The purpose of this research is to explain the effectiveness of literacy education on two components of self-esteem and solving the problem of literate students. This study is a causal-comparative research in which women participating in the literacy movement classes in Kerman were compared with illiterate women who did not participate in these classes. To estimate the sample size, Cochran's formula was used and the calculated sample size was 79 people. Is obtained. Also, the same number of illiterate women, in terms of age, marital status, were compared as a control group with the main group. To collect data, Cassidy and Long's problem solving styles questionnaire and Eysenck's self-esteem questionnaire were used. After collecting information through questionnaires, the results were tested in SPSS21 program. In order to check the status of the demographic components of the target statistical population, descriptive statistics methods were used, and in the inferential statistics section, T-Test and Chi-square tests were used to determine the state of self-confidence, as well as to check the current status of each of the four dimensions of problem solving skills. On the other hand, Friedman's tests were used to rank the indicators of the four dimensions. The obtained results indicate that literacy education has a significant effect on increasing the self-esteem of literate students who participate in literacy courses, and it increases with the continuation of literacy education.
