fa بررسی نقش سوادآموزی در کیفیت زندگی و سواد اقتصادی زندانیان تخصصي Special پژوهشي Research <strong><span style="font-size: 13pt;"><span style="font-family: B Zar;"><span style="color: black;">چکید</span></span></span></strong><strong><span dir="LTR"><span style="font-size: 13pt;"><span style="font-family: Calibri,sans-serif;"><span style="color: black;">‌</span></span></span></span></strong><strong><span style="font-size: 13pt;"><span style="font-family: B Zar;"><span style="color: black;">ه</span></span></span></strong><br> <strong><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">مقدمه: </span></span></span></strong><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">سازه کیفیت زندگی را سازه</span></span></span><span dir="LTR"><span style="font-size: 13pt;"><span style="font-family: Calibri,sans-serif;"><span style="color: black;">‌</span></span></span></span><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">ای تحلیلی، سیاستی و عنصری کلیدی در سیاست</span></span></span><span dir="LTR"><span style="font-size: 13pt;"><span style="font-family: Calibri,sans-serif;"><span style="color: black;">‌</span></span></span></span><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">گذاری و بررسی سیاست</span></span></span><span dir="LTR"><span style="font-size: 13pt;"><span style="font-family: Calibri,sans-serif;"><span style="color: black;">‌</span></span></span></span><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">های حوزه عمومی به</span></span></span><span dir="LTR"><span style="font-size: 13pt;"><span style="font-family: Calibri,sans-serif;"><span style="color: black;">‌</span></span></span></span><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">حساب می</span></span></span><span dir="LTR"><span style="font-size: 13pt;"><span style="font-family: Calibri,sans-serif;"><span style="color: black;">‌</span></span></span></span><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">آورند که از آن به عنوان شاخص توسعه اجتماعی یاد می</span></span></span><span dir="LTR"><span style="font-size: 13pt;"><span style="font-family: Calibri,sans-serif;"><span style="color: black;">‌</span></span></span></span><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">شود. از سویی سواد اقتصادی یکی از عوامل مؤثر در توسعه اقتصادی محسوب می</span></span></span><span dir="LTR"><span style="font-size: 13pt;"><span style="font-family: Calibri,sans-serif;"><span style="color: black;">‌</span></span></span></span><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">شود. لذا هدف مطالعه حاضر بررسی نقش سوادآموزی در کیفیت زندگی و سواد اقتصادی زندانیان بود.</span></span></span><br> <strong><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">مواد و روش</span></span></span></strong><strong><span dir="LTR"><span style="font-size: 13pt;"><span style="font-family: Calibri,sans-serif;"><span style="color: black;">‌</span></span></span></span></strong><strong><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">ها: </span></span></span></strong><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">پژوهش حاضر به روش علی مقایسه</span></span></span><span dir="LTR"><span style="font-size: 13pt;"><span style="font-family: Calibri,sans-serif;"><span style="color: black;">‌</span></span></span></span><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">ای انجام شد. جامعه آماری شامل تمامی والدین باسواد و بی</span></span></span><span dir="LTR"><span style="font-size: 13pt;"><span style="font-family: Calibri,sans-serif;"><span style="color: black;">‌</span></span></span></span><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">سواد مجتمع آموزشی سوادآموزی زندان مرکزی بیرجند در شش ماه نخست سال 1397 بودند که از جامعه مذکور 120 نفر به روش نمونه</span></span></span><span dir="LTR"><span style="font-size: 13pt;"><span style="font-family: Calibri,sans-serif;"><span style="color: black;">‌</span></span></span></span><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">گیری در دسترس انتخاب شدند. ابزار پژوهش شامل پرسش</span></span></span><span dir="LTR"><span style="font-size: 13pt;"><span style="font-family: Calibri,sans-serif;"><span style="color: black;">‌</span></span></span></span><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">نامه استاندارد فرم کوتاه کیفیت زندگی بهداشت جهانی (2002) و پرسش</span></span></span><span dir="LTR"><span style="font-size: 13pt;"><span style="font-family: Calibri,sans-serif;"><span style="color: black;">‌</span></span></span></span><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">نامه محقق ساخته سواد اقتصادی بود. تجزیه و تحلیل داده</span></span></span><span dir="LTR"><span style="font-size: 13pt;"><span style="font-family: Calibri,sans-serif;"><span style="color: black;">‌</span></span></span></span><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">ها با استفاده از نرم</span></span></span><span dir="LTR"><span style="font-size: 13pt;"><span style="font-family: Calibri,sans-serif;"><span style="color: black;">‌</span></span></span></span><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">افزار </span></span></span><span style="font-size: small;"><span style="font-family: Arial;"><span dir="LTR"><span style="color: black;">SPSS</span></span></span></span><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;"> نسخه 19 و آزمون تحلیل واریانس دوراهه (</span></span></span><span style="font-size: small;"><span style="font-family: Arial;"><span dir="LTR"><span style="color: black;">ANOVA</span></span></span></span><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">) انجام شد.</span></span></span><br> <strong><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">یافته</span></span></span></strong><strong><span dir="LTR"><span style="font-size: 13pt;"><span style="font-family: Calibri,sans-serif;"><span style="color: black;">‌</span></span></span></span></strong><strong><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">ها: </span></span></span></strong><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">از120 نفر نمونه شرکت</span></span></span><span dir="LTR"><span style="font-size: 13pt;"><span style="font-family: Calibri,sans-serif;"><span style="color: black;">‌</span></span></span></span><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">کننده در مطالعه، 60 نفر افراد بی</span></span></span><span dir="LTR"><span style="font-size: 13pt;"><span style="font-family: Calibri,sans-serif;"><span style="color: black;">‌</span></span></span></span><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">سواد (30 زن و 30 مرد) و 60 نفر افراد باسواد (30 زن و 30 مرد) بودند. بر اساس نتایج، میانگین و انحراف معیار کیفیت زندگی در گروه والدین دارای سواد و والدین بی</span></span></span><span dir="LTR"><span style="font-size: 13pt;"><span style="font-family: Calibri,sans-serif;"><span style="color: black;">‌</span></span></span></span><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">سواد به ترتیب (520/19</span></span></span><span dir="LTR"><span style="font-family: Calibri,sans-serif;"><span style="color: black;"><span style="font-size: small;">&plusmn;</span></span></span></span><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">10/78 و 898/16</span></span></span><span dir="LTR"><span style="font-family: Calibri,sans-serif;"><span style="color: black;"><span style="font-size: small;">&plusmn;</span></span></span></span><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">05/67) بود. میانگین و انحراف معیار سواد اقتصادی در گروه والدین دارای سواد و والدین بی</span></span></span><span dir="LTR"><span style="font-size: 13pt;"><span style="font-family: Calibri,sans-serif;"><span style="color: black;">‌</span></span></span></span><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">سواد به ترتیب (811/13</span></span></span><span dir="LTR"><span style="font-family: Calibri,sans-serif;"><span style="color: black;"><span style="font-size: small;">&plusmn;</span></span></span></span><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;"> 97/60 و 883/12</span></span></span><span dir="LTR"><span style="font-family: Calibri,sans-serif;"><span style="color: black;"><span style="font-size: small;">&plusmn;</span></span></span></span><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">53/50) به دست آمد. همچنین نتایج نشان داد بین میزان کیفیت زندگی و سواد اقتصادی والدین دارای سواد و والدین بی</span></span></span><span dir="LTR"><span style="font-size: 13pt;"><span style="font-family: Calibri,sans-serif;"><span style="color: black;">‌</span></span></span></span><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">سواد، تفاوت معناداری وجود داشت (004/0=</span></span></span><span style="font-size: small;"><span style="font-family: Arial;"><span dir="LTR"><span style="color: black;">P</span></span></span></span><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">)، به عبارتی میزان کیفیت زندگی و سواد اقتصادی والدین دارای سواد بیش از والدین بی</span></span></span><span dir="LTR"><span style="font-size: 13pt;"><span style="font-family: Calibri,sans-serif;"><span style="color: black;">‌</span></span></span></span><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">سواد بود.</span></span></span><br> <strong><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">بحث و نتیجه</span></span></span></strong><strong><span dir="LTR"><span style="font-size: 13pt;"><span style="font-family: Calibri,sans-serif;"><span style="color: black;">‌</span></span></span></span></strong><strong><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">گیری: </span></span></span></strong><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">یافته</span></span></span><span dir="LTR"><span style="font-size: 13pt;"><span style="font-family: Calibri,sans-serif;"><span style="color: black;">‌</span></span></span></span><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">های پژوهش نشان داد که بین سطح سواد با کیفیت زندگی و سواد اقتصادی رابطه وجود دارد. لذا نتایج پژوهش، نیازمند توجه بیشتر دست</span></span></span><span dir="LTR"><span style="font-size: 13pt;"><span style="font-family: Calibri,sans-serif;"><span style="color: black;">‌</span></span></span></span><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">اندرکاران تعلیم و تربیت و مسئولین را به امر سواد آموزی افراد جامعه است.</span></span></span><br> &nbsp; <strong>Abstract</strong><br> <strong>Introduction: </strong>The structure of quality of life is considered as an analytical, political and key element in the policy-making and review of public sector policies and it is referred to as the social development index. On the other hand, economic literacy is considered as one of the effective factors in economic development. Therefore, the aim of this study was to investigate the role of literacy in quality of life and economic literacy of prisoners.<br> <strong>Methods: </strong>The present research was performed in comparative method. The statistical population included all literate and illiterate parents of Birjand Central Prison Literacy Training Complex in the first six months of 2018, 120 people from the mentioned population were selected by available sampling method. The research instruments included a standard questionnaire for the World Health Organization&rsquo;s Short Quality of Life Form (2002) and a researcher-made questionnaire on economic literacy. Two-way analysis of variance (ANOVA) was used to analyze the data by SPSS software version 19.<br> <strong>Results: </strong>According to the results, out of 120 samples, 60 were illiterate (30 women and 30 men) and 60 were literate in prison (30 women and 30 men). The results showed that the mean and standard deviation of quality of life in the group of literate parents and illiterate parents were (78.10 &plusmn; 19.520 and 67.05 &plusmn; 16.898) respectively. Moreover, the mean and standard deviation of economic literacy in the group of literate parents and illiterate parents (60.97 &plusmn; 13.811 and 50.53 &plusmn; 12.883). The results also showed that there was a significant difference between the quality of life and economic literacy of literate parents and illiterate parents (P <0.004). In other words, the quality of life and economic literacy of literate parents were more literate than illiterate parents.<br> <strong>Conclusion: </strong>The research findings showed that there is a relationship between the level of literacy and the quality of life and economic literacy. Therefore, the results of the research require more attention from education officials and literacy officials.<br> &nbsp; کلمات کلیدی: سوادآموزی, سواد اقتصادی, کیفیت زندگی. Keywords: literacy, Economic literacy, Quality of life. 29 38 http://nama.ajaums.ac.ir/browse.php?a_code=A-10-119-2&slc_lang=fa&sid=1 Maryam Safara مریم صف آرا 10031947532846001963 10031947532846001963 No Department of Psychology, Women’s Research Institute, Al-Zahra University, Tehran, Iran Mojtaba Salmabad مجتبی سلم آبادی 10031947532846001964 10031947532846001964 Yes Department, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran Ali Tayarani rad علی طیرانی راد 10031947532846001965 10031947532846001965 No Department of Psychometrics, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran.