The Financial Knowledge Scale: An Application of Item Response Theory to the Assessment of Financial Literacy

Despite increasing interest in and funding for financial literacy and financial education programs in the private and public sectors, the field of financial literacy still has a major obstacle to overcome: the lack of a widely disseminated measure of financial literacy, developed through rigorous psychometric analyses. In this article, we develop such a measure, focusing specifically on financial knowledge. Using item response theory (IRT), we analyze items from three national surveys, resulting in a psychometrically sound 20‐item financial knowledge scale. By using IRT, the current analysis uses individuals' answers to inform which questions to include in the scale in the first place, rather than simply confirming relationships between these answers and other financially relevant outcomes post hoc. Widespread use of this index and the continued use of modern psychometric techniques would allow for the comparison of financial knowledge, measured consistently and reliably, across studies, populations, and programs.     

Financial Literacy as More than Knowledge: The Development of a Formative Scale through the Lens of Bloom's Domains of Knowledge

For well over a decade, financial literacy has been a primary lens through which researchers approach financial education. Unfortunately, in most cases, this potentially rich construct is reduced to mere financial knowledge. This myopic conceptualization hampers the development of the concept and programs to build financial literacy. Despite research that reveals these limits, the field has either persisted with this narrow definition of financial literacy or abandoned the model altogether in favor of capability or similar constructs. Using Bloom's domains of knowledge, we redefine financial literacy as the combination of three different indicators reflecting three domains of knowledge: financial skill, self‐efficacy, and explicit knowledge. Using data from a national survey, we apply the methods of formative scale development to construct and validate a more robust conceptualization and measurement of financial literacy. We explore how this financial literacy index might inform development of innovative financial education programs.     

Determinates of financial behavior: insights into consumer money attitudes and financial literacy

As consumer requirements for financial services permeate society, they link various financial institutions more closely together, developing divergent financial products. This research develops a conceptual framework for discussing consumer money attitudes, financial literacy regarding financial decisions, and financial behavior. Study findings suggest that consumers who have retention-planning and achievement-esteem attitudes toward money make high-risk financial decisions; anxiety toward money tends to exist mainly in low-risk investors. Financial literacy affects consumer financial behaviors, and demographic variables play segmentation roles. Theoretical contributions and management implications are provided in the study for related research, education departments and financial firms.     

Measuring the hedonic and utilitarian dimensions of attitudes toward product categories

A bidimensional (hedonic/utilitarian) approach to understanding consumer attitudes was recently introduced by Batra and Ahtola (1991); they reported three construct validation studies and proposed a set of items to measure the construct(s). In the present paper, the Batra and Ahtola (1991) scales are applied to a wide variety of product categories. Results of the present series of measure validation studies suggest that there are hedonic and utilitarian elements comprising attitudes toward product categories and that, although problematic, the Batra and Ahtola (1991) scale items are a useful first step in measuring these components.     

The Financial Knowledge Scale: New Analyses,Findings, and Development of a Short Form

We use data from the Understanding America Study (UAS) internet panel to build upon the Knoll and Houts Financial Knowledge Scale (FKS). Specifically, we provide practitioners with a shorter 10-item scale, describe additional analyses on both the full- and short-form versions of the scales, and explore the relationship between FKS scores and a variety of retirement-related outcome variables. Importantly, the full- and short-form scales are developed using a statistical model that accounts for guessing, which allows us to provide more accurate estimates of financial knowledge than similar scales that do not account for guessing. The paper also provides conversion tables that can aid in the analysis and interpretation of FKS scores in practice. With the development of a 10-item short form that accounts for guessing, we hope to provide practitioners and researchers with a tool that will enable them to reliably measure financial knowledge more parsimoniously and accurately than other measures currently in use.     

Financial literacy in the digital age—A research agenda

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.     

Consumer debt attitudes: The role of gender,debt knowledge and skills

The link between financial attitudes and consumer financial market behaviour is well documented. However, little is known about the role of financial knowledge and skills—the main components of the financial literacy construct—in shaping debt attitudes. This link is especially absent from the gender perspective. This study focuses on consumer debt literacy and debt attitudes. A representative sample of adult Poles (N = 1,004) was participated in a computer‐assisted telephone interview. Latent class analysis was employed to reveal their debt attitudes, and subsequently, links between debt literacy and debt attitudes were studied with multinomial regression models. The results show that respondents in Poland can be grouped into five classes exhibiting different attitude profiles. The structure of debt attitudes is complex and differs from a simple unidimensional pro‐debt/ anti‐debt construct. Although this study did not find significant gender differences either in the conceptualization of debt attitudes or in their drivers, the results showed that in all but one class, consumer attitudes are strongly linked to either debt knowledge or debt skills or to both. Debt skills were revealed to be a particularly strong predictor of consumer debt attitudes.     

Financial Decisions and Financial Capabilities in the Andean Region

This paper analyzes the importance of numerical abilities, conscientiousness, and financial literacy for individuals' financial decision making and participation in formal financial markets. Our analysis is based on the Financial Capabilities Survey, which was applied in four countries of the Andean Region: Bolivia, Colombia, Ecuador, and Peru. The empirical analysis underlines the centrality of numerical abilities, different subfacets of conscientiousness (propensity to plan, perseverance, and scrupulosity), and financial literacy in developing a propensity to save and borrow, and in participating in the formal financial sector.     

Gender differences in financial knowledge,attitudes, and behaviors: Accounting for socioeconomic disparities and psychological traits

A large body of international research finds a persistent gender gap in the financial literacy of women compared to men, but explanations for this gap remain a topic of active debate. In this observational study, we explore the explanatory value of psychological characteristics, in addition to demographic variables and roles in household financial decision making. We begin by documenting the expected gender differences in financial knowledge, attitudes, and behaviors, using a national survey of adult Canadians (n = 21,789) that provides population-level estimates. Next, we contrast these results against a second Canadian survey data set (n = 3,502) where we are able to control for individual differences in psychological traits. Results of OLS regressions suggest that gender is not a significant predictor on three scales of financial capability. Decomposition analysis finds underlying differences in individual characteristics (endowments) explain the majority of the observed gender gap in financial literacy when psychological traits are included in the model.     

Sludged! Can financial literacy shield against price manipulation at the shops?

Retailers lure consumers with clever use of choice architecture; examples include “bargains” heavily restricted in the fine print and discounts structured to exaggerate the true saving. Given that financial literacy is a key competency for managing money, good financial literacy may provide protection from these “sludges.” In an exploratory experiment, we measure 48 university students' retail literacy and financial literacy, while concurrently tracking their emotional reactions and decision time using FaceReader software. We then test hypotheses on a larger sample using an online survey. We find that strong financial literacy supports retail literacy and vice versa, but the two constructs are distinct. The differences are identified through mathematical and methodological reasoning, gender, and emotion. While gender remains a factor for financial literacy, it is less prominent in retail literacy, and women respond more positively to retail literacy performance measurement. We recommend future investigation into building women's financial literacy performance using materials that are aesthetically pleasing and based on familiar financial frames and scenarios.     

Fairness quality: a conceptual model and multiple-item scale for assessing firms’ fairness – an exploratory study

Abstract

Scholars suggest that fairness is a precursor to ethical firm behaviour. Existing research suggests that (1) commonly used single-item fairness measures lack reliability and validity, and (2) single-item scales do not contribute to understanding fairness as a multidimensional concept. Using the means-end framework, we develop a measure of fairness quality (FQ) of service experience. We conceptualise, construct, refine and test the FQ scale over multiple stages of data collection. Using the soft-laddering interviewing technique, we initially explore FQ attributes. Subsequently, we design and conduct two surveys to test the FQ measure. The final scale contains 18 items in four dimensions: transparency, associations, moderations and process. The FQ scale demonstrates good psychometric properties, passing all reliability and validity tests. The scale extends existing research on fairness and provides a new conceptualisation of FQ. Marketers are encouraged to manage their FQ systematically to stimulate social and ethical behaviour. We present theoretical and managerial implications, with future research directions.     

Psychometric Properties of the Reidenbach–Robin Multidimensional Ethics Scale

The factor structure of the Multidimensional Ethics Scale (MES; Reidenbach and Robin: 1988, Journal of Business Ethics 7, 871–879; 1990, Journal of Business Ethics 9, 639–653) was examined for the 8-item short form (N = 328) and the original 30-item pool (N = 260). The objectives of the study were: to verify the dimensionality of the MES; to increase the amount of true cross-scenario variance through the use of 18 scenarios varying in moral intensity (Jones: 1991, Academy of Management Review 16, 366–395); and, to examine the items for measurement precision using item-response theory (IRT) methods. Results of confirmatory and exploratory factor analysis failed to conclusively support the hypothesized 3- (short form) or 5-factor (long form) structure; both instruments were instead dominated by a general factor. Item response theory analyses using Samejima’s (1969, Psychometrika Monograph Supplement 34, (4, Pt. 2)) graded response model revealed that many items in the 30-item pool performed very well, and suggested that a different collection of items be used to form a short-form version of the MES. Our proposed 10-item instrument includes more discriminating items than the 8-item version, and has the added advantage of including two items from each of the five ethical philosophies represented in the original 30-item pool. Joan M. McMahon is an Assistant Professor of Management in the School of Business at Christopher Newport University, teaching courses in Organizational Behavior, Leadership, and Human Resources. She has a B.A. in Speech from the State University of New York, College at Oneonta; an M.Ed. In Early Childhood Education from James Madison University; and an M.S. and Ph.D. in Industrial/Organizational Psychology from Virginia Polytechnic Institute and State University. Robert J. Harvey is an Associate Professor of Psychology at Virginia Polytechnic Institute and State University. He has a B.A. in Psychology and an M.A. in Experimental Psychology from the University of Missouri at Kansas City, and a Ph.D. in Industrial/Organizational Psychology from Ohio State University. Dr. Harvey has authored a number of articles in the Journal of Applied Psychology, the Journal of Personality Assessment, Personnel Psychology, and others. He is the author of the chapter on job analysis in the Handbook of Industrial and Organizational Psychology.     

Brand love: development and validation of a practical scale

Batra et al. (Journal of Marketing 76, 1–16, 2012) created a new conceptualization of brand love but did not develop a pragmatically useful measure for studies where questionnaire length is a constraint. The current research develops a more parsimonious brand love scale, with three nested versions of 26, 13, and 6 items, respectively. This research also validates the scales, and in so doing conducts several important validity tests not considered by Batra et al. The 26-item scale is able to predict consumer loyalty, word of mouth, and resistance to negative information, with an R ² of .90, after correcting for measurement error.     

Employee Motivation to Co-Create Value (EMCCV): Construction and Validation of Scale

Value Co-Creation (VCC) is an emerging concept that has vast applications in theory and practice. Though previous research has provided enough insights on the customers' role in VCC, relatively less research exists on employee motivation to co-create value (EMCCV) with customers. Among other reasons for such less empirical investigations, one is the unavailability of measurement scale for EMCCV. Therefore, the drive of this study is to conceptualize, develop, and validate a scale to measure EMCCV. Drawing from the expectancy theory and adapting the standard scale development procedure, this study develops EMCCV as a higher-order construct that constitutes four dimensions namely professional identity, financial motives, recognition motives, and career opportunities motives measured by 17 items. The measurement scale is developed in the context of automotive service centers; however, it has a broader application on the frontliners of all service industries and can be adapted in other service-oriented contexts. The scale is tested in a theoretical framework and has provided sound reliability, convergent, discriminant, and nomological validity.     

School and family environments promote adolescents' financial confidence: Indirect paths to financial literacy skills in Finnish PISA 2018

This study investigates the associations of adolescents' financial socialization factors—financial education in school and families—with financial confidence (i.e., confidence in using financial and digital financial services). In addition, we examine how financial socialization factors indirectly relate to financial literacy skills through financial confidence and the role of demographic factors (adolescent gender, grade level, parental education, family wealth) on financial socialization, financial confidence, and financial literacy scores. We used data on the 4328 Finnish 15-year-olds participating in the 2018 Programme for International Student Assessment (PISA). We measured financial literacy by cognitive test items and assessed financial socialization and financial confidence by adolescent questionnaires. First, the results showed that financial education in school positively predicted adolescents' confidence in using financial and digital financial services. Second, financial education at schools and in families indirectly predicted students' financial literacy through confidence in using digital financial services. Third, older adolescents were more exposed to financial education at school and in families, whereas adolescents from wealthier families and girls (vs. boys) were exposed to a more frequent discussion of financial matters with parents at home. Furthermore, the boys were more confident in using financial services than the girls, although the financial literacy score did not differ by gender; older adolescents were more confident in using financial services and achieved better financial literacy than younger ones. Finally, higher parental education in the family related to higher financial literacy but not to higher financial confidence, whereas family wealth was related to higher financial confidence but not financial literacy.     

Effects of financial education on sound personal finance in Korea: Conceptualization of mediation effects of financial literacy across income classes

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.     

Theory for an age of crisis: seeing money as an organizational process

The worldwide financial crisis and the need to understand the conditions leading up to it and the associated responses highlight the importance of money in organizations. Yet, money is undertheorized in management theory and considered uninteresting or “inert” (Mitchel & Mickel, 1999 ). In contrast, related social sciences and organizational practices provide rich insights into the socially contingent and expressive qualities of money. This paper proposes a new multidimensional framework for analyzing money as a social construct and suggests how it can be used to theorize and research the collapse of financial markets and the Great Recession. Copyright © 2011 ASAC. Published by John Wiley & Sons, Ltd.     

Gender differences in financial socialization in the home—An exploratory study

Recent literature has stressed the need for research examining the causes of females in general having lower levels of financial literacy than males. This article uses social cognitive theory of gender development as a framework to propose differing financial socialization of children in the home by gender as a possible cause of gender differences later in life. Evidence is found of gender based differences in the financial socialization of eleven and twelve year olds. Findings include more frequent parent‐child discussions being correlated to more positive financial attitudes, but not to saving behaviour. Saving behaviour of children is influenced by attitudes to money along with the presence of parents when spending, which is subject to a same sex gender bias for girls, with large effect sizes. Girls are over 200% more likely to state they save some of their pocket money if their mother is present when they spend their pocket money, compared to having no parent present. This difference does not exist for male children. When a boy is with both parents when spending, they are 245% more likely to report saving some of their pocket money then when neither parent is present. Having a father present when spending does not yield significantly different results to when no parent is present. These findings of gender biased financial socialization in the home are important considerations for the design of school‐based financial literacy programmes. Specifically, these programmes should consider a goal of encouraging discussion and questioning gender based attitudes and roles in the home. They are also important findings in terms of going some way to explaining the existence of a gender difference in financial knowledge in adulthood.     

Determining the Key Factors of Customer–Brand Relationship Investment Dimensions: Insights From Malaysian Mobile Phone Users

This study aims to empirically test a scale to measure the dimensions of relationship investment. An exploratory factor analysis and reliability analysis were conducted on a sample of 150 mobile phone customers, whereas a confirmatory factor analysis was conducted on a sample of 539 customers. The results identified 2 dimensions each for customer and brand investment and validated the measurement items for each dimension. Thus, this study offers a sound scale for potential use in future studies and a useful tool for companies to use to diagnose and plan for an effective engagement strategy.     

What I Know,What I Think I Know,and Whom I Know

Drawing on social cognitive theory and social network literature, this study examines how objective financial knowledge (OFK) and financial knowledge network intensity (FKNI) influence retirement investment decisions through the mediation of subjective financial knowledge (SFK). Using survey data, we find that OFK and FKNI enhance 401(k) account holders' risk‐taking and investment quality. We also find a unique role of SFK in retirement investment decisions: SFK mediates the effect of OFK on risk‐taking, not on investment decision quality. While the interaction between OFK and FKNI does not influence investment decision quality through SFK, it does positively influence risk‐taking through the mediation of SFK, which implies that OFK and FKNI serve as complements to each other in risk‐taking through the mediation of SFK. We suggest that individuals may reap benefits from financial literacy and financial network‐building programs for improving retirement investment decision‐making.