Prices or Knowledge? What Drives Demand for Financial Services in Emerging Markets?

Financial development is critical for growth, but its microdeterminants are not well understood. We test leading theories of low demand for financial services in emerging markets, combining novel survey evidence from Indonesia and India with a field experiment. We find a strong correlation between financial literacy and behavior. However, a financial education program has modest effects, increasing demand for bank accounts only for those with limited education or financial literacy. In contrast, small subsidies greatly increase demand. A follow‐up survey confirms these findings, demonstrating that newly opened accounts remain open and in use 2 years after the intervention.     

金融知识与小微企业创新意识、创新活力——基于中国小微企业调查(CMES)的实证研究

根据人力资本理论的解释,金融知识体现了小微企业主对经济金融相关信息的认知与决策、以及使用正规金融工具与服务的能力,因此将作用于小微企业的创新意识与创新活力。实证结果发现,金融知识显著提升了小微企业的创新意识,表现为更重视创新的必要性与员工的创新能力,也有效改善了创新活力。这对相关政府部门与金融机构进一步普及金融知识与开展面向小微企业主的培训,提供了积极的数据支持。进一步分析表明,金融知识通过市场认知机制与信贷约束机制分别作用于创新意识与创新活力。在市场化高、非国有经济发展好、金融市场化高的地区,小微企业的创新活力强而创新意识不强,金融知识的作用主要在于提升创新意识,即提升市场认知机制发挥作用;而在市场化低、非国有经济发展差、金融市场化低的地区,小微企业的创新意识强而创新活力不强,金融知识的作用主要在于提升创新活力,即缓解需求抑制型信贷约束的机制发挥作用。     

The impact of undergraduate personal finance education on individual financial literacy,attitudes and intentions

Financial literacy education features prominently among the policy options available to improve personal financial decision‐making. Notwithstanding calls to expand delivery of financial literacy units at university level, such offerings are relatively rare with little evaluation. We provide an evaluation of the impact on financial literacy, financial attitudes and financial behaviour intentions of a semester unit in personal finance delivered to undergraduates at an Australian university, carefully controlling for confounding effects in the analysis. We report increases in objective and subjective financial literacy and an additional gender effect. Contrary to previous speculation, we do not find overconfidence as an associated outcome.     

A Comparative Analysis of Financial Professionals’ Perception of the Level of Graduating Business Student Retirement Planning Familiarity,Motivation, and Preparedness

Academic, government, employer, and individual interest in personal financial literacy have mushroomed as financial decision making has become more complex, costly, and less paternalistic. Financial illiteracy in America manifests in many ways, including low levels of personal saving, high levels of personal debt, negative financial wealth, a decline in standard of living, and increased demand on social safety networks. For college students, of particular concern is the high level of public and private debt accrued while working toward a degree. It is important to understand how prepared households are for retirement planning decisions and which factors can improve their preparedness. We show that financial education is impactful in reducing financial illiteracy, and provides evidence that taking a personal risk management and insurance course helps to prepare college students to make retirement decisions. Second, we provide evidence that life stage explains differences (similarities) in how professionals self‐rate the importance, familiarity, and motivation to plan and save for retirement versus their opinion on how vital the questions should be to students. Finally, additional evidence is provided showing that demographic characteristics explain differences in the importance and motivation to plan and save for retirement and in the familiarity that respondents have with retirement planning and saving products.     

金融素养与家庭储蓄率——基于理财规划与借贷约束的解释

金融科技的发展使得人们参与金融市场的门槛与成本迅速降低,金融产品也不断丰富,金融市场参与者的异质性增加,金融素养对家庭金融决策的影响越来越明显。本文研究发现:(1)家庭在安排储蓄与消费时,金融素养有显著影响,金融素养与家庭储蓄率呈倒U型关系。(2)理财规划和借贷约束是影响家庭储蓄率上升的两个渠道。(3)金融素养由低逐渐升高时,家庭的理财规划意识增强,通过提高储蓄率来保障资金充足。当金融素养增加到一定程度,理财规划意识优化资产配置的作用增强,抑制消费的作用减弱,同时借贷约束缓解会帮助家庭增加消费。本文的发现有助于厘清家庭储蓄率差异的成因,对提升居民福利,增强金融教育政策的针对性,有积极意义。     

Basic debt literacy and debt behavior

Using unique survey data from 1001 individuals representative of the French population, we document that less than half of the sample (47%) can provide correct answers to two basic questions addressing the functioning of debt interests. This proportion is higher among credit users, but the improvement emerges mainly from mortgagors (55%) and much less from consumer credit users (51%). Furthermore, among consumer credit users, the portion of respondents giving at least one erroneous answer (i.e. neither correct nor “don't know”) is above one third and significantly higher than in the rest of the population (35% vs. 30%). Next, with regressions, controlling for a wide array of socio-demographic variables and potential confounding factors like present-biased preferences or saving-oriented literacy, we show that incorrect answers to debt literacy questions predict a greater propensity to use consumer debt and to use it in a more expensive way (i.e. choosing lower settlements). Lastly, we find that respondents who answer debt literacy questions incorrectly are not more likely to report intention to take financial education training or to seek financial advice from a bank advisor, even when such respondents also present a high propensity to use debt or to use it in an expensive way.     

Accounting and finance literacy and entrepreneurship: An exploratory study

The aim of this study is to investigate whether the level of financial literacy differs significantly among entrepreneurs in three European countries: Italy, Spain, and the UK. Moreover, I analyze whether financial literacy fosters or hinders entrepreneurial resilience and success. I find that the level of basic financial literacy is significantly lower among entrepreneurs in the UK. I provide an explanation based on job opportunities arguing that basic financial literacy increases the chances of survival of a business, whereas advanced financial literacy decreases it. I propose a taxonomy linking levels of financial literacy with different approaches to financial management. I conclude that a “conservative” approach to financial management (cash based, debt-averse and diversified) is more likely to guarantee survival even if it is not necessarily the best way to maximize firm value.     

Is financial advice a cure-all or the icing on the cake for financial literacy? Evidence from financial market participation in China

We examine how financial advice interacts with financial literacy to shape household decisions on stock market participation in China. Particularly, we investigate how the effect of financial advice varies with economic expectations, preferences for asset diversification and the level of financial literacy. Feeding the data of 5274 households into a Probit model that predicts the probability of holding stocks, we find that, while an increase in financial literacy significantly raises the stock market participation of all households, seeking financial advice only increases the participation for those households which have a preference for asset diversification or which have an optimistic expectation about the economy. Moreover, the effect of financial advice is concentrated on households with high financial literacy, implying that an insufficient level of financial literacy is the reason for the poor performance of financial advice in China. We also examine if there are influential trust or quality concerns which would reduce the effectiveness of financial advice but we find no significant evidence for it.     

Investment in financial literacy and saving decisions

We present an intertemporal consumption model of investment in financial literacy. Consumers benefit from such investment because financial literacy allows them to increase the returns on wealth. Since literacy depreciates over time and has a cost in terms of current consumption, the model delivers an optimal investment in literacy. Furthermore, literacy and wealth are determined jointly, and are positively correlated over the life-cycle. The model drives our empirical approach to the analysis of the effect of financial literacy on wealth and saving and indicates that the stock of financial literacy early in life is a valid instrument in the regression of wealth on financial literacy. Using microeconomic and aggregate data, we find strong support for the model’s predictions.     

How Does Household Portfolio Diversification Vary with Financial Literacy and Financial Advice?

Household investment mistakes are an important concern for researchers and policymakers alike. Portfolio underdiversification ranks among those mistakes that are potentially most costly. However, its roots and empirical importance are poorly understood. I estimate quantitatively meaningful diversification statistics and investigate their relationship with key variables. Nearly all households that score high on financial literacy or rely on professionals or private contacts for advice achieve reasonable investment outcomes. Compared to these groups, households with below‐median financial literacy that trust their own decision‐making capabilities lose an expected 50 bps on average. All group differences stem from the top of the loss distribution.     

Teaching financial literacy in a co-curricular service-learning model

The current economic environment has brought to light the financial literacy epidemic in this country. A lack of personal financial education has contributed to the increase in consumer credit debt, a trend evident for many college students who often have significant credit card debt. One way to combat this problem is through financial literacy education. This paper describes a service-learning project implemented through a Beta Alpha Psi chapter, which fulfills the educational objectives of the accounting curriculum and addresses an educational need. The project provides reciprocity of learning between members of Beta Alpha Psi and their audience, college underclassmen. The results indicate that the project is successful in educating both presenters and audience members on basic financial knowledge as well as developing technical and communication skills of Beta Alpha Psi members. The project outline presented in this paper provides a framework for others to use.     

Extending financial literacy to insurance literacy: a survey approach

We extend behavioural research in investment and retirement savings to insurance, by investigating factors that may influence individuals’ insurance decision making. These factors include financial literacy, specialist insurance education and some behavioural biases. Based on a definition of insurance literacy that requires both having, and applying insurance knowledge, we find from a survey of postgraduate students that financial literacy does not necessarily translate to insurance literacy, whereas more specialised education can improve insurance literacy. Results also indicate specialist education potentially reduces susceptibility to anchoring effects.     

Directing strategically financial management education and training

Competence, capability and capacity in financial management are crucial for the success of all commercial organizations. Financial literacy is required of most if not all of the significant decision makers within organizations, no matter what their official status might be, if those organizations are to function effectively. Traditionally, developing this literacy has been seen as just another training issue on the agenda for the company's training department. This paper will argue that financial literacy is so important to organizations that financial management education and training should be seen more as part of the financial management control system of the organization than as a self development issue.

Directors of finance need to become involved in the financial education and training process, particularly at a strategic level, so as to ensure that the company's competence, capability and capacity in financial management are appropriate to the pace and direction of company development.     

Financial literacy and the demand for financial advice

The low level of financial literacy across households suggests that they are at risk of making suboptimal financial decisions. In this paper, we analyze the effect of investors’ financial literacy on their decision to demand professional, non-independent advice. We find that non-independent advisors are not sufficient to alleviate the problem of low financial literacy. The investors with a low level of financial literacy are less likely to consult an advisor, but they delegate their portfolio choice more often or do not invest in risky assets at all. We explain this evidence with a highly stylized model of strategic interaction between investors and better informed advisors with conflicts of interests. The advisors provide more information to knowledgeable investors, who anticipating this are more likely to consult them.     

中国欠发达区域经济发展与金融生态环境的关联性——以江西省经济与金融的发展模型为例

江西省地处中国的中东部地区，具有欠发达区域经济的典型特征。文章以江西省近20年来的经济金融发展实况为体例，对金融生态环境评价模型的分析和演绎证明：一方面，金融机构内部环境因素，对区域性经济发展有着及其重要的作用；另一方面，金融机构外部环境因素与区域性经济发展具有极强的关联性。区域性金融生态环境的建设，直接影响到区域性资源配置和资源使用效率。金融生态环境建设，不仅要关注金融机构内部环境因素的影响，同时也要着力研究金融机构外部环境因素的改善。对于欠发达区域的金融生态环境建设而言，应从推进城镇化建设、提高人均受教育年限、改革社会保障制度、完善制度生成环境等方面予以支持。     

框架效应与贷款决策:一项金融素养的实验研究

过度借贷是一个常见的非理性决策。近年来,网络借贷市场的激烈竞争降低了申请贷款门槛,导致金融素养较低的人群开始参与网络借贷,进一步加剧了过度借贷现象。本文采用实验室实验方法,给被试者提供本质上完全等价的贷款产品,同时外生地变化贷款成本形式(绝对数值形式的利息相比于百分数形式的利率、单期利率相比于多期复利),研究贷款成本的展示形式对贷款意愿是否存在影响。结果表明,相比于月利率,展示月利息使得被试者的贷款接受率显著上升21.3个百分点;相比于年化复利,展示月利率使得被试者的贷款接受率显著上升7.91个百分点。这两种框架效应可分别由金融素养的知识层面和思维层面所解释。本文对网络小额贷款场景下的过度借贷提出了一种新的解释——贷款成本的框架效应,并采用实验经济学方法对此提供了可靠的证据。本文研究结论提示,加强金融教育和制定相关法规双措并举,有助于人们做出更审慎的贷款决策。     

An Empirical Analysis of the Effect of Financial Education on Graduating Business Students’ Perceptions of Their Retirement Planning Familiarity,Motivation, and Preparedness

Today's multifaceted and dynamic financial environment requires a high level of individual financial literacy to ensure that sound financial behaviors are the norm. Unfortunately, many individuals have limited knowledge regarding financial issues and are ill prepared to make sound financial choices. The purpose of this article was to benchmark and then determine if graduating business students’ perception of their retirement planning familiarity, motivation, and preparedness improved after taking a semester‐long course in Personal Risk Management and Insurance (PRMI). We discovered that business students were more financially literate than nonbusiness students and that business students’ familiarity with retirement plans and personal level of readiness to make retirement planning decisions improved significantly after taking the principles class. Specifically, we showed that only 15.8 percent and 42.3 percent of the nonbusiness and business control students, respectively, felt adequately prepared to make retirement decisions, while 82 percent of the business students who completed the PRMI class felt prepared. Ex post, graduating seniors who were exposed to coursework covering life‐cycle risks and options to treat those risks perceived that they are leaving college with a better ability to meet the financial challenges that await them. Last, we showed that significant differences existed in retirement plan and investment familiarity based on gender. Our findings provide support for including financial literacy as a general education requirement at colleges and universities.     

Situating financial literacy

This paper comments on the conceptualisation of financial literacy by investigating how it is defined, problematised, and operationalised as a part of the efforts to overcome its perceived impediments. The backdrop of this study is the idea that the financial literacy movement goes hand in hand with the financialisation of society. By reporting from a study of financial literacy practices, the aim is to disentangle the notion of financial literacy from the assumption that it is a singular capability that, when gained, will automatically affect people's financial practices. The paper draws on a recent development in literacy research, New Literacy Studies, and on its division into autonomous and ideological definitions of literacy. The empirical illustrations originate from the efforts made to decrease financial illiteracy among Swedish adolescents and the demand for financial literacy in audit committees. Contrary to earlier studies, this paper demonstrates that financial literacy does not merely refer to a character trait that researchers may find lacking among the marginalised actors in society. Financial literacy cannot merely be viewed as the ability to read and write in the language of finance and accounting. Instead, financial literacy is a concept that needs to be situated and studied in practice because the characteristics that constitute financial literacy, or those that apply to it, vary with time and place.     

Can financial literacy reduce anxiety about life in old age?

This study examines the role of financial literacy in reducing anxiety about life in old age. We hypothesize that financial literacy increases preparedness for old age through better savings and investment decisions, leading to the accumulation of more assets and earning more income, which enhances financial capacity and reduces anxiety. Using data from a nationwide panel survey in Japan, we provide evidence that financial literacy can reduce anxiety about life in old age by making people capable of accumulating more assets and earning more income. Moreover, the interaction of financial literacy with age and spouse reduces anxiety, while living with children increases anxiety about life during old age. We check the robustness of our results using an alternative measure of financial literacy, changing composition of the sample, controlling for residents’ geographical dispersion, and testing for endogeneity bias. The major findings remain unchanged after considering these factors.