Religious Commitment and Psychological Well-Being of University Students in Eastern Uganda

This study aimed to examine the levels of religious commitment among university students and multiple dimensions of psychological well-being, including autonomy, environmental mastery, personal growth, purpose in life, positive relations, and self-acceptance. A quantitative, descriptive-correlational design was employed. Data were collected using validated self-report scales that measured religious commitment and six dimensions of psychological well-being. The sample comprised university students who responded to items rated on Likert scales. Descriptive statistics summarized levels of religious commitment and well-being, while Pearson correlation analysis assessed the associations between religious commitment and psychological well-being dimensions. The findings revealed a moderate to high level of religious commitment among students (mean = 3.31), particularly in internalized and existential aspects of faith, such as life guidance and meaning (e.g., "My religious beliefs guide my whole approach to life," M = 3.66). In contrast, outward religious involvement showed lower endorsement. Psychological well-being dimensions were generally moderate to high, with autonomy (M = 4.47), environmental mastery (M = 4.34), personal growth (M = 4.30), purpose in life (M = 4.09), positive relations (M = 4.38), and self-acceptance showing positive self-regard. Notably, autonomy was characterized by independent decision-making alongside some tension with social pressures. Correlation analysis revealed significant moderate positive relationships between religious commitment and all psychological well-being dimensions (r values ranging from 0.461 to 0.499, p < .01), with the strongest correlation observed with self-acceptance (r = 0.499). The study concludes that university students’ religious commitment is a significant positive correlate of their psychological well-being across multiple domains. Internalized faith beliefs strongly underpin students’ sense of self and purpose, which in turn enhance well-being outcomes such as autonomy, growth, and positive social relations. However, variability in external religious engagement and some psychological tensions suggest areas for targeted support. Universities and counsellors should recognize the role of personal religious commitment in fostering psychological well-being and consider integrating faith-sensitive support services. Further research is recommended to explore mechanisms by which religious beliefs influence well-being and to address barriers to communal religious participation.