共查询到20条相似文献，搜索用时 15 毫秒
1.
Jing Jian Xiao Nilton Porto Irene McIvor Mason 《The Journal of consumer affairs》2020,54(4):1383-1401
Effective consumer financial education provides relevant information to meet special needs of targeted audiences. The purpose of this study is to examine differences in financial capability among student loan holders who are college students, graduates, and dropouts. Using data from the 2015 U.S. National Financial Capability Study, the results show that student loan holders who have completed their education program have higher scores in all financial capability indicators than college students and dropouts. Further analyses show differences in specific financial knowledge items among college students, graduates, and dropouts. In addition, college graduates are more likely to perform several specific desirable financial behaviors than college students and dropouts. The findings suggest that financial educators should emphasize action taking when they provide financial education for student loan holders who are college students and dropouts. 相似文献
2.
《Family and consumer sciences research journal / American Association of Family and Consumer Sciences》2017,46(1):31-39
This article describes the National Financial Capability Study (NFCS) and provides general and methodological information to aid researchers in using these publically available and free data sets. The NFCS is a large‐scale, ongoing study aimed at monitoring and better understanding financial capability in America. Data from the NFCS can be analyzed at the national, state, and regional levels. We provide detailed information about all nine data sets that currently comprise the NFCS, including sampling procedures, weight construction, and survey design. The article concludes with a discussion of high‐level learnings from the NFCS and the future of the NFCS project. 相似文献
3.
Kristjan Pulk;Leonore Riitsalu; 《The Journal of consumer affairs》2024,58(2):432-450
Financial literacy is an important life skill, but to date, it is mostly studied on the individual level. To investigate the role of national culture in financial literacy, we analyze data from 20 countries participating in the Program for International Student Assessment (PISA) 2018 financial literacy assessment with four approaches to measuring national culture: Hofstede, Schwartz, Inglehart–Welzel, and Minkov–Kaasa cultural dimension frameworks. This is the first study that links PISA financial literacy scores to these four culture models simultaneously, filling a gap in research on youth financial literacy. We find that culture explains an important part of within-country variance in financial literacy. The results indicate that individualism is positively associated with youth financial literacy scores, with the Schwartz embeddedness dimension remaining consistent after a set of control variables. Therefore, financial education initiatives need to consider in their design and implication the cultural context of the participants. 相似文献
4.
The purpose of this study was to explore potential effects of financial education on the financial capability of American consumers. Data from the 2012 National Financial Capability Study were used to test the hypothesis that financial education is positively associated with financial capability. Four financial literacy and behaviour variables were used to form a financial capability index. Multivariate linear regression results showed that, after controlling for demographic and financial variables, respondents who ever received financial education had higher scores in all financial capability indicators (objective financial literacy, subjective financial literacy, desirable financial behaviour, perceived financial capability and the financial capability index). In addition, high school, college and workplace financial education variables showed positive associations with these financial capability indicators. Additional state comparison analyses provided evidence suggesting high school financial education may have direct impacts and spillover effects on consumer financial capability. 相似文献
5.
Tiina Koskelainen Panu Kalmi Eusebio Scornavacca Tero Vartiainen 《The Journal of consumer affairs》2023,57(1):507-528
Digital innovations are transforming financial services and resulting changes in consumer behavior and personal money management. Diffusion of pervasive digital technologies offers individuals quick and easy access to various digital services bringing opportunities and challenges into their personal money management. The study aimed to explore how digitalization affects individuals' financial literacy and financial capability. As a result, we identified three main themes in the intersection of finance and digitalization: Fintech, Financial behavior in digital environments, and Behavioral interventions. We propose directions for measuring digital financial literacy, updates to the financial literacy curriculum, and developments of digital learning tools. Further, we highlight collaboration between the public and private sectors to create a fairer and more inclusive economic landscape. Our study contributes to existing research by proposing a framework for digital financial literacy and financial capability and a research agenda for future studies. 相似文献
6.
Propensity to plan is an indicator of financial capability that contributes to consumer financial well‐being. Previous research has shown that propensity to plan is positively related to objective financial well‐being but little research was found to examine its association with subjective financial well‐being. Using financial satisfaction to measure subjective financial well‐being, this study addressed this research gap and had three objectives: (1) to explore factors associated with propensity to plan, (2) to examine the association between propensity to plan and financial capability factors, and (3) to examine the association between propensity to plan and financial satisfaction. Using data from the 2015 US National Financial Capability Study, the results showed socioeconomic differences in propensity to plan. The results suggest consumers with more economic resources had higher scores in propensity to plan. In addition, propensity to plan was positively associated with financial capability factors, suggesting financial planning is a desirable financial behavior. Finally, propensity to plan made unique contributions to financial satisfaction after controlling for socioeconomic and other financial capability factors. 相似文献
7.
Elise Frølich Furrebøe Ellen Katrine Nyhus Andrew Musau 《The Journal of consumer affairs》2023,57(1):69-91
The OECD/INFE international surveys of adult financial literacy (OECD/INFE 2016, 2020) show gender differences in financial literacy in developed countries in Europe. In this study, we examine whether these differences can be explained by gender differences in parental economic socialization using the Dutch 2018 DHS household survey. We investigate whether respondents' recollection of economic socialization when young predict their adult economic behavior and self-assessed financial knowledge. The results from ordinal logit and logistic regressions and for nonlinear equations decompositions reveal gender differences in the recollection of economic socialization and in how socialization practices are related to economic behavior and self-assessed financial knowledge. Men have to a greater degree than women been socialized in terms of having paid work outside the home, while women more often than men report that their parents controlled their spending. Moreover, we find gender differences in how men and women benefitted from the same socialization practices. 相似文献
8.
Andrea Lučić Dajana Barbić Marija Uzelac 《International Journal of Consumer Studies》2023,47(1):373-399
This paper investigates the multidisciplinary theoretical context of financial capability and provides a critical examination of 14 relevant theoretical frameworks. To this end, the paper defines financial capability and develops a new theoretical framework of financial capability termed the personal financial management system. Financial capability is defined as the capacity of consumers to undertake comprehensive financial activities and thereby achieve personal financial well-being. The exploration of financial capability includes the concepts of financial literacy and psychological financial capability, where the latter represents automatic and controlled mental processes. Recent advances in behavioural science have profoundly changed the realm of personal finances, and it is, therefore, essential to acknowledge the importance of the intuitive reasoning that shapes our financial decision making. As part of the financial management system's throughput, together with individual motivation and opportunity within the personal financial management system, financial capability forms financial behaviour. The framework identifies three groups of relevant antecedents of financial capability including sociodemographic factors, cognitive and affective factors and personality and values. By constructing a comprehensive theoretical model, this paper contributes to the literature by providing greater consistency in the definitions of capability and its related terms, encouraging academic discussion and affirming the much-needed directions for future research. 相似文献
9.
投资银行作为资本市场的主角与灵魂,其核心竞争力成为国内外学者关注的焦点。资本融资能力则是投资银行最为基础和重要的能力。本文通过对我国投资银行业市场集中度、资本规模状况,以及国外知名投资银行的比较分析,得出我国投资银行业资本规模偏小,市场竞争程度差的基本判断。面对全球金融一体化和入世后金融业全面开放所带来的机遇和挑战,进一步指出了提升我国投资银行资本融资能力的切实有效途径。 相似文献
10.
Kenneth De Beckker Kristof De Witte Geert Van Campenhout 《The Journal of consumer affairs》2020,54(3):912-930
This paper examines the effect of national culture on adult financial literacy levels in 12 countries. Contrary to earlier financial literacy studies, our results are directly comparable across countries given that we use the standardized OECD/INFE financial literacy survey data and Hofstede's, 2001, cultural dimensions to capture financial literacy and national culture. In line with the financial socialization theory, we find that uncertainty avoidance positively influences financial literacy, while individualism negatively influences financial literacy. We conclude that national culture affects financial literacy and that it is important to account for cultural dimensions in future international financial literacy research. 相似文献
11.
随着经济的不断发展,财政投资对经济增长的作用日益显著,然而财政投资是否对经济增长具有促进作用,一直以来是国际经济学界争论的焦点。选取1998—2013年广东省财政投资和GDP等数据,运用误差修正模型实证分析广东省财政投资对经济增长的作用。结果表明,广东省财政投资对经济增长具有拉动效应。 相似文献
12.
This paper provides insights into young adults' financial habits and decision-making considerations as they enter the workforce. We use 28 semi-structured interviews with Australian university graduates to explore how their motivation to engage with personal finances and their subjective financial literacy, i.e., self-reported, support healthy financial habits. Our findings show that a young adult's social context and exposure to financial hardship rather than their financial confidence determine the health of their financial habits. We observed research participants in a romantic partnership as more focused on their future. This future focus motivates them to engage more with their finances and manifests as explicit goal setting, formal budgeting, or adherence to strict bucket systems. These insights might be useful for policymakers and educators: social context matters when designing financial health interventions, while financial education programs predominately should aim at demystifying complex long-term financial decision-making such as investments and retirement. 相似文献
13.
Financial literacy has been recognised as a vital life skill, but there is little evidence of the factors behind the differences in managing personal finance. Socio‐economic factors and the provision of financial education do explain the variance in financial literacy in some countries, but not in all. In the PISA 2012 financial literacy test, Estonian students ranked very highly in international comparison; although only a few had received financial education at school. Compared with other countries, socio‐economic factors explained the smallest proportion of variance in the test score. There was, however, a significant difference between the mean financial literacy scores of Estonian‐ and Russian‐language communities. The aim of the article is to analyse the factors behind the differences in financial literacy when financial education is not provided. It also offers insight into how students in a similar education system in two different cultural and language frameworks achieve different financial literacy scores. Moreover, the results demonstrate how indicators, such as family background can work through different channels as opposed to the usual parental education or occupation based socio‐economic indicators. The latter implies that unexplained factors remain, such as cultural, developmental and societal indicators, which most researchers pay little attention to when explaining efficient policies for improving financial literacy. Multivariate regression models show that the level of financial literacy in Estonia is correlated with gender, language of the school, the number of books at home, mathematics and reading scores. The Blinder–Oaxaca decomposition explains less than half of the gap between the two communities. The only variable significantly explaining the gap is the number of books at home. Books can be interpreted as a symbol of social status, evidence of cultural background or source of influence for broader picture and better problem solving skills. 相似文献
14.
Edward W. Taylor Elizabeth J. Tisdell Karin Sprow Forté 《International Journal of Consumer Studies》2012,36(5):531-538
A nationwide online survey of financial educators in adult community‐based financial education programmes in the US was conducted to examine teaching beliefs, related curriculum and teaching strategies used to reach underserved populations. A transformative learning theoretical framework was used to discover how financial education engages learners in relation to their own lives. Survey findings indicate in community‐based settings financial educators are largely White, female, college educated and with multiple years of experience; believe their role is to provide expert information to help learners make informed financial choices; and often adapt published materials to reflect the life circumstances of learners. Learners are more racially diverse than educators, most having attended high school, who identify their own financial need to attend the programmes. Programmes do not often target specific groups, are frequently free and can take place in a variety of face‐to‐face settings. Implications indicate best practices for financial educators require inclusive, culturally responsive pedagogies. 相似文献
15.
Globalization has created new consumer needs and wants, and resulted in consumer confusion regarding the increasing complexity of products and services. This has stimulated global interest in educating and empowering consumers. The UK government has made a very ambitious commitment to ensure that the framework for consumer empowerment and support is at the level of the best in the world by 2008. The government, many consumer organizations and regulators believe that empowered consumers are key to the success of competitive markets. Two national strategies to co‐ordinate activities in the UK have been developed by the Office of Fair Trading (OFT) and the Financial Services Authority (FSA). The OFT consumer education strategy aims to deliver targeted, effective consumer education by increasing co‐ordination and making the best use of available resources. The FSA is leading a financial capability strategy designed to deliver change to improve the UK's financial capability. Both strategies share a vision of educated and confident consumers making informed choices about the products and services they buy, and both aim to empower vulnerable consumers. Given the global interest and the development of national strategies, it is useful to consider what is meant by the term consumer empowerment. Is there a shared view of consumer empowerment internationally? Does the education of consumers result in empowered consumers? To what extent do the national strategies address the empowerment of vulnerable, disadvantaged, excluded or susceptible consumers? These questions will be addressed in this article which reviews the global context for the consumer education and empowerment agenda and considers key UK developments, with particular reference to the needs of vulnerable consumers. The study found that the language of consumer empowerment is gaining prominence in policy and strategy documents at the highest levels internationally in the Organisation of Economic Cooperation and Development and the European Community, and nationally in the UK. 相似文献
16.
Kutlu Ergün 《International Journal of Consumer Studies》2018,42(1):2-15
This study analysed the level of financial literacy among university students in Estonia, Germany, Italy, Netherlands, Poland, Romania, Russian Federation and Turkey. The purpose of the study was to determine the level of financial literacy among university students, and to find out the relationship between financial knowledge and demographic characteristics of students. Online survey instrument was used to collect data. 409 fully completed questionnaires were accepted for analysis. Logistic regression was used to analyse of impact of the demographic characteristics on financial literacy. Overall mean of correct answers for the survey was 72.2%. This result represents a medium level of financial literacy about personal finance. Results indicate that male students, business major students, PhD students, those who live in a rental house, those whose parents have high level income, those who get advice on financial matters from their friends, those who took financial course before, those who get financial information about financial issues from university education, and students from Poland are more knowledgeable on personal finance. More financial courses should be provided in university education programmes, which could help more students handle their finances better and improve their financial wellbeing. It should be taken into consideration that in recent years, environmental and technological influences on financial literacy may be more important than parental influence. 相似文献
17.
Gabriele Iannotta;Marta Cannistrà;Tommaso Agasisti; 《The Journal of consumer affairs》2024,58(2):397-431
Financial education represents a powerful tool for improving economic literacy of citizens. This paper presents results from an experiment providing a group of 136 workers in an Italian university (administrative staff) an online, synchronous course. Classes were organized in 5 sessions of 2h each and covered basic topics about personal finance. The effectiveness of the course is assessed through a rigorous randomized controlled trial (RCT). In addition to the analysis of improvements in financial knowledge, financial self-efficacy and the role of prior attitudes and behaviors were explored. Participants obtained post-test scores statistically higher than individuals in the control group, with an average effect size of 0.55 SD. The effect is particularly relevant for participants starting with low levels of financial knowledge. Moreover, two novel findings emerge: financial self-efficacy increases (0.51 SD) after the course, and pre-treatment individuals' financial attitudes and behaviors shed further light on the financial learning process. 相似文献
18.
This study analyzed the role of financial literacy as a mediator between financial education and sound personal finance to assess how financial education affects the soundness of personal finance. In particular, this study conducted three sets of mediation analyses using data from the 2014 Consumer Empowerment Index survey of the Korea Consumer Agency to verify whether the mediating relationship is valid across different income classes of the Korean population. The results suggest that financial literacy works as a mediator between financial education and sound personal finance in the high‐income class and the middle‐income classes. Therefore, policymakers should consider the limitations of financial education and financial literacy when addressing low‐income consumers. 相似文献
19.
文化在经济发展中的作用越来越为经济学家所重视,但是关于文化对金融发展的影响的论述并不多见。本文在文化影响经济发展的基础上归纳了国内外学者对文化与金融发展关系的阐述,并简要评述了文化对中国金融发展的影响。 相似文献
20.
Karen P. Varcoe Shirley S. Peterson Patti Wooten Swanson Margaret C. Johns 《Family and consumer sciences research journal / American Association of Family and Consumer Sciences》2010,38(4):360-371
Research indicates that the financial literacy of U.S. teens is low, yet they have access to and spend a great deal of money each year. Teens were surveyed in 1998 (N = 323) and again in 2008 (N = 558) to determine what teens wanted to know about money and how they wanted to learn. Data were collected regarding teens’ sources of income, why money was important, the types of financial information they would like to learn, and how they would like to learn from seven counties in California—Alameda, Kern, Los Angeles, Riverside, San Diego, San Luis Obispo, and Santa Barbara. The findings indicate that teens are still interested in learning about many of the same financial topics identified in 1998, but their desire for web education has increased. These data can be used to develop programs that will interest teens. 相似文献