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In this empirical study, the relationships between religiosity, spirituality, a sense of life, searching for meaning, and a crisis of meaning are explored in relation to engagement and satisfaction with learning among university students. The results of the study, conducted with Spanish university students, revealed a committed sample to learning, not very satisfied with it, whose life has meaning and/or is in the process of seeking it, with a much lower incidence of a crisis of meaning. The presence of meaning in life and the crisis of meaning were shown to be related to vigor, dedication, and absorption in learning, all of which are expressions of commitment to it. Engagement with learning was also found to be linearly and positively related to a sense of life. Extrinsic and intrinsic religious orientations exhibited a similar pattern of relationships, positively correlating with vigor, absorption, and learning engagement, and remaining independent of dedication to learning and satisfaction with it. The results suggest that education should focus on aspects and spiritual practices that have personal meaning for students. The text emphasizes the importance of fostering an active and attentive disposition in students to engage in activities that provide meaning. It also suggests that curriculum content should relate to students’ interests and concerns, irrespective of their religious or spiritual dimensions. |
