The ways of religious coping scale: Reliability, validity, and scale development

Edwin Boudreaux, Sheryl L Catz, Laurie Ryan, Marta Amaral-Melendez, Phillip J. Brantley

Research output: Contribution to journalArticle

35 Citations (Scopus)

Abstract

Ample evidence suggests stress can have serious effects on both physical and mental health. This has motivated researchers to investigate which coping strategies lead to more adaptive responses. One such strategy receiving an increasing amount of attention is religious coping. However, the measurement of religious coping needs further development. The present study reports the development and preliminary reliability and validity studies of the Ways of Religious Coping Scale (WORCS). This scale is a self-report instrument for assessing the degree and kind of religious cognitions and behaviors people use to cope with stress. Results indicate the WORCS is psychometrically sound and may be a useful tool for future research in the area of religious coping.

Original languageEnglish (US)
Pages (from-to)233-244
Number of pages12
JournalAssessment
Volume2
Issue number3
DOIs
StatePublished - 1995
Externally publishedYes

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Reproducibility of Results
Self Report
Cognition
Mental Health
Research Personnel

ASJC Scopus subject areas

  • Clinical Psychology
  • Applied Psychology

Cite this

The ways of religious coping scale : Reliability, validity, and scale development. / Boudreaux, Edwin; Catz, Sheryl L; Ryan, Laurie; Amaral-Melendez, Marta; Brantley, Phillip J.

In: Assessment, Vol. 2, No. 3, 1995, p. 233-244.

Research output: Contribution to journalArticle

Boudreaux, E, Catz, SL, Ryan, L, Amaral-Melendez, M & Brantley, PJ 1995, 'The ways of religious coping scale: Reliability, validity, and scale development', Assessment, vol. 2, no. 3, pp. 233-244. https://doi.org/10.1177/1073191195002003004
Boudreaux, Edwin ; Catz, Sheryl L ; Ryan, Laurie ; Amaral-Melendez, Marta ; Brantley, Phillip J. / The ways of religious coping scale : Reliability, validity, and scale development. In: Assessment. 1995 ; Vol. 2, No. 3. pp. 233-244.
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