Relevant bibliographies by topics / Financial literacy

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Financial literacy'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Financial literacy"

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Rahim, Nurhazrina Mat, Norli Ali, and Mohd Fairuz Adnan. "Students' Financial Literacy: Digital Financial Literacy Perspective." 13th GLOBAL CONFERENCE ON BUSINESS AND SOCIAL SCIENCES 13, no. 1 (June 16, 2022): 1. http://dx.doi.org/10.35609/gcbssproceeding.2022.1(9).

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Financial instability and a lack of financial literacy are commonly blamed for the growth in bankruptcy and social concerns among the younger generation. Between 2017 and October 2021, 36,173 Malaysians aged 18 to 44 were declared bankrupt, according to the latest numbers from the Malaysian Department of Insolvency. Furthermore, Selangor had the highest number of instances (25 per cent) (MdI, 2021). This problem offers a substantial obstacle to achieving the Sustainable Development Goals (SDGs), which aim to reduce inequality and promote social and economic inclusion for all citizens. Additionally, due to the recent outbreak of Pandemic COVID-19, financial transactions have shifted from physical to electronic. This circumstance creates an additional risk since it has resulted in the ease of conducting financial transactions. Thus, it is vital for students to have a solid understanding and awareness of online transactions, commonly referred to as digital financial literacy (DFL), to practice sound financial management. Financial literacy deficiencies (both fundamental and digital) would pose a substantial threat to individual financial management. As a result, assessing current university students' financial literacy is crucial. Most of these students will confront financial challenges such as budgeting for study-related costs using the scholarship or pocket money they earned. This research aims to determine the degree of financial literacy (both basic and digital) among Selangor university students. Keywords: Financial literacy, Financial confidence, Digital financial literacy, Digital financial knowledge, Students
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Rahim, Nurhazrina Mat, Norli Ali, and Mohd Fairuz Adnan. "Students’ Financial Literacy: Digital Financial Literacy Perspective." GATR Journal of Finance and Banking Review 6, no. 4 (March 30, 2022): 18–25. http://dx.doi.org/10.35609/jfbr.2022.6.4(2).

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Objective - This study aims to assess students' financial literacy levels using digital financial literacy (DFL), the most recent element. Methodology – Students who are based in Selangor, Malaysia, were chosen for this study as they recorded a high rate of youth bankruptcy. Convenience sampling was used to distribute the questionnaires among the students between March and August of 2021, where a total of 184 responses were retrieved. Findings and Novelty – The results indicated that students possessed advanced financial knowledge and confidence. Despite the extensive experience in completing online financial transactions, the students lack digital financial knowledge and an understanding of the risks associated with digital financial services. Therefore, including DFL in financial education is essential to ensuring future generations' financial well-being. This study also adds to the limited literature on financial digital literacy and serves as an eye-opener to policymakers on its importance in financial education. Type of Paper - Empirical Keywords: Financial literacy, financial confidence, Digital financial literacy, Digital financial knowledge, Students JEL Classification: I22, M29, O16
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Sameer El Khatib, Ahmed. "Financial Literacy." International Journal for Innovation Education and Research 9, no. 3 (March 1, 2021): 47–62. http://dx.doi.org/10.31686/ijier.vol9.iss3.2971.

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The present paper explores various approaches to the development of cognitive process dimensions in financial literacy. Applying the regression model, the study has examined the strength of the relationship between the actual financial competence of 413 Brazilian’s students aged 18-21, studying economic disciplines, and their school performance. The research has produced the following conclusions: (a) a weak dependence of actual skills on school performance; (b) inherently associated consequence of school performance is not corresponding to the actual financial skills; (c) a low level of financial competence in the dimensions - Remember, Understand and Apply.
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Filbeck, Greg, Jason Pettner, and Xin Zhao. "Financial literacy." Financial Services Review 28, no. 4 (November 16, 2023): 315–40. http://dx.doi.org/10.61190/fsr.v28i4.3435.

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The CFA Society Pittsburgh launched a high school financial literacy campaign resulting in sig- nificant improvements in financial behavior, subjective and objective financial knowledge, and self- esteem. Before the campaign, male students and students with higher grade point averages (GPAs) show better objective knowledge. In addition, we find disconnect between actual and perceived fi- nancial knowledge. Students exhibited gains in all aspects after completing the program. The subca- tegories with the lowest pre-survey scores or female students show the greatest improvements in the post-survey. Students with lower GPAs experienced greater improvement in financial behavior and objective knowledge, while higher GPA students improved more in subjective knowledge.
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Worthington, Andrew C. "Financial literacy and financial literacy programmes in Australia." Journal of Financial Services Marketing 18, no. 3 (September 2013): 227–40. http://dx.doi.org/10.1057/fsm.2013.18.

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Rani, Pooja, and Neelam Jain. "FINANCIAL LITERACY: A KEY DRIVER TO FINANCIAL INCLUSION." BSSS Journal of Management 14, no. 1 (June 30, 2023): 8–19. http://dx.doi.org/10.51767/jm1402.

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Financial Inclusion and the level of financial literacy of their citizens has recently become a growing concern for developed and emerging economies. Since financial markets have grown more complex and it has become increasingly difficult for the common person to decide wisely, financial literacy has become more and more important. The purposes of this paper are to provide an outline of financial literacy and financial inclusion and to investigate the contribution that financial literacy makes to the advancement of financial inclusion. In order to achieve this goal, several measures taken by financial authorities to promote financial literacy are studied, which eventually increases financial inclusion in the nation. According to an RBI report, these actions assisted in raising the Financial Inclusion Index to 56.4 in March 2022 from 53.9 in March 2021.Financial inclusion, financial growth, and financial stability are all attributed to financial literacy.
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Lethepa, Alicia, Reon Matemane, and Nyasha Dhlembeu. "Bankers and financial advisers in an emerging economy: are they financially literate?" Banks and Bank Systems 15, no. 2 (April 13, 2020): 16–27. http://dx.doi.org/10.21511/bbs.15(2).2020.02.

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Financial literacy is important for employees in the banking sector, as they are required to advise and administer the savings and investments of their clients. This study aims to establish financial literacy levels for banking employees and socio-demographic variables that influence their financial literacy levels. When collecting the necessary data for analysis, a survey was used for the total final sample of 120 employees of the banking sector. Descriptive statistics, the two-sample T-test and a simple ANOVA were used to determine the actual financial literacy levels and the socio-demographic factors influencing them. Overall, the employees were found to have moderately high levels of financial literacy. Only gender, race and education level were found to have an influence on financial literacy levels. This study informs the banking sector about how well employees are involved in financial literacy and which socio-demographic groups of their employees they need to focus on when exploring financial education programs.
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Sukma, Sjahmagri Priatama, and Mahir Pradana. "EFFECT OF FINANCIAL LITERACY, FINANCIAL ATTITUDE, AND FINANCIAL INCLUSION ON FINANCIAL BEHAVIOR." Jurnal Riset Bisnis dan Manajemen 15, no. 01 (February 17, 2022): 20–25. http://dx.doi.org/10.23969/jrbm.v15i01.5163.

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Students who are financially dependent on parents and financial-independent students are affected by Covid-19. Preventing financial problems can be carried out by good financial literacy. Based on precedent studies, financial literacy in Telkom University students was good; however, in reality, a protest emerged regarding tuition fees, generating a gap between the theory and reality. This study aimed to test a financial literacy argument of Telkom University students and the reality during pandemic. The study employed a quantitative method, verificative description, and purposive non-probability sampling technique. The study respondents amounted to 100 students of Business Administration undergraduate study. Data were analyzed using path analysis. From the hypothesis testing results, the financial literacy variable affected financial attitude, financial inclusion, and financial behavior. The inclusion variable affected and mediated the effect of financial literacy on financial behavior. Meanwhile, financial attitude did not affect and mediate the effect of financial literacy on financial behavior. Keywords: Financial; Financial Literacy, Financial Attitude; Financial Inclusion; Financial Behavior; Students
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Wahyuni, Sri Fitri, Radiman Radiman, and Dini Kinanti. "Pengaruh Literasi Keuangan, Lifestyle Hedonis dan Sikap Keuangan Pribadi Terhadap Perilaku Keuangan Mahasiswa." Owner 7, no. 1 (January 1, 2023): 656–71. http://dx.doi.org/10.33395/owner.v7i1.1304.

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Financial behavior is a person's ability to manage planning, budgeting, checking, managing, controlling, finding and storing daily financial funds. One of the factors that influence financial behavior is knowledge about financial literacy. The author's purpose is to determine the effect of financial literacy, hedonic lifestyle and personal financial attitudes on financial behavior in students of the economics faculty of management study program class l2018. The numberl of samplesl in thisl study werel 84 students usingl the slovinl formula. Thel analysis technique inl this studyl uses multiplel linear lregression, multiple correlationl determination, t testl and F ltest. Thel results ofl this studyl indicate thatl financial literacyl (X1) hasl a positivel and significantl effect onl financial behavior (Y). Hedonic Lifestyle (X2) hasl no effectl on financial behavior (Y). Personal financial attitude (X3) hasl no effectl on financial behavior (Y). Financiall literacy, hedonic lifestyle and personal financial attitudes simultaneously have a significant effect on financial behavior (studentsll of the 2018 classl of managementl study programl at Universitas Muhammadiyahl Sumatera Utara).
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Rahayu, Rita, Verni Juita, and Annisaa Rahman. "Financial Literacy, Digital Financial Literacy and Women’s Economic Empowerment." Journal of Telecommunications and the Digital Economy 11, no. 2 (June 28, 2023): 118–38. http://dx.doi.org/10.18080/jtde.v11n2.700.

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There have many been studies on women’s economic empowerment (WEE), most related to financial literacy (FL). However, in this digital era marked by the emergence of Fintech, FL needs to be expanded into digital financial literacy (DFL), in making good financial decisions, especially regarding Fintech products. Hence, the study aims to investigate the influence of DFL and FL on WEE. In this study, 259 female respondents participated. Using the PLS Structural Equation Modelling, the study found that both DFL and FL had a positive and significant effect on WEE. However, further analysis found that DFL affects all 5 dimensions of WEE. Meanwhile, FL only affects 3 components of WEE. In addition, the results also show that DFL has a much greater influence on WEE compared to FL. These results prove that, in this digital era, FL is not sufficient for making good financial decisions, but more understanding is needed, especially related to digital literacy. These results are expected to provide a new understanding of the importance of the DFL variable in the study of WEE, as well as input for the Indonesian government to give more consideration to DFL in making policies related to WEE.
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Dissertations / Theses on the topic "Financial literacy"

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Lee, Nirmala. "Financial literacy and financial literacy education : what might be the components of an effective financial literacy curriculum?" Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/10007419/.

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There is concern about lack of financial literacy and need for financial literacy education, but little or no attempt to understand their nature. Three questions were asked: 'What is financial literacy?', 'What is financial literacy education?' and 'What might be the components of an effective financial literacy curriculum?'. Adopting an inductive grounded theory approach and a pragmatist philosophy, in association with real-world organisations such as the National Institute of Adult Continuing Education (NIACE), the Financial Services Authority (FSA), and the National Research and Development Centre for adult literacy and numeracy (NRDC), empirical data was collected from surveys, observation and interviews. This was the first time that: perceptions of financial advisers in England on financial literacy were systematically analysed; financial literacy education provision in England was examined using the FSA framework; financial literacy education for financial literacy providers was the subject of a study; a financial literacy curriculum was categorised using the FSA's baseline survey areas; and financial literacy curriculum components were explored within a new synthesis of 'Competency Based Action learning (CoBAl)'. It was found that often financial literacy was misunderstood, financial literacy education interventions ineffective, financial literacy practitioners unqualified, and financial literacy curricula simplistic. Public policy needs to be directed towards developing a more rigorous and aspirational form of financial literacy education that would facilitate more effective outcomes. Financial literacy is more than information or capability; it is the demonstration of competencies in actual performance in the financial world. Financial literacy educational interventions need to be multidimensional and set within the framework of adult learning and not that of children learning within a formal educational system. A financial literacy curriculum that synthesises components relating to knowledge, skills and attitudinal competencies with action learning in the real-world context is likely to lead to the generation of more effective financial experiences.
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Tschache, Candice Arrington. "Importance of financial literacy and financial literacy content in curriculum." Thesis, Montana State University, 2009. http://etd.lib.montana.edu/etd/2009/tschache/TschacheC0809.pdf.

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Teachers, administrators, parents, business owners, and community members need to know the importance and value of a Personal Finance class. In this study, a two page survey was given to teachers, administrators, parents, business owners, and community members to determine the importance they placed on financial literacy curriculum and what content they think should be included in a financial literacy curriculum at Bozeman High School. The results of this survey showed that most participants of the survey thought financial literacy was important and that financial literacy curriculum was also important. The conclusions of this study were that financial education is beneficial and that the concepts taught in that type of curriculum were valued.
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Hamilton, Angela. "Simulations for Financial Literacy." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5235.

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Financially literate consumers are empowered with the knowledge and skills necessary to make sound financial decisions that ensure their long-term economic well-being. Within the context of the range of cognitive, psychological, and social factors that influence consumer behavior, simulations enhance financial literacy by developing consumers' mental models for decision-making. Technical communicators leverage plain language and visual language techniques to communicate complex financial concepts in ways that consumers can relate to and understand. Simulations for financial education and decision support illustrate abstract financial concepts, provide a means of safe experimentation, and allow consumers to make informed choices based on a longitudinal comparison of decision outcomes. Technical communicators develop content based on best practices and conduct evaluations to ensure that simulations present information that is accessible, usable, and focused on the end-user. Potential simulation formats range from low- to high-fidelity. Low-fidelity simulations present static data in print or digital formats. Mid-fidelity simulations provide digital interactive decision support tools with dynamic user inputs. More complex high-fidelity simulations use narrative and dramatic elements to situate learning in applied contexts.
ID: 031001493; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Dan Jones.; Title from PDF title page (viewed July 25, 2013).; Thesis (M.A.)--University of Central Florida, 2012.; Includes bibliographical references (p. 76-80).
M.A.
Masters
English
Arts and Humanities
English; Technical Communications
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Dusanic, Bojan, and Armin Osmanovic. "Vad påverkar financial literacy?" Thesis, Högskolan i Halmstad, Akademin för ekonomi, teknik och naturvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-34794.

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På senaste tid har det individuella kravet på ekonomiska frågor ökat allt mer och mer i takt med den teknologiska framfarten. I samband med detta är det väldigt viktigt med finansiell kunskap, även kallat financial literacy, för att kunna utföra dessa vardagliga situationer. Vad är det då som förbättrar en individs financial literacy? Vissa studier hävdar att det är det finansiella beteende som är grunden till en god financial literacy, medan andra påstår att det har med räknekunskap att göra. Andra faktorer, såsom utbildning, kön och ålder konstateras spela en stor roll om man frågar andra aktörer. Vilken av dessa faktorer är då den viktigaste för att man ska ha en god financial literacy och kunna tackla dessa situationer som uppkommer i vardagen? För att kunna genomföra detta arbete gjordes en kvantitativ undersökning i form av en enkätundersökning där svar hämtades från 257 respondenter (18+). Materialet från enkätsundersökningen analyserades och jämfördes med tidigare forskning. I denna studie så kom vi fram till att den viktigaste faktorn för en god financial literacy är ekonomisk utbildning som sedan följs av räknekunskap och finansiellt beteende, som kan jämföras med den kognitiva förmågan hos individer som beskrivs av rational choice theory. Både kön och ålder visar skillnader i det finansiella beteendet men visar inget direkt samband till financial literacy.
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Bettington, Jacqueline J. "Unpacking director financial literacy." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/86056/1/Jacqueline_Bettington_Thesis.pdf.

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The social and economic effects of high profile governance scandals such as the National Safety Council, HIH and Centro have triggered much debate, reform and research into predicting and preventing future failures. While this has meant director financial literacy is now recognised as a core capability required of each individual director, there has been little guidance on what this capability involves other than the very general statement of being able to 'read and understand financial statements'. This thesis presents the results of a Delphi study aimed at identifying the core concepts a director needs to master to be financially literate. Thirty-five experts drawn from accounting, education and practice agreed that to be financially literate a director must have a conceptual understanding of 24 basic accounting concepts and be able to independently apply this understanding to a strategic evaluation of the finances of the organisation they serve.
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Debbich, Majdi. "Essays in Financial Literacy and Financial Behaviors." Paris, EHESS, 2015. http://www.theses.fr/2015EHES0098.

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Depuis plusieurs années, les ménages font face à un processus de responsabilisation financière croissante. Dans ce contexte, les individus ont-ils les compétences financières suffisantes pour prendre des décisions éclairées en matière de planification financière, d'accumulation du patrimoine, d'endettement et de retraite? Quelles solutions peuvent-elles être envisagées pour atténuer les effets néfastes du manque d'éducation financière? Cette thèse contribue à répondre à ces deux questions à travers une évaluation de l'éducation financière en France et de ses liens avec les comportements financiers et à travers l'étude des déterminants de l'éducation financière sur le long terme et des solutions potentielles au manque d'éducation financière. Je montre que les niveaux d'éducation financière en France s'établissent dans la moyenne internationale avec des niveaux hétérogènes entre sous-groupes de populations. Je documente aussi le fait que l'éducation financière peut avoir une influence sur les comportements financiers notamment en favorisant la participation aux marchés financiers et la planification financière sur le long terme. Je remets par ailleurs en question le rôle des conseillers financiers en tant qu'alternative à l'éducation financière et montre que ceux-ci ne peuvent s'y substituer. Finalement, j'établis que l'éducation en fin de vie est significativement liée à certains facteurs éducatifs et cognitifs en début de vie mais aussi à la fragilité financière au cours du cycle de vie. Ce dernier résultat a des implications importantes pour l'élaboration de programmes d'éducation financière ciblés
In the recent years, households have been facing a process of increasing financial responsibility given a globa trend of pension systems privatization, loan markets liberalization and credit expansion. Meanwhile the supply of financial products has become more complex. In this context, do people have the ability to process economic and financial information and take sound decisions in terms of financial planning, wealth accumulation, debt and pensions? What remedies can be considered so as to mitigate the adverse effects of poorly informed financial decisions? This thesis contributes to answering both questions through an empirical assessment of financial literacy in the French population and its relationship with financial behaviors but also through a study of the determinants of financial literacy over the life course and potential remedies to financial illiteracy. I report evidence that financial literacy levels in France appear to be in the international average with heterogeneous levels across population subgroups: men, educated, middle-age as well as wealthy respondents tend to perform better. I also show that financial literacy can have an influence on financial behaviors by fostering participation to the stock market and financial planning in the long-run. I question the role of financial advisor as potential alternatives to financial education and show that these cannot substitute
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Bettington, Jacqueline J. "How does director financial literacy influence financial monitoring?" Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/213554/1/Jacqueline_Bettington_Thesis.pdf.

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There is a paucity of evidence into why boards such as Centro fail despite meeting normative financial governance standards. Drawing on Agency and organisational behavioural theories this mixed-method study involved developing and applying in the field a psychometrically robust measure of director financial literacy (DFL) and interviewing directors to investigate how they develop and apply this capability to financial monitoring. Findings verified that, generally, directors lack the requisite baseline DFL for financial monitoring and challenged the prevailing view that skill-based board diversity is a critical antecedent for effective board performance. Importantly, this study identifies practical strategies for strengthening DFL.
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MIGLIAVACCA, MILENA. "THREE PERSPECTIVES ON FINANCIAL LITERACY." Doctoral thesis, Università Cattolica del Sacro Cuore, 2017. http://hdl.handle.net/10280/35761.

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Questa tesi si propone di analizzare il tema dell’alfabetizzazione finanziaria secondo tre differenti prospettive servendosi di dati raccolti da un’indagine appositamente creata e somministrata in Italia tra Settembre 2014 e Febbraio 2015. Il primo capitolo guarda alle determinanti dell’alfabetizzazione finanziaria, concentrandosi sul ruolo dei consulenti finanziari, il secondo assume una prospettiva più psicologica sul tema e il terzo guarda alla mancanza di alfabetizzazione finanziaria quale possibile causa di distorsioni comportamentali finanziarie. Gli interventi tradizionalmente volti al miglioramento della consapevolezza finanziaria sono risultati estremamente costosi e con periodi di decadimento particolarmente brevi in tutto il mondo; l’evidenza empirica presentata in questa tesi suggerisce che una forma di educazione finanziaria più graduale e costante, come quella esercitata dai consulenti finanziari indipendenti, sarebbe più efficace. La conoscenza dei canali relazionali che potenziano il ruolo educativo dei consulenti finanziari, potrebbe aiutare a orientare e meglio calibrare futuri interventi educativi, tenendo a mente, tuttavia, che la competenza teorica non garantisce necessariamente comportamenti finanziariamente corretti. In accordo ai risultati ottenuti, infatti, l’alfabetizzazione finanziaria diminuisce la presenza di distorsioni finanziarie cognitive, ma non ha un effetto significativo sulle quelle emozionali.
This thesis aims at investigating the financial literacy through three different perspectives by analysing the data gathered from an ad-hoc survey carried out in Italy between September 2014 and February 2015. The first chapter looks at the determinants of financial literacy, focusing on the role of financial advisors, the second one takes a psychological perspective on the issue and the last chapter looks at poor financial literacy as a possible antecedent for financial behavioural biases. Traditional educational interventions aimed at improving financial awareness proved to be extremely costly and to have a worryingly short decay period worldwide; the empirical findings presented in this thesis suggest that a more gradual and constant form of financial education, such as the one exerted by independent financial advisors, would be more effective. Being aware of the relational channels that enhance the independent financial advisors’ educational role, may help to orient and better target future educational treatments, bearing in mind, though, that the theoretical financial proficiency does not ensure unbiased downstream behaviours. As a matter of fact, according to the results, financial literacy decreases the presence of cognitive biases, but does not have a significant effect on emotional biases.
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MIGLIAVACCA, MILENA. "THREE PERSPECTIVES ON FINANCIAL LITERACY." Doctoral thesis, Università Cattolica del Sacro Cuore, 2017. http://hdl.handle.net/10280/35761.

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Questa tesi si propone di analizzare il tema dell’alfabetizzazione finanziaria secondo tre differenti prospettive servendosi di dati raccolti da un’indagine appositamente creata e somministrata in Italia tra Settembre 2014 e Febbraio 2015. Il primo capitolo guarda alle determinanti dell’alfabetizzazione finanziaria, concentrandosi sul ruolo dei consulenti finanziari, il secondo assume una prospettiva più psicologica sul tema e il terzo guarda alla mancanza di alfabetizzazione finanziaria quale possibile causa di distorsioni comportamentali finanziarie. Gli interventi tradizionalmente volti al miglioramento della consapevolezza finanziaria sono risultati estremamente costosi e con periodi di decadimento particolarmente brevi in tutto il mondo; l’evidenza empirica presentata in questa tesi suggerisce che una forma di educazione finanziaria più graduale e costante, come quella esercitata dai consulenti finanziari indipendenti, sarebbe più efficace. La conoscenza dei canali relazionali che potenziano il ruolo educativo dei consulenti finanziari, potrebbe aiutare a orientare e meglio calibrare futuri interventi educativi, tenendo a mente, tuttavia, che la competenza teorica non garantisce necessariamente comportamenti finanziariamente corretti. In accordo ai risultati ottenuti, infatti, l’alfabetizzazione finanziaria diminuisce la presenza di distorsioni finanziarie cognitive, ma non ha un effetto significativo sulle quelle emozionali.
This thesis aims at investigating the financial literacy through three different perspectives by analysing the data gathered from an ad-hoc survey carried out in Italy between September 2014 and February 2015. The first chapter looks at the determinants of financial literacy, focusing on the role of financial advisors, the second one takes a psychological perspective on the issue and the last chapter looks at poor financial literacy as a possible antecedent for financial behavioural biases. Traditional educational interventions aimed at improving financial awareness proved to be extremely costly and to have a worryingly short decay period worldwide; the empirical findings presented in this thesis suggest that a more gradual and constant form of financial education, such as the one exerted by independent financial advisors, would be more effective. Being aware of the relational channels that enhance the independent financial advisors’ educational role, may help to orient and better target future educational treatments, bearing in mind, though, that the theoretical financial proficiency does not ensure unbiased downstream behaviours. As a matter of fact, according to the results, financial literacy decreases the presence of cognitive biases, but does not have a significant effect on emotional biases.
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Pettinicchi, Yuri <1983&gt. "Three essays in financial literacy." Doctoral thesis, Università Ca' Foscari Venezia, 2012. http://hdl.handle.net/10579/1175.

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This dissertation focuses on the effects of financial literacy on individual financial behaviour, within a general equilibrium framework. Through a simple asset pricing model with heterogeneous beliefs about future prices, I analyse three different features: the information acquisition process, the market participation choice and the financial literacy production. I check the effects of financial literacy improving policies on individual welfare. Furthermore, I provide policy implications, especially with respect to the market stability.
Questa tesi analizza l'effetto delle conoscenze finanziarie sul comportamento degli individui, all'interno di un modello di equilibrio economico generale. In particolare, la tesi affronta tre differenti aspetti: l'acquisizione di informazioni finanziarie, la partecipazione al mercato finanziario e la formazione di conoscenze finanziarie. Lo studio si concentra sulle conseguenze dell'attuazione di politiche economiche volte a migliorare le conoscenze finanziarie degli individui. Gli ambiti di interesse sono il benessere degli individui e la stabilità dei mercati finanziari.
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Books on the topic "Financial literacy"

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Saeedi, Ali, and Meysam Hamedi. Financial Literacy. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77857-0.

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Baranova, Alla, Marina Fridrih, and Elena Sinyavskaya. Financial literacy. ru: INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1865717.

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In the textbook for universities on the course "Financial literacy", the issues of formation and development of financial literacy of the population are disclosed, the main characteristics of finance are considered and practical recommendations on financial planning of personal and family budgets, tips on avoiding financial fraud are given. Much attention is paid to the methods of investing money, the basics of creating your own business. At the end of each chapter, tasks, tests and a glossary are offered to consolidate the theoretical material. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is intended for students of higher educational institutions of all fields of training, as well as anyone interested in financial literacy.
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Billitteri, Thomas J. Financial Literacy. 2455 Teller Road, Thousand Oaks California 91320 United States: CQ Press, 2009. http://dx.doi.org/10.4135/cqresrre20090904.

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Durband, Dorothy B., and Sonya L. Britt, eds. Student Financial Literacy. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4614-3505-1.

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Zokaityte, Asta. Financial Literacy Education. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-55017-6.

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Arthur, Chris, ed. Financial Literacy Education. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-918-3.

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Michael, Casey K., and Roberts Sherry J, eds. Personal financial literacy. Boston: Pearson Addison-Wesley, 2010.

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Rogulina, Marina, Tat'yana Kopalina, Galina Nevedrova, Natal'ya Mitina, Inessa Labutina, Ol'ga Morozova, Tat'yana Ovsyannikova, Valentina Kal'ney, and Lyudmila Dodonova. Fundamentals of financial literacy. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1086517.

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The textbook is developed in accordance with the working program of the discipline "Fundamentals of financial literacy". At the present level, the questions devoted to the basics of financial literacy are revealed. The given theoretical material, test and practical tasks contribute to the study of the educational material during independent work, which ensures effective assimilation and practical application of the acquired knowledge. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. For full-time and distance learning students of educational organizations of secondary vocational education.
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Gadzhiev, Nazirhan, Sergey Konovalenko, Ol'ga Skripkina, Natal'ya Murzak, Nadezhda Vavilkina, Tat'yana Gavrilova, Ol'ga Knyazeva, Hamida Ahmedova, Ol'ga Kiseleva, and V. Gusev. Fundamentals of financial literacy. ru: INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1859083.

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Financial literacy in today's developed and rapidly changing world is one of the vital elements in the system of skills and rules of conduct. The textbook contains six chapters that form students' financial literacy and contribute to the development of decision-making skills in the field of personal finance management. The textbook discusses modern financial services and financial products for the population, types of financial violations and fraud, as well as ways to counter them. The practical aspects of taxation of individuals, ways of protecting the rights of consumers of financial services are separately touched upon. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying in the main educational programs of higher education in the areas of bachelor's degree.
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Foster, Chad. Financial literacy for teens. Conyers, Ga: Rising Books, 2005.

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Book chapters on the topic "Financial literacy"

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Vidovićová, Lucie. "Financial Literacy." In Encyclopedia of Gerontology and Population Aging, 1–5. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-69892-2_193-1.

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Schneider-Reißig, Maria. "Financial Literacy." In Debt Literacy, 7–49. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-22081-5_2.

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Vidovićová, Lucie. "Financial Literacy." In Encyclopedia of Gerontology and Population Aging, 1865–69. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-22009-9_193.

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Nicolini, Gianni. "Financial literacy." In Financial Literacy in Europe, 7–84. Abingdon, Oxon; New York, NY : Routledge, 2019. | Series: Routledge international studies in money and banking: Routledge, 2019. http://dx.doi.org/10.4324/9780429431968-2.

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Aren, Marie-Louise Fehun. "Financial literacy." In Social Structure Adaptation to COVID-19, 208–18. London: Routledge, 2024. http://dx.doi.org/10.4324/9781032690278-28.

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Stephen, Jacqueline S. "Financial Literacy." In Springer Texts in Education, 185–97. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-54439-2_13.

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Finley, Shakealia Y. "Financial literacy, financial liberation." In Financialization, Financial Literacy, and Social Education, 113–27. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003020264-7.

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Saeedi, Ali, and Meysam Hamedi. "Chapter 1 Financial Literacy and Financial Behavior." In Financial Literacy, 19–41. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77857-0_2.

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Saeedi, Ali, and Meysam Hamedi. "Introduction: Basics of Financial Literacy." In Financial Literacy, 1–17. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77857-0_1.

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Saeedi, Ali, and Meysam Hamedi. "Chapter 2 Who Should Be Educated in Financial Literacy?" In Financial Literacy, 43–55. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77857-0_3.

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Conference papers on the topic "Financial literacy"

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Fodor, Kitti. "Financial Literacy and Indebtedness." In MultiScience - XXXIII. microCAD International Multidisciplinary Scientific Conference. University of Miskolc, 2019. http://dx.doi.org/10.26649/musci.2019.104.

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Mesquita, Anabela, Paula Peres, and Luciana Oliveira. "Financial literacy in portugal." In the 3rd International Conference. New York, New York, USA: ACM Press, 2015. http://dx.doi.org/10.1145/2808580.2808657.

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Gogola, Erik. "The Impact of Financial Literacy on Debt Behavior of Households: Evidence from Micro Data." In EDAMBA 2022: 25th International Scientific Conference for Doctoral Students and Post-Doctoral Scholars. Bratislava: University of Economics in Bratislava, 2023. http://dx.doi.org/10.53465/edamba.2022.9788022550420.128-139.

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While several papers have focused on the effect of financial literacy on household retirement savings or investment choices, this paper is devoted to its impact on households’ debt behavior. We utilize Slovak household finance and consumer survey (HFCS) microdata to analyze the impact of the objective level of financial literacy on Slovak households ́ debt behavior. We find that Slovak households display different debt behavior with respect to varying levels of financial literacy. We focus on high-cost credit products and find that a household ́s financial literacy does not have a statistically significant impact on the probability of having an outstanding balance of non-mortgage or credit debt. However, we find that younger households with higher incomes dispose of a higher probability of having an outstanding balance of non-mortgage or credit debt while being more credit-constrained and less able to save from their monthly income compared to more financially literate households. Thus, we may consider households with an outstanding balance of non-mortgage or credit debt to be more financially vulnerable, as they are more frequently engaging with high-cost credit products with a lower ability to save and with a higher probability of being credit constrained. This behavior may lead to a significant decrease in their ability to face unexpected internal or external adverse shocks.
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M.N., Nuryasman, and Vincent. "Impact of Financial Literacy on Financial Inclusion." In International Conference on Entrepreneurship and Business Management (ICEBM) Untar. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008487600260031.

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Savard, Annie, and Alexandre Cavalcante. "Beyond Financial Literacy and Financial Mathematics: Conceptualizing Financial Numeracy." In The 14th International Congress on Mathematical Education. WORLD SCIENTIFIC, 2024. http://dx.doi.org/10.1142/9789811287152_0112.

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Mihno, Linda. "Influence of Factors Promoting Financial Literacy on the Achievements of Financial Literacy of Students in Latvia." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.26.

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The literature suggests that financial literacy depends on factors such as socioeconomic status/sociodemographic status, psychosocial and psychological factors, experience, and access to financial education, language skills, mathematical literacy and other factors. The aim of this study was to identify the factors that influence the financial literacy achievements of students from Latvia, focusing on the possibility to improve these achievements. The data analysis was performed with PISA 2018 Latvian data, which there were selected 25% of the participating students whose financial literacy performance was lower than the mean performance in mathematical and reading literacy and 25% of students whose financial literacy performance was considerably higher than the mean performance in mathematical literacy and reading literacy. Differences between these two groups showed factors that impact financial literacy achievements, excluding the possibility that the financial literacy performance of these students was high due to the mathematical and reading literacy. It was concluded that the financial achievements of students in Latvia are positively influenced by such factors as the socioeconomic status/sociodemographic status, psychosocial factors, and psychological factors (students with higher financial literacy achievements have a more negative attitude towards school but a more positive attitude towards life, less fear of failure and more a positive attitude towards competition, and clear plans for the future), accessibility of the financial education, time devoted to financial education, an accessible wide range of financial topics in education, experience in the financial environment, parents’ involvement, feedback from teachers in reading lessons. Keywords: Achievements of financial literacy, Financial Literacy, Mathematic literacy, OECD PISA 2018, Reading literacy.
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Hamidah, Danny Gustiawan, and Agung Dharmawan Buchdadi. "Financial literacy and capital market literacy among students." In Proceedings of the 1st International Conference on Education Social Sciences and Humanities (ICESSHum 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icesshum-19.2019.31.

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Rentková, Katarína, Ľudmila Mitková, and Vladimír Mariak. "FINANCIAL (I)LITERACY: DOES THE FINANCIAL ADVISOR HELP?" In 4th International Scientific – Business Conference LIMEN 2018 – Leadership & Management: Integrated Politics of Research and Innovations. Association of Economists and Managers of the Balkans, Belgrade, Serbia et all, 2018. http://dx.doi.org/10.31410/limen.2018.166.

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Adi, Khofifatu Rohmah, and Fatiya Rosyida. "Financial Behavior Learning to Grow Children’s Financial Literacy." In 2nd International Conference on Economic Education and Entrepreneurship. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0006886203610365.

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Батаева, Патимат Султановна, and Ахмед Магомедович Гачаев. "FINANCIAL LITERACY AND THE NEED FOR FINANCIAL EDUCATION." In Научные исследования в современном мире. Теория и практика: сборник избранных статей Всероссийской (национальной) научно-практической конференции (Санкт-Петербург, Декабрь 2020). Crossref, 2020. http://dx.doi.org/10.37539/nitp312.2020.87.18.021.

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В статье рассматривается вопрос повышающейся актуальности осведомленности людей в финансовом отношении, степени знаний в области финансов при принятии финансовых решений The article discusses the issue of the increasing relevance of financial awareness of people, the degree of knowledge in the field of finance when making financial decisions.
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Reports on the topic "Financial literacy"

1

Klapper, Leora, Annamaria Lusardi, and Georgios Panos. Financial Literacy and the Financial Crisis. Cambridge, MA: National Bureau of Economic Research, March 2012. http://dx.doi.org/10.3386/w17930.

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Lusardi, Annamaria. Numeracy, financial literacy, and financial decision-making. Cambridge, MA: National Bureau of Economic Research, February 2012. http://dx.doi.org/10.3386/w17821.

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Hastings, Justine, Brigitte Madrian, and William Skimmyhorn. Financial Literacy, Financial Education and Economic Outcomes. Cambridge, MA: National Bureau of Economic Research, September 2012. http://dx.doi.org/10.3386/w18412.

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Kaiser, Tim, and Annamaria Lusardi. Financial Literacy and Financial Education: An Overview. Cambridge, MA: National Bureau of Economic Research, April 2024. http://dx.doi.org/10.3386/w32355.

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Lusardi, Annamaria, and Olivia Mitchell. The Outlook for Financial Literacy. Cambridge, MA: National Bureau of Economic Research, May 2011. http://dx.doi.org/10.3386/w17077.

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Choinière-Crèvecoeur, Ismael, and Pierre-Carl Michaud. Reverse Mortgages and Financial Literacy. CIRANO, February 2023. http://dx.doi.org/10.54932/wged7282.

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Few retirees use reverse mortgages. In this paper, we investigate how financial literacy and prior knowledge of the product influence take-up by conducting a stated-preference experiment. We exogenously manipulate characteristics of reverse mortgages to tease out how consumers value them and investigate differences by financial literacy and prior knowledge of reverse mortgages. We find that those with higher financial knowledge are more likely to know about reverse mortgages, not more likely to purchase them at any cost but are more sensitive to the interest rate and the insurance value of these products in terms of the non-negative equity guarantee.
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Lusardi, Annamaria, Olivia Mitchell, and Vilsa Curto. Financial Literacy and Financial Sophistication Among Older Americans. Cambridge, MA: National Bureau of Economic Research, November 2009. http://dx.doi.org/10.3386/w15469.

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Gustman, Alan, Thomas Steinmeier, and Nahid Tabatabai. Financial Knowledge and Financial Literacy at the Household Level. Cambridge, MA: National Bureau of Economic Research, October 2010. http://dx.doi.org/10.3386/w16500.

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Behrman, Jere, Olivia Mitchell, Cindy Soo, and David Bravo. Financial Literacy, Schooling, and Wealth Accumulation. Cambridge, MA: National Bureau of Economic Research, October 2010. http://dx.doi.org/10.3386/w16452.

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van Rooij, Maarten, Annamaria Lusardi, and Rob Alessie. Financial Literacy and Stock Market Participation. Cambridge, MA: National Bureau of Economic Research, October 2007. http://dx.doi.org/10.3386/w13565.

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