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1.
    
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   

2.
    
The authors present a comparative study of 2 in-company educational programs aimed at developing frontline operator capabilities in forensic methods. They discuss the relationship between the application of various forensic tools and conceptual techniques, the process (i.e., curriculum) for developing employee knowledge and capability, and the impact on process improvement. The authors conclude that the use of e-learning via online learning management support and associated media has a positive impact on learner retention and application of concepts and techniques.  相似文献   

3.
    
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   

4.
    
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   

5.
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   

6.
    
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   

7.
    
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   

8.
    
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   

9.
    
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   

10.
    
Scholars and policymakers have long been concerned about the lack of financial knowledge and the socioeconomic disparities in financial knowledge in the United States. The objectives of this study are (1) to assess the extent of income-related inequality in financial knowledge and how it changed between 2012 and 2018 and (2) to determine what factors explain the income-related inequality in financial knowledge and the change over time. Using National Financial Capability Study datasets, our study revealed that from 2012 to 2018 there was income-related inequality in financial knowledge. Financial experience, education, and numeracy were major contributing factors to inequality in financial knowledge, according to decomposition analysis. Income-related inequality in financial knowledge in the United States decreased between 2012 and 2018, mainly due to an overall change in financial experience. This study provides meaningful insights to policymakers and educators interested in improving financial knowledge in the United States.  相似文献   

11.
国际上居民金融素养研究已广泛展开。本文基于国际比较的多层次知识点研究表明:中国居民金融素养处于国际中等水平,对经济金融知识了解程度的自我评价较为客观;得益于社会实践经验,居民对复利和通货膨胀知识了解程度与发达国家基本一致,但对风险分散的认知存在显著偏差,尤其对同类金融产品的风险特征认知不清,具体表现在对实现分散化投资效益的长期投资理念严重缺失。面临金融监管制度性缺位和复杂的金融环境,保护中国金融消费者权益,满足居民不断增长的金融需求,普及金融教育,提升公众金融素养才是最有效途径。  相似文献   

12.
    
The 2010 Affordable Care Act changed health insurance plans for both the insured and uninsured. Currently insured consumers need to understand changes that impact their purchase decisions, and newly eligible consumers need to understand how to purchase through the new health insurance marketplace. Health insurance literacy is a new concept that addresses the extent to which consumers can make informed purchase and use decisions. Consumers currently exhibit limited health insurance literacy. Researchers and educators need a comprehensive review of the literature and existing curriculum and materials to conduct research and to create and test educational programs that could increase health insurance literacy. This article provides a review of relevant literature and curricula. It offers implications for additional research, measurement of health insurance literacy, and development of educational programs to improve health insurance literacy in the United States.  相似文献   

13.
高职院校金融专业课程体系设置探讨   总被引：3，自引：0，他引：3  
目前,我国高职院校在金融专业课程体系设置中还存在保持通才教育模式、课程建设缺乏创新、实践课程比例过低及流于形式、课程难度及体系设置依据不合理等问题,很难满足市场对于基层金融类人才的需求。应加快高职院校金融专业课程体系设置,将专业课程细化、提高实验实践课程比例,制定更加科学合理的金融专业课程体系,为培养高职院校金融专业学生的实践能力,增强就业竞争力,创造先决条件。  相似文献   

14.
    
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   

15.
    
Given the paucity of comprehensive summaries in the extant literature, this systematic review, coupled with bibliometric analysis, endeavours to take a meticulous approach intended at presenting quantitative and qualitative knowledge on the ever‐emerging subject of financial literacy. The study comprises a review of 502 articles ‐ published in peer‐reviewed journals from 2000 to 2019. Citation network, page‐rank analysis, co‐citation analysis, content analysis and publication trends have been employed to identify influential work, delineate the intellectual structure of the field and identify gaps. The most prominent journals, authors, countries, articles and themes have been identified using bibliometric analysis, followed by a comprehensive analysis of the content of 107 papers in the identified clusters. The three major themes enumerated are—levels of financial literacy amongst distinct cohorts, the influence that financial literacy exerts on financial planning and behaviour, and the impact of financial education. Additionally, content analysis of 175 papers has been conducted for the last four years’ articles that were not covered in the co‐citation analysis. Emerging themes identified include financial capability, financial inclusion, gender gap, tax & insurance literacy, and digital financial education. A conceptual framework has been modelled portraying the complete picture, following which potential areas of research have been suggested. This study will help policy‐makers, regulators and academic researchers know the nuts and bolts of financial literacy, and identify the relevant areas that need investigation.  相似文献   

16.
    
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   

17.
  总被引：1，自引：0，他引：1  
The requirement to build economic resilience in people has become a concern for the UK Government, regulators, and the financial services industry. Transposed to the realm of financial literacy education (FLE), the resilience doctrine performs particular effects in relation to the naturalisation and individualisation of financial market relations. At the same time, it tends to speak of the inevitability of market failures and crashes. I argue that based on these features, the effect of the resilience doctrine is to mask the “empty promise” of FLE programmes: the irreconcilable gap between the empowerment discourse surrounding what such agendas are meant to achieve for ordinary people and the latter's actual success in securing their security and well-being through financial markets. The paradoxical element of resilience talk is that it at once serves to further legitimise financial education attempts, while providing an opportune reason for failures judged even on its own terms.  相似文献   

18.
    
Food literacy education is essential for acquiring the skills and knowledge required to support healthy food interactions. However, there are multiple constraints impacting curriculum enactment in schools. This study explores these constraints in Queensland (Australia), giving voice to Home Economics teacher respondents. A mixed methods survey was conducted (n = 117) in February–March 2021. Eighty percent of respondents advocated for current curriculum change to support food literacy education, including incorporating more explicit practical food education, the transition of nutrition into home economics subjects, and the insertion of food literacy-focused terminology within the curriculum.  相似文献   

19.
    
We investigated the mediating role of financial inclusion in the relationship between financial literacy and financial well-being in Ghana. Using PLS-SEM, we found that financial inclusion indeed mediates financial literacy and financial well-being in Ghana. We also documented a positive and significant relationship between Ghanaians' financial literacy and financial well-being. Again, financial literacy has a direct positive effect on financial inclusion. Hence, to enhance the impact of financial literacy on financial well-being in Ghana, policymakers should grant financial institutions enough freedom to offer a variety of financial services; financial institutions that have lost credibility in Ghana (such as insurance companies) should be put in check to build the trust of Ghanaians in them; and the cost of using a mobile phone and internet services to access financial services in Ghana should be reduced. The management of financial institutions can utilize the freedom offered to them by policymakers to offer various financial services to the public, build trust in customers, and offer lower-cost services to help improve the financial well-being of Ghanaians.  相似文献   

20.
    
Targeted policy interventions are more effective than one‐size‐fits‐all initiatives. This paper proposes the use of k‐means cluster analysis to identify vulnerable groups with respect to financial literacy. Using a rich sample of 12 countries, we distinguish 4 groups with varying financial literacy levels, and examine their socio‐economic characteristics. The results suggest that individuals in the most vulnerable financially illiterate groups are on average, single, less‐educated and unemployed with low incomes. This contrasts with those in the strongest group: individuals with the highest financial knowledge, financial behaviour and financial attitudes scores are on average highly educated males who live together with a partner. They earn a high income and hold several financial products. Integrating these insights into national strategies which promote financial literacy will not only lead to more effective but also to more efficient policy initiatives by focusing on the particular weaknesses of certain subgroups and using the appropriate transmission channels.  相似文献   

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