ,or each area. *,ter that& the *rithmetic )eans were e2plained according to the ,ollowing scale5 1.'-2.##5 low le-el o, religious commitment 2.#3-#."75 a-erage le-el o, religious commitment

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Research on Humanities and Social Sciences ISSN 2222-1719 (Paper ISSN 2222-2!"# ($nline %ol.#& No.1"& 2'1#

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#."!-@.'5

high le-el o, religious commitment 7a1le 15 7he *rithmetic )eans and Standard (e-iations o, the Religious 8ommitment Ce-el o, Students at Petra /ni-ersit0 in the *rea o, ,aith. Sections No. "'2 "'2 "'2 "'2 "'2 "'2 "'2 "'2 "'2 "'2 )ean 3.!'3' 3.!2#9 3.91#" 3.@21" 3.!!7' 3.!!#7 3.!"71 3.!!#7 3."!33 3.!'7 (e-iation '.@2'@! '.@'!#9 '.#9!"3 '.7"@@3 '.@@977 '.#7797 '.31!72 '.3@7"2 '.79#1' '.271 Ran+ 7 " 1 9 2 # @ 3 ! 8ommitment Ce-el High High High High High High High High High High

Section No. 1 2 # 3 @ " 7 ! 9

I thin+ the 1elie-er who 1elie-es in 9od& his prophets& and his hea-en 1oo+s. I thin+ the 1elie-er who 1elie-es in the angels and herea,ter da0. I do 1elie-e in resurrection a,ter death. I ta+e the prophet )ohammed as m0 ideal in e-er0 matter. I thin+ the 1elie-er ought to 1e a,raid ,rom the supreme 9od. I thin+ the 1elie-er is the one who relies on 9od in e-er0thing. I thin+ the 1elie-er is the one who magni,ies the glor0 =ura>n. I 1elie-e that the merc0 o, 9od accommodates e-er0thing. I thin+ that adulter0 wea+ens the ,aith o, the )uslim. 7otal Sections

7a1le 15 shows that the *rithmetic )ean o, all ,aith sections was 3.!'. 7his indicates that the religious commitment o, the stud0 sample to the ,aith area is generall0 high. It has also 1een o1ser-ed that the commitment le-el o, stud0 participants to all ,aith sections was high and their *rithmetic )eans -alues were in the range 3.@2 and 3.91.7he researcher attri1uted this result to the e,,ecti-e education o, the )uslim ,amilies that insert ,aith in the minds and hearts o, their sons at an earl0 stage. 7a1le 25 7he *rithmetic )eans and Standard (e-iations o, the Religious 8ommitment Ce-el o, Students at Petra /ni-ersit0 in the *rea o, -orshi". Sec.No. 1' 11 12 1# 13 1@ 1" 17 1! 19 2' Section I +eep m0 -ision ,rom loo+ing at an0thing ,or1idden 10 9od. I endea-or to command wel,are and prohi1it e-il actions. I thin+ the 1elie-er is de-oted to his parents. I per,orm pra0ers on time. I gi-e charit0 to poor people as much as I can. I stri-e to treat m0 sins 10 repentances. I spend Ramadan da0s 10 per,orming worship and disregarding ,or1idden actions. I ha-e the desire to read =ura>n. <hene-er I am in trou1le& I resort to 9od. I am planning to per,orm pilgrim. I thin+ it is a must to ma+e up ,or a pra0er whose time is missed. 7otal Sections No. ./$ "'2 "'2 "'2 "'2 "'2 "'2 ./$ "'2 "'2 "'2 "'2 )ean 1.010' 3."23" 3.!@'@H 3.''"" 3.'3#2 3.1@"1 3.1#"2 1.01(' 3.7!'7 3.1#"2 3.#3@@ #.!71 (e-iation 1.1$2(0 '.7#1'1 '.37""@ 1.'#191 '.91"@@ '.922#! '.!@!#! /.1112' '.@7@@1 1.1@''1 '.97@"9 '.@37 Ran+ 1/ # 1 9 ! @ " 11 2 7 3 Level Low High High High High High High Low High High High High

7a1le 25 Shows that the *rithmetic )ean o, all worship sections was #.!71. 7his indicates that the le-el commitment o, students to the worship was generall0 high. *lso& it has 1een o1ser-ed that the ma:orit0 o, worship sections showed high commitment. 7he researcher 1elie-es that the result o, the worship commitment is logical as it is a positi-e re,lection to the ,aith commitment. 7he onl0 e2ception to this result is sections 1' and 17 that showed low commitment. 7he *rithmetic )eans o, the Sections 1' and 17 were 1.797 and 1.713 consecuti-el0. 7he low commitment o, students in these two sections has a negati-e e,,ect on the ,uture religious commitment. *s 1elie-ed 10 the researcher& the result o, section 1' is attri1uted to the uncontrolled co-education 9'

Research on Humanities and Social Sciences ISSN 2222-1719 (Paper ISSN 2222-2!"# ($nline %ol.#& No.1"& 2'1#

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at Petra /ni-ersit0 which is considered an o1-ious legal -iolation to the principles o, Islam. *lso& the lac+ o, interest to read =ura>n leads to not ,ollowing its instructions& and ultimatel0& separating the )uslim ,rom =ura>n. 7a1le #5 7he *rithmetic )eans and Standard (e-iations o, the Religious 8ommitment Ce-el o, Students at Petra /ni-ersit0 in the *rea o, 3thics Sec.No. 21 22 2# 23 2@ 2" 27 2! 29 #' #1 #2 ## #3 Section I thin+ the 1elie-er is the one who gi-es 1ac+ the deposition in trust to its owner. I consider the cooperation 1ased on wel,are and de-otion a legal dut0. I tried to 1e ,air in m0 :udgment on others I stri-e to conciliate 1etween con,licting parties. I tried to accompan0 good de-oted )uslims I ne-er e2press anger or complaint to m0 ,ather.. I tried to thin+ well towards others. )0 ,ear ,rom 9od& not m0 prestige that pre-ents me ma+ing relation with the other gender. I tried not to 1e hostile or un,air with others. I control m0 emotions in case o, anger or sadness. I pre-ent m0sel, ,rom prohi1ited attracti-e actions. It is impossi1le to gi-e ,alse testimon0 to rescue a dear person. I ne-er +ill a human 1eing ,or1idden 10 9od unless it is legall0 allowed. I tried to remo-e an0 trash thrown on the wa0. 7otal Sections No. "'2 "'2 "'2 "'2 ./$ "'2 ./$ "'2 "'2 ./$ "'2 "'2 "'2 "'2 "'2 )ean 3.!2'" 3.@!37 3.33@2 3.1#9@ 1.(42/ 3.1"93 '..''. 3'3219 3.3!@' 1.(.21 3.'@#2 3.#!@3 3.7"'! 3.129" #.92" (e-iation '.3!#72 '.7@3@@ '.7#9@# '.931'9 1./'/.$ '.9'17" o.12$11 '.91!#2 '.7"#@# 1.$/'// '.991'" 1.'@#1" '.771#2 '.9#''! '.3'! Ran+ 1 1 @ 9 1' ! 1$ " 3 1( 11 7 2 1' Level High High High High Low High Average High High Low High High High High High

7a1le #5 Shows that the *rithmetic )ean o, all ethics sections was #.92". 7his indicates that the le-el commitment o, students to the ethics was generall0 high. *lso& it has 1een o1ser-ed that the ma:orit0 o, ethics sections showed high commitment e2cept section 27 that showed an a-erage le-el with an a-erage le-el with an arithmetic )ean o, #."##. *lso& the two sections 2@ and #' showed low le-el with an *rithmetic )ean o, 1.3! and 1.3" consecuti-el0. 7he researcher e2plained these results 10 noting that some students ha-e no interest to esta1lish ,riendship with highl0 committed students due to a wrong conception that such students are isolated and not willing to 1e socia1le. 7his wrong conception needs to 1e corrected. In addition& the researcher realiBed the danger o, ha-ing wea+ control o-er our emotions in case o, anger that would lead in the ,uture to a phenomenon o, -iolence 1etween the students o, Petra /ni-ersit0. *lso& the researcher 1elie-es that i, the )uslim is strictl0 adhered to his ,aith& he will de-elop high Islamic ethics that are in harmon0 with his ,aith and -ice -ersa. In general& the researcher noted that the high le-el o, commitment in the three areas is e2pected in the conser-ed 4ordanian societ0 that is characteriBed 10 its adherence to its ,aith& traditions& -alues& and principles that are ta+en ,rom the Islamic religion that ensure an organiBed & secured and com,orta1le li,e. (.$. Results related to the $nd +uestion 7his ;uestion states5 Is there an0 di,,erence in the le-el o, the religious commitment o, the students at Petra /ni-ersit0 due to the gender and college -aria1lesE In order to answer this ;uestion& the researcher used the 7test and the ,ollowing two ta1les illustrate this5 7a1le 35 7he *rithmetic )eans & Standard (e-iations& and I7J -alues o, the Religious 8ommitment Ce-el o, Students at Petra /ni-ersit0 ?ased on 9ender %aria1le 5ender )ale Aemale 6o. 2!7 #1@ Arithmetic )ean 3.#@33 3.31@7 Standard *eviation '.#@9@@ '.##'22 ! value 7 2.1!1 d.# "'' sig '.'#'

FStatistical indication at the le-el '.'@. 7a1le 35 Shows the e2istence o, di,,erences with statistical indication 1etween the *rithmetic )eans o, the religious commitment o, students at Petra /ni-ersit0 attri1uted to the gender -aria1le in ,a-or o, ,emale students. 7his means that ,emale students showed higher le-el o, religious commitment due to the traditions o, the societ0 91

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which imposed restrictions& accepta1le to the conser-ati-e 4ordanian societ0& on the 1eha-ior o, ,emales. <hereas the male students do not pa0 attention to these traditions due to their di,,erent Ps0chological& social& and ph0siological nature. It is o, note that this result is in agreement with the results reported 10 Ha::ar K Ridwan (2''" & ?ara+at (2''" and Gheder (2''' that showed the superiorit0 o, ,emales o-er males in the le-el o, religious commitment. $n the other hand& this result does not agree with the result reported 10 Saleh (2''7 and Hamadani (2''@ . 7a1le @5 7he *rithmetic )eans& Standard (e-iations& and I7J -alues o, the Religious 8ommitment Ce-el o, Students at Petra /ni-ersit0 ?ased on 8ollege %aria1le College Science Humanit0 6o. ##" 2"" Arithmetic )ean 3.3'9! 3.#@"9 Standard *eviation '.#@921 '.#2@!@ ! value 1.!7' d.# "'' sig '.'"2

7a1le @5 shows no di,,erences with statistical indication 1etween the *rithmetic )eans o, the religious commitment o, students at Petra /ni-ersit0 attri1uted to the college -aria1le. 7his means that the le-el o, religious commitment o, students is the same whether the0 are in the Science or Humanit0 8ollege. 7his result is in agreement with the stud0 results reported 10 Nasee, (2''1 and )oheish (1999 that showed no di,,erences with statistical indication in the le-el o, religious commitment attri1uted to the college -aria1le. ?ut this result di,,ers ,rom the stud0 results reported 10 Ha::ar K Ridwan (2''" & ?ara+at (2''" & Hadi (2''3 and Hamadani (2''@ that showed di,,erences with statistical indication in the le-el o, religious commitment attri1uted to the college -aria1le. 2. Recommendations #or ,urther Study In the light o, the results o, the stud0& the researcher recommends the ,ollowing5 7a+e care o, the ethical and spiritual education and concentrate on teaching the 0outh& especiall0 males& the religious -alues. Pro-ide college students with an in-depth +nowledge o, religious commitment in the three 1asic ,undamentals5 ,aith& legislation& and ethics through stud0 curricula. Introduce the course o, IPrinciples o, Islamic Ai;hJ as a uni-ersit0 re;uirement. 8onduct a scienti,ic stud0 to +now the ,actors that a,,ect the le-el o, religious commitment o, students at the 4ordanian /ni-ersities. Re#erences - *li& I1rahim.(2''3 . Religiosit0 10 education and education 10 religiosit0& *l- <atan& %.3& N.119@. - *l-=udra& )osa. ( 2''7 . Social Intelligence among the students o, the Islamic /ni-ersit0 and its relationship to religiosit0 and some o, the -aria1les & unpu1lished )aster & Islamic /ni-ersit0 o, 9aBa . - ?ara+at& Liad. (2''" . 7rend towards religious commitment and its relationship to the ps0chological and social ad:ustment among the students o, *l-=uds $pen /ni-ersit0& He1ron /ni-ersit0 4ournal ,or Research& 2(2 & 11' M 1#9. - (orman& 4& )cRo11ie&8& Aoster&< (2''2 . *ssociations 1etween ps0chosocial en-ironment in religious education classes and student attitude toward 8hristianit0& Religious .ducation& 97(1 & 2# -3#. - .arnshaw& C..mil0. (2''' . Religious orientation and meaning in li,e5 an e2plorator0 stud0. - 9allant& ). 8hristina. (2''1 . .2istential .2pedition& religious orientation and personal meaning. - Hadi & I1tisam .( 2''3 . religious commitment among uni-ersit0 students in the departments o, =uran teaching methods and Islamic education and other departments& )aster 7hesis (unpu1lished & I1n Rushd 8ollege& /ni-ersit0 o, ?aghdad &. - Ha::ar& ?ashir K Ridwan& *1del Garim. (2''" . 7he trend towards religiosit0 among the students o, the Islamic /ni-ersit0 o, 9aBa. Islamic /ni-ersit0 4ournal& 13(1 & 2"9 - 2!9. - Hamadani& Ra1ia. (2''@ . religious commitment and its relationship to the location settings among the students o, the /ni-ersit0& )aster 7hesis (unpu1lished & the Aacult0 o, .ducation & /ni-ersit0 o, 7i+rit & - Gheder& $. (2''' . Personal religiosit0 and monumental character in some segments o, the Guwaiti societ0. 4ournal o, Ps0chological Studies& 1' (1 & # M 2!. - )oheish& *. (1999 . Religious 8ommitment and its relationship to mental health among a sample o, students ,rom the Aacult0 o, .ducation at the /ni-ersit0 o, Ging Aaisal *hsa & unpu1lished )aster 7hesis & /ni-ersit0 o, *l - *Bhar . - )osa& Rashad. (1999 . Ps0cholog0 8all 1etween theor0 and practice& (di,,erences in depression according to the le-els o, religiosit0 & *le2andria5 Scienti,ic $,,ice ,or Pu1lishing and (istri1ution& 27#- #''

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Research on Humanities and Social Sciences ISSN 2222-1719 (Paper ISSN 2222-2!"# ($nline %ol.#& No.1"& 2'1#

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- Nasee,& He+mt. (2''1 . Religious 8ommitment and its relationship to the ps0chological securit0 o, students at Sanaa /ni-ersit0& /npu1lished )aster 7hesis& /ni-ersit0 o, Sana>a5 Nemen. - =e>e1& S. (2''# . Religiosit0 and Social 8ompati1ilit0 o, uni-ersit0 students5 a descripti-e stud0 applied on selected sample o, students ,rom Ging Saud /ni-ersit0& Ging Saud /ni-ersit0 4ournal& %. 1". @1 - 99. Ra0an&)& =awasmeh& 9& Sha1atat&). (199" . )ethods o, 7eaching Islamic .ducation& *l-=uds $pen /ni-ersit0. - Saleh & Aatima )ohammed (2''7 religious commitment and its relationship to mental health among the students o, the Aacult0 o, Islamic Sciences& 4ournal o, .ducation and Science & 13( 3 & #29 - #@9

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