Rasoul Kordnoghabi; Shahryar Moradi; Arezou Delfan Beiranvand
Abstract
Purpose: The purpose of this study was to investigate the predictive factors of illiteracy in literacy learners.Methodology: The statistical population of the study consisted of all literates in the country. Using multi-stage cluster sampling, a sample of 486 (learned literacy) was selected and studied. ...
Read More
Purpose: The purpose of this study was to investigate the predictive factors of illiteracy in literacy learners.Methodology: The statistical population of the study consisted of all literates in the country. Using multi-stage cluster sampling, a sample of 486 (learned literacy) was selected and studied. Research instruments included a researcher-made academic achievement scale, a newborn specialty researcher-made questionnaire, the Hermans Progress Motivation Scale (1970), and the Rosenberg Self-Confidence Scale (1986). For data analysis, regression analysis was performed using spss21 software.Findings: The results showed that variables such as family agreeableness, literacy, quality of educational programs, family literacy, family monthly income and progress motivation were negative; Literacy rates were similar to those who were literate (adjusted chi-square = 0.267, P <0.001, F = 15.556).Conclusion: Socio-cultural factors have the greatest role in the rate of illiteracy return to education and the related factors to the quality of educational programs and motivation to progress have been the future predictors of illiteracy return.
