识字和生活质量:对卢旺达西部识字能力差的成年人的研究

IF 1.6 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Compare-A Journal of Comparative and International Education Pub Date : 2023-09-07 DOI:10.1080/03057925.2023.2254222

Peter Mtika, Pamela Abbott

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引用次数: 0

摘要

本文探讨了卢旺达西部读写能力(阅读、写作和计算能力)较差的成年人的生活质量。采用并行混合方法进行研究设计。数据是通过调查和焦点小组讨论从18岁及以上的受访者中收集的。线性回归分析的定量结果表明，读写能力与生活满意度之间存在明确的关系，读写能力对解释生活质量具有直接和间接的作用。专题分析的定性结果确定了文盲或低识字能力影响主观生活质量的三个主要途径，即:经济、家庭、个人和人际关系。获得和参与高质量的成人扫盲教育有可能通过发展个人的相关扫盲能力来提高主观生活质量。

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Literacy and quality of life: a study of adults with poor literacy capabilities in western Rwanda

This article explores the quality of life of adults with poor literacy capabilities (reading, writing and numeracy) in western Rwanda. A concurrent mixed methods research design was used. Data was collected from respondents aged 18 years and over through a survey and focus group discussions. Quantitative results from linear regression analysis indicate a clear relationship between literacy and life satisfaction in that literacy has a direct and indirect path to explaining quality of life. Qualitative results from thematic analysis identify three main pathways in which subjective quality of life is impacted by illiteracy or low literacy capabilities, namely: economic, familial, intrapersonal and interpersonal. Access to, and participation in, quality adult literacy education has the potential to enhancing subjective quality of life by developing relevant literacy capabilities in individuals.

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来源期刊

Compare-A Journal of Comparative and International Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.50

自引率

5.60%

发文量

期刊介绍： Comparative and international studies in education enjoy new popularity. They illuminate the effects of globalisation and post-structural thinking on learning for professional and personal lives. Compare publishes such research as it relates to educational development and change in different parts of the world. It seeks analyses of educational discourse, policy and practice across disciplines, and their implications for teaching, learning and management. The editors welcome papers which reflect on practice from early childhood to the end of adult life, review processes of comparative and international enquiry and report on empirical studies. All papers should include a comparative dimension.