A Mixed Methods Study of Mental Health, Emotional Intelligence and Religiosity in Muslim Students

Abstract

The current study employed an explanatory sequential mixed methods design to explore the relationships between mental health, emotional intelligence (EI), and religiosity of Muslim students. Random sampling was used for the quantitative part of the study, with 382 students from higher education institutions participating. No significant difference was reported in EI and religiosity between genders or between students from Muslim majority and minority countries. Lower levels of EI and religiosity were reported in students from non-Islamic institutions and younger students. No significant difference in mental health was reported across categories. Most groups showed a negative but significant correlation between psychological distress and religiosity, a negative but significant correlation between EI and psychological distress, and a positive and significant correlation between EI and religiosity. A qualitative component included 16 experts from mental health, EI, and religiosity fields. The findings indicated that Islamic religious aspects and practices act as protective factors for maintaining good mental health, and that many EI competencies are embedded in Islamic teachings.