The presence of different religions and the freedom of people to navigate the religious space shows that religion in the Philippines is not a monolithic entity. This study validated three versions of the Centrality of Religiosity Scale (CRSi-7, -14, and -20) which propose an adequate assessment tool for the diversity of religious belief systems co-existing in Philippine society. The sample (N = 514) was drawn from the young population of the country in an online survey. Descriptive statistics and Cronbach’s alpha values were calculated for the five subscales (ideology, intellect, experience, private and public practice) of the Centrality of Religiosity Scale. The factor structure of the interreligious Centrality of Religiosity Scale was tested using confirmatory factor analysis. The results show that CRSi-7 denotes internal consistency while CRSi-14 and CRSi-20 indicate good internal consistency. Models of CRSi-7, -14, and -20 show a good global fit. Despite two models of the CRSi-20 being identical in fit, the researchers defer to the CRSi-20 model with correlated factors since it is a simpler model. All versions of the CRSi demonstrate a valid and reliable measure for the centrality of religiosity in the Philippines and support the usefulness of the CRS for the study of religiosity.

The Centrality of Religiosity Scale (CRS) is an instrument that measures the centrality, importance, or salience of religious meanings in personality. Addressing the dearth of research on the salience of religion among Filipino Christian youths, the researchers explore in this paper the degree of religiosity of selected university students and the relevance of religious beliefs in their daily life by validating the Abrahamic forms of the Centrality of Religiosity Scale (CRS-5, CRS-10, and CRS-15). This paper specifically answers the following questions: (1) What CRS version is valid for Filipino Christian youths? (2) What is the position of the religious construct-system among selected Filipino Christian university students? and (3) How does the centrality of religiosity influences the selected Filipino Christian university students’ subjective experience and behavior? Means and standard deviations were calculated for the five subscales of the centrality of religiosity for CRS-5, CRS-10, and CRS-15. The distribution of the subscale scores was also computed using measures of skewness and kurtosis. Cronbach’s α values are provided for each of the subscales to establish internal consistency. Descriptive statistics were also computed with the use of the Statistical Package for Social Science (SPSS) software version 20. Bivariate correlations are reported for all CRS-15 items. This paper established that in a predominantly Christian country such as the Philippines, the CRS-15 is suitable in measuring the centrality of religiosity among Filipino Christian youths.

There is a growing number of online nursing graduate degree programs to address the professional development needs of working nurses. Work-related antecedents of online student engagement in graduate nursing studies are under-explored in the literature. The aim of the study is to examine the relationship among demographic and work characteristics, work-life balance (WLB), and online student engagement (OSE) among registered nurses enrolled in online graduate studies. This study design is convergent-parallel mixed methods, utilizing a survey approach to collect both quantitative and qualitative data. The target population is students of an online Master of Arts in Nursing program at a university in Cabanatuan City, Philippines. Respondents were recruited via email. Google Forms were used for data collection. Non-parametric, inferential statistical tests were used to examine relationships among variables. Inductive qualitative content analysis was used to draw insights from open-ended responses. A total of 173 graduate students responded to the survey. Quantitative results indicate high levels of WLB (Mdn = 4.8, IQR = 1.5) and OSE (Mdn = 3.7-4.0, IQR = 0.5-1.0). WLB was significantly lower among females (U = 3297.5, p < 0.01). Emotion OSE was significantly higher for respondents with managerial positions (U = 2987.5, p < 0.05). WLB had significant low to moderate positive correlations with the domains of OSE (r = 0.22 to 0.32, p < 0.01). Qualitative findings reveal various appraisals of online learning and factors influencing work-life-study balance, such as work, personal life, and school. Work-life balance facilitates better online student engagement among graduate nursing students and is influenced by time management, work (i.e. job environment and stressors), personal (i.e. home life and leisure activities), and university factors (i.e. curriculum, modality, and professors). Empirical evidence on the link between WLB and OSE can inform graduate nursing academics in developing initiatives to ensure the timely completion of the degree program.