تأثیر سواد مالی بر رضایت مالی دانش‌آموزان دوره دوم متوسطه با رویکرد اسلامی

نوع مقاله : مقاله پژوهشی

نویسندگان
مصطفی سمیعی‌نسب 1
علی دوستی دولت‌آبادی 2
خدیجه جمشیدی‌مقدم 3
1 استادیار، دانشکده معارف اسلامی و اقتصاد، دانشگاه امام صادق علیه‌السلام، تهران، ایران
2 جوی کارشناسی ارشد اقتصاد، دانشکده معارف اسلامی و اقتصاد، دانشگاه امام صادق علیه‌السلام، تهران، ایران
3 دانش‌آموخته دکتری برنامه‌ریزی درسی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه خوارزمی، تهران، ایران
10.30497/ifr.2025.249233.2009
چکیده
1. مقدمه و هدف
سواد مالی و تصمیم‌گیری آگاهانه درباره مسائل مالی، از مهارت‌های ضروری برای ایجاد احساس رضایت مالی است. این موضوع با گسترش فناوری مالی، افزایش دسترسی به خدمات مالی و رواج الگوهای مصرف غربی در جامعه، به‌ویژه میان نوجوانان، اهمیت بیشتری یافته است. ازاین‌رو، هدف این مطالعه بررسی تأثیر سواد مالی مبتنی بر رویکرد اسلامی بر رضایت مالی دانش‌آموزان دوره دوم متوسطه شهر اصفهان است.


2. روش‌شناسی
این پژوهش از نظر هدف، کاربردی؛ از لحاظ شیوه اجرا، توصیفی ـ پیمایشی؛ و از نوع همبستگی است. جامعه آماری، همه دانش‌آموزان دوره دوم متوسطه شهر اصفهان را دربر می‌گیرد که از میان آنان، 384 نفر با روش تصادفی خوشه‌ای چندمرحله‌ای به‌عنوان نمونه انتخاب شدند. برای گردآوری داده‌ها از پرسشنامه محقق‌ساخته استفاده شد که بر پایه مبانی نظری و دینی تدوین شده بود. روایی ابزار با نظر متخصصان تأیید شد و پایایی آن نیز با استفاده از آلفای کرونباخ محاسبه شد. برای تجزیه‌وتحلیل داده‌ها از همبستگی پیرسون و رگرسیون استفاده شد.

3. یافته‌های تحقیق
نتایج نشان داد میانگین سواد مالی دانش‌آموزان 3/28 و میانگین رضایت مالی آنان 3/21 است که هر دو بالاتر از سطح متوسط‌اند. همچنین، در میان مؤلفه‌های سواد مالی و رضایت مالی، بین باورهای مالی اسلامی و بهزیستی معنوی، رابطه معناداری وجود دارد. مؤلفه‌های سواد مالی، از جمله آگاهی مالی اسلامی، درآمد و پس‌انداز، سرمایه‌گذاری، پوشش ریسک و مدیریت هزینه، 40/0 درصد از رضایت مالی دانش‌آموزان دوره دوم متوسطه را پیش‌بینی کردند.

4. نتیجه‌گیری
یافته‌های پژوهش نشان می‌دهد توجه به آموزش سواد مالی و رضایت مالی دانش‌آموزان دوره دوم متوسطه ضروری است. همچنین، تدوین برنامه‌های آموزشی همسو با شرایط فرهنگی و دینی جامعه، ضرورتی اجتناب‌ناپذیر است. بنابراین، این پژوهش می‌تواند سیاست‌گذاران و مؤسسات آموزشی را در تدوین برنامه‌های ارتقای سواد مالی دانش‌آموزان یاری دهد.
کلیدواژه‌ها
سواد مالی
رضایت مالی
رویکرد اسلامی
دوره دوم متوسطه
موضوعات

عنوان مقاله English

The Effect of Financial Literacy on Financial Satisfaction of Second Year High School Students with an Islamic Approach

نویسندگان English

Mostafa Samieenasb 1
Ali Dousti Dolatabadi 2
Khadijeh Jamshidi Moghadam 3
1 Assistant Professor, Faculty of Islamic Studies and Economics, Imam Sadiq University, Tehran, Iran
2 M.A. Student in Economics, Faculty of Islamic Studies and Economics, Imam Sadiq University, Tehran, Iran
3 PhD Student, Curriculum Planning, Faculty of Educational Sciences and Psychology, Kharazmi University, Tehran, Iran
چکیده English

1. Introduction and Objectives
Today, financial literacy is recognized as one of the key factors for achieving success in life. People who have the knowledge and ability to manage their finances behave appropriately when faced with financial problems and as a result achieve financial satisfaction. Proper financial management is of particular importance not only for individuals but also for all members of society. Therefore, many developed countries in the world, including the United States, Australia, and the United Kingdom, are designing national financial education strategies and reforming the education system in order to strengthen financial literacy skills.
Within the framework of national financial education strategies, each age group needs financial education according to their maturity level, level of previous knowledge or important life decisions. Meanwhile, the level of financial education for secondary school students is different, the financial needs of these students include acquiring skills and knowledge to maintain a balance between expenses and income, monitoring personal finances and financial planning. These students are very active in obtaining various information, including the Internet and social networks; they use the most modern communication channels and services and are in urgent need of acquiring financial skills, developing skills and basic knowledge to balance expenses with income, personal financial monitoring, financial planning, risk and financial advice.
Within the framework of national financial education strategies, each age group needs financial education according to their maturity level, level of previous knowledge or important life decisions. Meanwhile, the level of financial education for secondary school students is different, the financial needs of these students include acquiring skills and knowledge to maintain a balance between expenses and income, monitoring personal finances and financial planning. These students are very active in obtaining various information, including the Internet and social networks; due to insufficient financial knowledge and lack of experience, they encounter suspicious financial activities on the web (online shopping) or even fraud (tax evasion, identity theft).
In addition, in the last decade, financial literacy has changed with the development of financial technology and increased access to financial services and the spread of Western consumption patterns for individuals in society, especially adolescents. Therefore, financial literacy is of particular importance in education in Iran as an Islamic country, and it is necessary to consider financial literacy as an inseparable part of religious and moral education in secondary school. On the other hand, the discussion of financial satisfaction of secondary school students has been neglected, and despite studies in the field of financial literacy, no research has yet addressed the discussion of Islamic financial literacy and financial satisfaction of these students. In this regard, the aim of this study is to investigate the effect of financial literacy based on an Islamic approach on the financial satisfaction of second-year secondary school students in Isfahan.

2. Methodology
This research is classified as applied research in terms of its purpose; in terms of its data collection method, it is classified as descriptive-analytical research. The method of conducting the research is a correlational survey; in this way, the required data is collected through tools such as a questionnaire and then analyzed using appropriate statistical methods. The statistical population includes all second-year high school students in Isfahan in the academic year 1403-1404. To determine the sample size, using the Morgan and Krejci table, 381 people were determined as the initial sample size. To obtain a sample that is meaningfully representative of the target population, the multistage cluster sampling method was used, and 384 people were selected as the research sample using the multistage cluster random method.

A researcher-made questionnaire was used to collect data, which was developed based on theoretical and religious foundations. After design, the questionnaire items were sent to experts in Islamic education and economics and they were asked to indicate their degree of importance. This questionnaire has two dimensions: financial literacy (27 items) and financial satisfaction (17 items) and a total of 44 items, which were developed based on a five-point Likert scale. To examine content validity, the initial questionnaire was provided to 8 experts and faculty members in the fields of Islamic education, economics, financial management, educational sciences, and authors of the economics textbook at the Educational Research and Planning Organization. After receiving expert feedback, some items were rewritten or deleted, and the final version of the questionnaire was approved based on the opinions of these experts.
Before the final implementation, in order to ensure the initial reliability of the research tool, the questionnaire was distributed to 30 second-year high school students, including 15 female students and 15 male students. The reliability of each component was calculated through Cronbach's alpha coefficient. The values of this coefficient for each component were above 0.7, which indicated the reliability of the research tool. Statistical methods were used to analyze the data in two sections: descriptive and inferential statistics. Percentage, frequency, mean, and standard deviation were used for statistical description. In the inferential statistics section, Pearson's correlation coefficient, univariate t-tests, and stepwise regression were used to test the research questions using SPSS software.

3. Research Findings
The results showed that the mean of the financial literacy variable (M=3.28) was significantly (P<0.001) higher than the average. The mean of the financial satisfaction variable (M=3.21) was also significantly (P<0.001) higher than the average, indicating that the level of financial literacy and financial satisfaction of second-year high school students is desirable; the highest positive and significant correlation was observed between "Islamic financial awareness" and "spiritual well-being" with a coefficient of r = 0.558, indicating a strong relationship between Islamic financial beliefs and spiritual well-being; all components of financial literacy and financial satisfaction have positive and significant relationships with each other and are mainly at a moderate to strong level, which confirms the importance of the role of these factors in improving students' financial satisfaction.
Also, financial literacy components including Islamic financial awareness, income and savings, investment and risk hedging, and cost management predicted 0.40 percent of financial satisfaction of high school students. Therefore, the components of Islamic financial awareness, income and savings, investment and risk hedging, and cost management had the highest prediction for students' financial satisfaction.

4. Conclusion
The findings of the study highlight the need to pay attention to financial literacy and financial satisfaction education for high school students. Financial literacy, especially in combination with positive financial behavior and financial awareness, plays a key role in predicting financial satisfaction for high school students. This result emphasizes the importance of financial education and empowerment of the younger generation and shows that improving financial skills and increasing awareness of resource and risk management can lead to improved financial decision-making and increased financial satisfaction.
Also, developing comprehensive educational programs that are designed in line with the cultural and religious conditions of the society is an inevitable necessity and can pave the way for educating a generation that is aware, responsible, and capable in financial management. Therefore, this research helps policymakers, educational, and financial institutions to design effective programs and tools to promote financial literacy and help educate the younger generation in the field of financial management.

کلیدواژه‌ها English

Financial Literacy
Financial Satisfaction
Islamic Approach
Second-year Secondary School
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  • تاریخ دریافت 26 مهر 1404
  • تاریخ بازنگری 22 آبان 1404
  • تاریخ پذیرش 08 آذر 1404