A Study of the Improvement of Religious Commitment in Response to Ideological-Political, Emotional Intelligence and Life Skills Interventions among the Students of the Training Command Center of a Marine Unit

The aim of this research work was to investigate the improvement of religious commitment in response to ideological-political, emotional intelligence, and life skills interventions among the students of the Specialist Training Command Center of the Navy in Rasht, Iran.
This study is based on the true experimental design (pretest-posttest and a 3-month follow-up with a control group). Four groups of 25 participants, including a control group (without any intervention), the first experimental group (ideological-political and emotional intelligence training), the second experimental group (ideological–political and life skills training), and the third experimental group (ideological-political, emotional intelligence, and life skills training), were selected. Then the Glock and Stark Religiosity Scale (1965) was administered to all the four groups before and after the interventions. Three months after the post-test, the same instrument was administered to the four groups.
Data analysis with repeated measures univariate analysis of covariance (R-ANCOVA) showed that all the interventions could improve the religious commitment of the students in the experimental groups in comparison with that of the control group. In addition, each one of the first, second and third interventions explained 19, 19, and 21 percent of religiosity commitment in the posttest, respectively. The results further revealed that the effect of the interventions in the experimental groups remained stable after almost 3 months.
Emotional intelligence and life skills interventions as well as ideological-political training are effective in improving the Navy student's religious commitment.