| Abstrakt: |
The facet theory guided the construction of a new measure of Islamic religiosity, which assesses knowledge and practice of Islamic creed, acts of worship, appearance, jurisprudence, and history. The sample included 211 high school U.S. Muslim students who completed KPMIR's 100 multiple-choice questions. The validity and reliability (α = .92) of the scale were found to be adequate. Islamic religiosity scores were examined for different subgroups within the sample, based on gender, family origin, and school type (public versus Islamic). Girls scored significantly higher than boys. Arab and non-Arab students had comparable scores. Although students from Islamic schools and public schools reported comparable scores on KPMIR, Islamic knowledge scores showed a significant positive correlation with the number of years attended in Islamic schools. [ABSTRACT FROM AUTHOR] |
