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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 ciblésIn 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>. "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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SOUZA, GEIZI FERNANDES DE. "FINANCIAL LITERACY AND BASIC FINANCIAL MATHEMATICS IN MIDDLE SCHOOL." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2016. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=27574@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROO letramento financeiro do indivíduo é condição fundamental para seu planejamento financeiro e para a tomada de decisões financeiras conscientes. O conhecimento de Matemática Financeira é uma das plataformas necessárias ao letramento financeiro. Nesse sentido, consideramos que o ensino de Matemática Financeira deve ser iniciado o mais cedo possível, de forma contextualizada e adequada à faixa etária do educando. Neste trabalho apresentaremos propostas pedagógicas e metodológicas para o efetivo ensino de Matemática Financeira Básica no segundo segmento do Ensino Fundamental, baseadas em nossa experiência de trabalho nesta etapa, há mais de dez anos.
The person s financial literacy is a prerequisite for their financial planning and for making conscious financial decisions. The Financial Mathematics knowledge is one of the platforms necessary for financial literacy. In this sense, we consider that the Financial Mathematics teaching should be started as soon as possible, in context and appropriate to the student s age. In this work we present pedagogical and methodological proposals for effective teaching of basic knowledge of Financial Mathematics in Middle School, based on our experience working with this segment for more than ten years.
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McKenzie, Vandeen M. "The financial literacy of university students : a comparison of graduating seniors' financial literacy and debt level." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003123.
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Tafa, Jonada <1993>. "Enhanced financial literacy through financial education and its impact on financial behaviour." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2022. http://amsdottorato.unibo.it/10375/1/Jonada%20Tafa%20Thesis%20Final.pdf.
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This dissertation aims to contribute to the ongoing discourse on the effect an enhanced financial literacy, through financial education, has on financial behaviour. We posit that financial literacy is enhanced through financial education courses, but it also significantly impacts the financial behaviour of individuals. Moreover, we argue that improved financial literacy plays a significant role in mitigating behavioural biases and an asset price bubble.
Chapter 1 analyzes the impact of a financial education course in enhancing financial literacy in a high- school context. Students at specific schools in Tirana, Albania, are delivered a financial education course, which lasts one academic year. To understand the impact of this financial education course in enhancing financial literacy, PISA (2012) questionnaire on financial literacy is delivered to the students before and after the course is delivered.
Chapter 2 analysis the impact of financial literacy in mitigating behavioural biases. We focus on the impact that enhanced financial literacy through the financial education course and financial education plays in reducing the propensity to mental accounting bias.
Chapter 3 investigates how financial literacy affects the propensity to an asset price bubble occurrence. We posit that enhanced financial literacy through financial education reduces the probability of an asset price bubble occurrence.
We find that financial literacy enhanced through financial education has a significant impact in the financial behaviour of the individuals.
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Nordenhed, Joakim, and Oskar Rosenkvist. "Measuring financial literacy and market participation." Thesis, Internationella Handelshögskolan, Högskolan i Jönköping, IHH, Företagsekonomi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-15607.
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The authors report the results from a survey about financial literacy, financial market participation and numerous factors such as age, income, and education etcetera, which may or may not affect the level of financial literacy and financial market participation among Swedish adults. The study has a qualitative approach and the the survey is conducted on 80 random chosen Swedish individuals in Jönköping. The major findings in this study were the following; Individuals with high financial literacy are more likely to have money invested in stocks and/or funds than individuals with low financial literacy. Education and age affect market participation, whilst the variables gender and income does not. The sample did not show a significant correlation between education and financial literacy. However, taking several underlying factors in to account one can see a pattern between these two variables. For example, individuals with a Master’s Degree have higher knowledge about financial concepts than individuals with a High School education. Age does not have as great impact on financial literacy as education, but there is still a pattern to observe, in general, the older we get the wiser we become. Individuals with higher income, have in general a higher financial literacy than individuals with low income. At last, men in general possess a higher knowledge about financial concepts than women.
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Klatt, Martha. "An assessment of women's financial literacy." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009klattm.pdf.
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Snyman, Jan. "Effect of financial literacy on financial outcomes in South Africa." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/97295.
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Thesis (MDF)--Stellenbosch University, 2014.ENGLISH ABSTRACT: This research assignment measures the relative odds of certain savings and debt related outcomes based on various domains of financial literacy, I.E. financial control, financial product choice and financial knowledge/understanding? It also measures the relative odds of certain savings and debt related outcomes based on individual elements of each of these domains. Finally it measures the significance in which overall financial literacy, as a product of the various domains, affect the odds of certain financial outcomes relative to other more conventional demographic determinants, such as income, education and age? The data that informs this research was obtained from the Financial Services Board (FSB) of South Africa, who commissioned the Human Sciences Research Council (HSRC) to conduct the original data collection process by means of a national survey, in 2011. The salient findings of this research include that the relative odds of savings outcomes are by and large more significantly affected by both the individual elements of– and the various domains of financial literacy, than debt related outcomes. Financial control as a domain of financial literacy has the greatest impact on the relative odds of both savings and debt related outcomes, while financial knowledge/understanding has a comparatively weak influence on the relative odds of savings and debt related outcomes. Financial control also has a significant influence on financial outcomes relative to conventionally significant determinants of financial outcomes, namely income and education, especially among lower income and or non-tertiary educated segments of the population. The individual elements of financial control that appear to be most significant in its influence on the relative odds of savings and debt related outcomes, include the use of a budget and an individual‟s reliability in paying his or her bills. The individual elements of the financial product choice domain that have the largest and or most consistent influence on the relative odds of savings outcomes are the extent of research before obtaining financial products and the level of general awareness of financial products. On the other hand, for debt related outcomes, the most influential independent variables (part of the financial product choice domain) are recent regret regarding financial product choice, recent wasteful expenditure on financial products as well as the extent to which an individual is able to identify suitable products. In terms of the individual elements of financial knowledge and understanding, the ability of individuals to understand compound interest affects the relative odds of debt related outcomes most consistently. Forevery savings outcome of interest, the predictor variable (part of the financial knowledge/understanding domain) with the most significant influence is the ability to understand interest on deposits. The research furthermore uncovered that overall financial literacy has a consistently significant influence on savings outcomes relative to conventional determinants of financial outcomes such as income, age and education if the highest categories of income and education are omitted from analysis. Financial literacy is therefore a very good predictor of saving related outcomes when considering the lower income and or non-tertiary educated segments of the population.
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le, Roux Daniel Josua. "Retirement planning : could tax and financial literacy increase financial independence during retirement?" Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/60503.
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Recent studies have indicated that only 6% of South African citizens can maintain their standard of living during retirement. This is of great concern to both the government and individuals. In an attempt to counter this dilemma, the government has implemented several new tax exemptions and deductions to encourage taxpayers to increase their retirement savings.
However, uncertainty exists regarding the effectiveness of these exemptions and deductions. For individuals to benefit from same, they will need to be informed on and understand the principles on which they are based. Above all, South African citizens need to grasp the importance of ensuring their financial security during retirement, which will hopefully create a culture of saving for that purpose. South Africans therefore need to increase their level of financial and tax literacy, either by informing themselves in that regard, or by consulting with professionals.
This study was conducted from a South African perspective and focused on the probability of financial and tax literacy increasing financial independence during retirement. The data presented in this study was collected by means of two questionnaires, which were emailed to a selection of participants. The purpose of this study was first to determine the financial and tax literacy of South Africans with regard to retirement planning and second, to determine whether financial and tax literacy could increase financial independence during retirement. This study is an empirical study since primary data was collected specifically for this research project.
Based on the data obtained by means of the questionnaires, it was concluded that the financial and tax literacy of the majority of South Africans is not sufficient to intentionally benefit from tax-beneficial retirement funds and investments. It was further concluded that although the majority of South Africans are not sufficiently financially literate to be able to optimise their retirement savings, they are willing to improve their level of financial and tax literacy and increase their savings towards retirement once they have been informed and have gained some understanding in this regard. Therefore, financial and tax literacy can potentially increase financial independence during retirement.Mini Dissertation (MCom)--University of Pretoria, 2017.
Taxation
MCom
Unrestricted
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Letkiewicz, Jodi C. "Self-control, financial literacy, and the financial behaviors of young adults." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1337616042.
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Henegar, Justin M. "Homeschooling and financial literacy: a qualitative analysis." Diss., Kansas State University, 2014. http://hdl.handle.net/2097/17632.
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Doctor of PhilosophyDepartment of Family Studies and Human Services
Walter Schumm and Kristy Archuleta
Financial literacy has become a prominent topic of discussion since the latest economic downturn. Although many studies reveal that our youth’s financial literacy is low, no study to date provides an overview as to how our youth are learning financial literacy concepts. This dissertation seeks to explore how homeschooling families prepare their children to be financially literate. This study reviewed four sensitizing concepts: (a) communication, (b) engagement, (c) outside influences, and (d) parental perspectives based on the learning theory: Legitimate Peripheral Participation. Twenty primary educators in homeschooling families from a variety of states were interviewed for this study. Out of the twenty participants, eight were classified in the elementary age group, five were classified in the middle school age, and seven were classified in the high school age. Each sensitizing concept was examined for each school age group. This exploratory study found that parents who homeschool tend to focus on three main topics of personal finance: debt or the avoidance of debt, savings, and budgeting. Little evidence suggests that parents help their children with the mechanics of these behaviors. There were three important findings extracted in this study. First, the results suggest that homeschooling parents need to become better prepared to teach their children about money, and second, that personal finance should be thought of as a core subject in the elementary age years in lieu of just a life skill. Finally, this study found that there is a large focus around personal finance topics in the elementary age years and the high school years, with little attention to personal finance behaviors for the middle school age group. The results of this study provide those entities that advocate improved financial literacy an understanding as to the “how” parents who homeschool prepare their kids to understand money.
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Weber, Jörg. "Essays in financial literacy & decision making." Thesis, University of Nottingham, 2015. http://eprints.nottingham.ac.uk/28668/.
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Research in consumer financial decision making has received considerable attention in recent years. This thesis contributes to the literature on financial literacy and measuring underlying behavioural characteristics to explain individual choice, as well as the experimental literature on the certainty effect and robustness of experimental results. The thesis is separated into three substantive chapters. The first two substantive chapters use individual level survey data of a representative sample of UK households to investigate the role of financial literacy and behavioural traits in (i) the simultaneous holding of consumer credit and liquid savings, i.e. the `co-holding puzzle', and (ii) mortgage choice. My results show that underlying individual traits are important predictors for consumer choice. Households with self-control issues are significantly more likely to co-hold substantial amounts, consistent with the notion that co-holding is a form of self-control management to limit consumption. My results also show that individuals with low levels of financial literacy and an impulsive present bias for consumption are significantly more likely to hold alternative, non-amortising, mortgage products. This suggests that these mortgages may attract consumers who are less likely to sufficiently understand their features, and who put more weight on present consumption. The third substantive chapter reports and discusses evidence from two experimental studies, motivated by evidence that people may prefer simple and/or certain options disproportionally. The first study investigates the certainty effect using a new laboratory design that goes beyond the pairwise-lottery choices typically used in the literature. The results provide little evidence of a certainty effect in this setting, where subjects can choose from eleven options. In the second study, I attempt to replicate the results of the original experiment that suggests that people are significantly more likely to prefer simple options when faced with larger choice sets. I follow the procedure of the original design, but my results provide no evidence for a disproportionate preference for simplicity. Instead, subjects choose according to their risk attitude.
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Nováková, Kateřina. "Financial Literacy of Pupils at Grammar School." Master's thesis, Vysoká škola ekonomická v Praze, 2013. http://www.nusl.cz/ntk/nusl-194479.
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The diploma thesis "Financial literacy of pupils at grammar school" deals with the attitudes of students to the issue of financial literacy and the level of their knowledge. It focuses on individual components of financial literacy and key factors which influence and shape the students' knowledge and attitudes. Comparing available literature sources the definition of financial literacy is discussed in the theoretical part. The theoretical part also includes the way financial education is regulated in the Czech Republic. The practical part using a descriptive statistical analysis presents results received from the questionnaire distributed among pupils of the grammar school. Based on the results four hypotheses were set and their validity is tested. The evaluation and discussion parts are incorporated in the work.
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Osborne, Elijah R. "Financial Literacy in Local At-Risk Appalachia." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/honors/375.
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Unfortunately, rural Appalachia is perennially one of the poorest areas of the United States. Many scholars have offered opinions as to why this trend of poverty continues in this region, but one potential cause has not been the subject of much research: do residents in Appalachia have a functional knowledge of the financial system, or even a simple understanding of basic savings, which is necessary for achieving certain levels of financial security?
We conduct a survey modeled after a national study which measures basic financial literacy in local Appalachia, expecting to find that at-risk Appalachians would have less financial literacy than the national average. While our initial response rate was too low to justify a concrete claim, our preliminary findings suggest that local at-risk Appalachians were more likely to incorrectly answer basic financial literacy questions, and we believe that a larger study into this issue is warranted. Should a concrete outcome arise in the affirmative, we offer suggestions for policy responses, including implementation of free personal finance classes to combat the issue.
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Grosso, Elisabete Maria Cruz Santos. "Financial literacy, financial behaviour and over-indebteness : a study of the financial capability survey in the United States." Master's thesis, Instituto Superior de Economia e Gestão, 2012. http://hdl.handle.net/10400.5/10864.
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Mestrado em Economia Internacional e Estudos EuropeusEste trabalho analisa o impacto da literacia financeira e do comportamento financeiro dos indivíduos na prevenção de situações de sobre-endividamento, tendo em conta fatores socioeconómicos, o tipo de crédito hipotecário e a ocorrência de uma queda abrupta no rendimento. Utilizando os dados do inquérito à literacia financeira, conduzido nos EUA em 2009, são consideradas três medidas de sobre-endividamento: stress financeiro, atraso no pagamento das prestações e execução hipotecária. Com base nas questões sobre juros compostos, inflação, obrigações e ações, reembolso do crédito e diversificação do risco é construído um índice de literacia financeira. Da mesma forma, o índice de comportamento financeiro baseia-se em questões sobre as escolhas financeiras dos indivíduos relacionadas com a gestão do orçamento, poupança, contas bancárias, crédito, seguros e aconselhamento financeiro. Para além do impacto de fatores socioeconómicos, concluo que a literacia financeira é importante para a prevenção do sobre-endividamento, embora o comportamento financeiro dos indivíduos tenha um impacto ainda mais forte. Concluo ainda que os indivíduos que detenham um crédito hipotecário com taxa de juro variável e os indivíduos que tenham sofrido uma forte queda no rendimento têm maior probabilidade de vir a tornar-se sobre-endividados.
This work analyses the impact of financial literacy and financial behaviour of individuals on the likelihood of over-indebtedness, controlling for socioeconomic factors, the type of mortgage and the event of a negative income shock. Using the data from the 2009 National Financial Capability Study of the United States, I consider three self-reported measures of over-indebtedness: financial distress, arrears and foreclosure. A financial literacy index is constructed using questions on the compounding of interest rate, inflation, bonds and stocks, mortgage payment and risk diversification. The financial behaviour index is based on questions concerning individuals? financial choices related with budget management, savings, bank accounts, credit, insurance and financial advice. In addition to the impact of socioeconomic factors, I conclude that financial literacy is important for the prevention of over-indebtedness although financial behaviour emerges as having a stronger impact. I also find that individuals with an adjusted-rate mortgage and the individuals who have experienced a negative income shock are more likely to become over-indebted.
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Scott, Hubert. "Financial Literacy and the Use of Alternative Financial Services: A Behavioural Perspective." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/41014.
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The extensive literature on financial literacy has sought to explain financial behaviours and decisions. On the asset side of the balance sheet, financial literacy is associated with good financial practice and wealth accumulation. On the liability side, however, the contribution of financial literacy to individuals’ financial decisions is not entirely clear. To add to this literature, as well as that of behavioural finance and alternative financial services, this research develops a conceptual framework based on Ajzen’s (1991) theory of planned behaviour (TPB). This framework links individuals’ attitudes to financial matters, subjective norms, perceived feasibility, financial knowledge, and behavioural biases that include overconfidence and present bias on the decision to obtain high-interest loans. The empirical tests of the developed framework suggest that individuals in distinct socio-economic groups have different antecedents that lead to borrowing from alternative financial services. For instance, individuals from low-income households are more likely to obtain these loans if they: do not have access to other forms of credit; struggle to pay their bills; are unemployed; or do not have access to advice from finance professionals. In turn, individuals from high-income households are more likely to obtain these loans if they lack financial knowledge or have behavioural biases like overconfidence or present bias. These results suggest the importance of access to professional advice while ensuring access to traditional means of obtaining credit for low-income individuals in order to reduce the negative effects of these high-interest loans. The results also confirm the importance of current policy initiatives to implement basic finance education in public school curriculums, and the urgency to seek effective approaches to address individuals’ cognitive assumptions.
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Martin, Dennis. "FINANCIAL LITERACY AND THE FINANCIAL DECISION MAKING OF INDIVIDUALS IN UNDERSERVED COMMUNITIES." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/464213.
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Business Administration/FinanceD.B.A.
Better access to financial literacy programs in underserved communities has the potential to improve financial decision making and to help individuals and families escape poverty. This multimethod dissertation explores some of the challenges of developing financial literacy programs for underserved individuals and provides insights into the cultural and institutional factors that discourage financial literacy and sound financial decision making. This research re-examines the construct of financial literacy, reviews relevant past research, and presents a conceptual model with hypotheses regarding factors that affect financial literacy. To test the model, multiple studies were conducted in underserved communities in rural and urban areas to understand the complexity of the relationship between financial literacy and financial decision making. These studies were supplemented by a series of in-depth interviews with financial literacy experts, community leaders, and underserved individuals. The results indicate the importance of refining both financial literacy instruments and training to rural and urban underserved communities, while also building stronger ties to community leaders and financial institutions.
Temple University--Theses
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Brackin, Toni. "Taxation as a Component of Financial Literacy: How Literate are Australians in Relation to Taxation." Thesis, Griffith University, 2014. http://hdl.handle.net/10072/367027.
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In times of global economic uncertainty and in a climate of increased consumer responsibility for financial decisions, maintaining a financial environment where consumers are protected from risk and continue to have opportunities to create wealth should be critical for governments, business and administrators. A financially literate population could be part of the solution to avoiding crises of the past and in obtaining economic prosperity. The Australian Government has recognised that for those with the lowest levels of financial literacy, specific financial literacy programs can equip them with the appropriate financial skills and knowledge to ensure they can make well informed decisions and be less vulnerable to scams and market risks (Commonwealth Department of Treasury, 2006). The Australian National Financial Literacy Strategy outlines the importance of having sound financial literacy skills due to “changes in demography, and increased consumer responsibility for superannuation decisions and retirement incomes” (Australian Securities and Investments Commission, 2011, p. 4). One of the main aims of increasing the overall financial literacy of populations is creating an environment where consumers have the knowledge, skills and confidence to protect themselves from financial risk. However, if these programs aimed at increasing financial literacy are to be successful, it is imperative that all the critical elements of financial literacy have been considered. Furthermore, comprehensive and consistent frameworks for how to measure each of these critical elements need to be explored through academic research.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Griffith Business School
Griffith Business School
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Ouandji, A. (Alida). "Financial literacy education in Cameroon:teachers’ beliefs and perspectives." Master's thesis, University of Oulu, 2018. http://urn.fi/URN:NBN:fi:oulu-201809082764.
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There has been a growing awareness of the importance of financial literacy in recent years, and any governments have become concerned with the levels of financial literacy of their citizens. Many have also recognized that financial literacy is especially important among the young, as this group faces increasingly more responsibility in making financial decisions. Nevertheless, there is less attention paid to financial literacy education at the primary or elementary level, especially in countries of the global south, despite the potential benefits it can offer.
The main aim to explore teachers’ beliefs on financial literacy education in the primary school setting in Cameroon. Previous research on financial literacy education is mostly quantitative, focusing on students’, teachers’ or parents’ level of financial literacy and how it affects consumer behaviour. Only a few qualitative studies that look at how financial literacy can be taught effectively or how students, teachers, parents and other stakeholders perceive financial literacy education could be found, though teachers’ beliefs have been studied a lot with regards to other subjects such as mathematics, ICT and languages.
Previous researches also show that teachers’ perceptions and beliefs in one-way or the other influence how they teach and/or behave towards certain subject matter such as financial literacy. My research is qualitative research and I collected from six primary school teachers who teach subjects that involve financial concepts. I used semi-structured interviews for data collection. The research questions that this study addressed were; a) what are teachers’ beliefs about financial literacy education in Cameroonian primary schools? b) To what extent do educators attempt to implement financial literacy pedagogical strategies that are also culturally relevant to the learners they work with?
The results derived from the analysis indicated that primary school teachers are well aware of the importance of financial literacy education for the youths. In schools, financial literacy is taught through three broader subjects, Mathematics, Home economics and general knowledge. Teachers’ beliefs fell under procedural, epistemic and normative beliefs, and were categorized under macro, meso and micro beliefs. Most of the teachers could not practically teach financial literacy due to limited resources and training. Most of the teaching, therefore was theoretical, through problem solving exercises, family guest speakers and sometimes role play. All the same, the teachers were able to connect the lessons to the learners’ culture and immediate environment.
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Пахненко, Олена Михайлівна, Елена Михайловна Пахненко, and Olena Mykhailivna Pakhnenko. "Actual problems of financial literacy in modern economies." Thesis, National-Louis Iniversity, 2017. http://essuir.sumdu.edu.ua/handle/123456789/57877.
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В роботі визначена необхідність забезпечення достатнього рівня фінансової грамотності населення. Розглянуті основні складові фінансової грамотності.В работе определена необходимость обеспечения достаточного уровня финансовой грамотности населения. Рассмотрены основные составляющие финансовой грамотности.
The work identified the need of a sufficient level of financial literacy of the population. The main components of financial literacy are considered.
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Meyer, Melanie. "The Effects of Financial Literacy on Patient Engagement." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1727.
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Health care reform has caused consumers to learn more about what it means to have health insurance and its costs. Patient engagement, a critical component of health care reform, reflects provider and consumer attention to shared decision making between patient and physician. The problem addressed in this study is that although researchers have studied patient engagement, there has been insufficient exploration of the relationship between financial literacy and patient engagement, which could negatively impact health outcomes not only for patients or consumers but for society as a whole. The purpose of this quantitative research was to determine if a relationship exists between patient financial literacy and patient engagement, as measured by the patient activation measure. The potential effects of increased patient financial responsibility due to high deductible health plans, measured via an item inquiring about participants' deductible, as well as shared decision making between physician and patient were also evaluated as potential moderators between financial literacy and patient engagement. Theories used to provide conceptual context include Shim's cultural health capital theory and Bourbeau's (2008) self-management model. Two hierarchical linear multiple regression models were used to test the research hypotheses. While the research did not find a significant relationship between patient financial literacy and patient engagement, it did confirm the importance of mental health status and patient-physician shared decision making as important predictors of patient engagement. These findings provide a better understanding of financial literacy and specific financial behaviors in the context of healthcare environment today.
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Pavanello, Francesca <1987>. "Financial literacy e scelte finanziarie: quanto siamo esperti?" Master's Degree Thesis, Università Ca' Foscari Venezia, 2013. http://hdl.handle.net/10579/3585.
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Nel corso dell'ultimo decennio la realtà degli strumenti finanziari e assicurativi offerti ai consumatori è diventata sempre più complessa; nuovi prodotti e servizi, pensati per rispondere ad ogni particolare esigenza, sono stati diffusi presso il pubblico con l'obiettivo di favorire la realizzazione di progetti di risparmio e di investimento finalizzati al miglioramento delle proprie condizioni economiche o alla tutela del proprio patrimonio.
Tuttavia, a tale complessità dell'offerta, non si è accompagnata una contestuale ricercatezza della domanda, poiché il livello di financial literacy, o alfabetizzazione finanziaria, posseduto dalla popolazione italiana e più in generale da quella mondiale, non è tale da consentire la conclusione di semplici, ma importanti, scelte finanziarie di vita quotidiana consapevoli e ragionate.
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Zhang, Miao, and 张苗. "Hong Kong investors' experience with structured financial products: financial literacy, learning, and socialnetworks." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B4492169X.
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Matharu, Amiteshver, and Demijan Panic. "How can technological innovation reduce the need of financial literacy in financial planning?" Thesis, Blekinge Tekniska Högskola, Institutionen för industriell ekonomi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-20080.
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Increasingly more people lack the basic financial knowledge that would help them plan for their future. One aspect of it is not being aware of the long-term benefit of investing in the stock market. Increasing financial literacy with better financial education is a long-term solution. In the meanwhile, there is room for technological innovation to reduce the need for financial literacy which has not been covered by previous research and is therefore the topic of this research. More specifically, this study examines how financial literacy can be reduced in financial planning for households by helping them setting up a stable financial future. A case study method was used to choose three web-based robotized products and evaluate how they scored in mitigating three identified barriers to stock market participation. The result demonstrated that choosing any of the three products significantly reduced the need of financial literacy since they all scored high. In conclusion, these types of technological products can help not only the financially illiterate but also those who want to delegate the task of planning for their financial future.
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Zhang, Qiwei. "Analysis on demand of Financial Planning Service in 2016: Influence of Financial Literacy." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555660498010599.
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Knutson, Leah B. "Financial knowledge a literature review examining financial knowledge among male and female high school students /." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007knutsonl.pdf.
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Kehiaian, Scott E. "FACTORS AND BEHAVIORS THAT INFLUENCE FINANCIAL LITERACY IN U.S. HOUSEHOLDS." NSUWorks, 2012. http://nsuworks.nova.edu/hsbe_etd/53.
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Financial planning has often been thought of as the most useful financial resource for the average American family. Prior to the Great Recession of 2008, research on factors that influence financial literacy has been scarce in academic journals. Very few resources are available to help guide household finance. The purpose of this dissertation was to determine factors that influenced financial literacy in U.S. households. Using existing financial literacy quiz questions, a personal financial literacy quiz was given to a sample of Debtors and Non-debtors in the Middle District of North Carolina. An average quiz score was developed for each participant, and was used as the dependent variable for the study. Various survey questions were used to develop 149 independent variables broken up into demographic factors, psychological factors, and financial behaviors for the same participant. Regression analyses were used to determine which of the 149 independent variables were significantly related to financial literacy. Factor analysis was also used to determined factors of financial literacy. The study found 125 significant factors of financial literacy in 16 different categories including: demographic factors, psychological factors, financial actions, financial attitudes, planning actions, mortgage decisions, budgeting habits, goal planning, retirement planning, credit management, income planning, insurance planning, mortgage debt ratios, savings planning, investment planning, and financial self-control. Future studies can expand the sample size to include all 50 states, and to help determine which factors of financial literacy should be used in building a personal financial planning model that all professionals and families can use to maximize personal financial success.
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Jorgensen, Bryce L. "Financial Literacy of College Students: Parental and Peer Influences." Thesis, Virginia Tech, 2007. http://hdl.handle.net/10919/35407.
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A current national concern is the low financial literacy of college students. College students are not receiving the financial knowledge necessary to be successful in todayâ s fast paced economy. Due to an increasingly complex marketplace, college students need greater knowledge about their personal finances and the economy. The financial decisions made early in life create habits difficult to break and affect studentsâ ability to become financially secure adults. Most recent studies show average personal financial scores declining with average scores close to a failing grade.
The College Student Financial Literacy Survey (CSFLS) was created to collect data specifically for this study. The purpose of this descriptive, cross-sectional, on-line survey design study is three fold. First, I investigated the personal financial literacy (knowledge, attitudes and behavior) of a sample of undergraduate and graduate college students using the personal characteristics of gender, class rank, and socioeconomic status (SES). Second, I examined parental and peer influences on the level of financial literacy of college students. Finally, I examined how college studentsâ financial knowledge and attitudes correlated with their financial behavior.
The study found that financial knowledge, attitude, and behavior scores were low but that they significantly increased each year from freshman to masters. Further, students who were financially influenced by their parents had higher financial knowledge, attitude, and behavior scores. Finally, students with higher financial knowledge also had higher financial attitude and behavior scores.Master of Science
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Mason, Carolynne L. J. "Conceptualising financial literacy : an ethnographic study of school governors." Thesis, Loughborough University, 2003. https://dspace.lboro.ac.uk/2134/6977.
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Financial literacy is perceived as important and yet what does the term financial literacy actually mean? An exploration of literature examining aspects of individuals' financial literacy in particular contexts found a conceptualisation to be absent despite the term being adopted widely. This study addressed this omission and sought a conceptualisation of financial literacy. A reflexive, ethnographic approach was adopted for this exploratory study which examined the experiences of school governors. The study explored a proposed model of financial literacy as a meaningmaking process. A conceptualisation of financial literacy as a sense-making process is offered latterly, where financial literacy is conceptualised as a process involving individuals constructing and making informed decisions with financial consequences. The aim of individuals taking these decisions is to achieve desired outcomes. The conceptualisation is necessarily offered tentatively as a result of the exploratory nature of the study. Acceptance of the conceptualisation offered requires serious revisions in the way financial literacy is currently understood. This thesis argues that financial literacy is a construct relevant to the social world which is characterised by equivocality and ambiguity. The governors in this study engaged in sense-making in order to make the environment sensible. This required governors to seek plausible solutions rather than accurate ones, although there was little evidence to support the view that they recognised this. Financial literacy has previously been concerned with accuracy, rather than plausibility. This thesis argues that it is time for a new era for financial literacy where financial literacy is conceptualised as a sense-making process seeking plausibility rather than accuracy in environments characterised by ambiguity and equivocality. The usefulness of the conceptualisation of financial literacy offered in this thesis is in need of ffirther exploration. The relationship between financial literacy and other terms, such as financial awareness and financial capability, was found to be poorly understood and in need of further clarification.
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Ahaneku, O. P. "Bank credit availability: assets, corporate governance and financial literacy." Thesis, University of Surrey, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.616924.
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The goal of this study is to determine whether measures of firm-level corporate govemance, level of personal financial literacy and the lending technologies deployed by banks can predict the SME owner and/or manager's perception of bank credit availability. The study samples Chinese SMEs located in the northwestern city of Xi'an. The study finds that the owners and/or managers of SMEs perceive bank credit availability to be limited. Several estimated models using ordinal logistic regression were able to predict perceptions of bank credit availability. Firm size, bank loan demand, corporate governance and a measure of moveable asset lending were found to be significant predictors of how owners and/or managers perceIve bank credit availability. An important implication ofthis research project is that SME owners and/or managers in search of external fmance should enhance their corporate governance, specifically in the area of disclosure and transparency. The owners and/or managers of firms that score high on corporate governance are more likely to perceive financial obstacles to be low compared with other owners and/or managers. Another important implication is that financial literacy training may be necessary to increase banle credit availability. Education, a proxy for fInancial literacy, provides indirect evidence that financial literacy has a positive bearing on the perception of bank credit availability. Education was found to have a positive effect on corporate governance.
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Mushtaq, Rizwan. "Essays on access to finance, financial literacy and development." Thesis, Paris 1, 2017. http://www.theses.fr/2017PA01E049/document.
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L’objectif de cette thèse est d’examiner à la fois les dimensions de l’offre et de la demande relatives à l’inclusion financière. Cette recherche présente un ensemble complet de preuves empiriques concernant l’accès aux services financiers, aux niveaux macro et micro-économiques. Le troisième chapitre fournit une exploration de cette hypothèse essentielle. En utilisant des données structurelles par pays, il montre les effets de l’inclusion financière sur la réduction de la pauvreté et des inégalités. En outre, il montre les effets bénéfiques des nouvelles technologies sur l’extension de l’inclusion financière et la réduction de la pauvreté. Le quatrième chapitre soutient que la culture financière est un déterminant important de l’inclusion financière des ménages et du bien-être. Basé sur des données d’enquête, il suggère en outre que l’accès aux nouvelles technologies et leur utilisation augmente la probabilité de l’inclusion financière. L’objectif du cinquième chapitre est de déterminer si l’adoption des nouvelles technologies favorise l’inclusion financière des PMEs au Pakistan. L’analyse révèle une association entre l’adoption des NTIC et l’accès de la firme aux services financiers, ce qui implique que les firmes qui ont un meilleur accès ou une utilisation plus intense des nouvelles technologies sont susceptibles de tirer de plus grands avantages des marchés financiers que les autres.Cette recherche contribue à la littérature sur l’accès aux services financiers en étendant l’examen de plusieurs dimensions significatives et complémente les études sur l’impact de la profondeur financière, de la stabilité financière et de la culture financièreThe aim of this PhD dissertation is to examine both the supply and demand sideof financial inclusion. This research presents a comprehensive set of evidence regarding financial access at macro and micro levels. This thesis blends three essays where the third chapter provides insights on the crucial linkages between new technologies, financial inclusion and poverty. Findings have shown poverty and inequality reducing effects of financial inclusion based on cross country data. Moreover, it shows beneficial effects of new technologies in expansion of financial inclusion and poverty reduction. Fourth chapter argues that financial literacy is an important determinant of households’ financial inclusion and welfare. Based on primary data it further suggests that the access toand use of new technologies increase the likelihood of financial inclusion. The objective of fifth chapter is to determine whether the adoption of new technologies promotes financial inclusion for SMEs in Pakistan. The analysis indicates the association between information and communication technologies (ICT) adoption and firm’s access to finance,implying that firms with greater access to and use of new technologies are more likely to benefit from financial markets compared with the others. This research contributes to the literature on access to finance in a more extensive way by examining relatively modern dimensions such as ICTs, digital finance and mobile money. Moreover, this dissertation concentrates on the effects of financial development and ICT on poverty and inequality which is understudied branch in conventional finance-growth nexus
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Bird, Sonia. "Financial literacy among university students an Australian case study /." Access electronically, 2008. http://ro.uow.edu.au/theses/112.
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Noah, Tanya. "Financial Literacy in Appalachian Kentucky with a National Comparison." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5109.
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Financial literacy is a national problem; many studies confirmed that Americans have low levels of financial literacy. There is little to no research about financial literacy in Appalachia, and the level of financial literacy was unknown for Appalachian Kentucky. There is a problem deserving attention which can be seen by examination of the 3 key financial indicators. Many researchers found the Appalachian Kentucky region deficient regarding poverty rates, unemployment rates, and personal income rates. The purpose of this study was to develop a baseline level of financial literacy of Appalachian Kentuckians and to compare it to national levels. Becker's theory of human capital served as the theoretical framework of this study. The research questions asked the difference between the levels of financial literacy of Appalachian Kentuckians and Americans. A survey design was used to collect data from residents in an Appalachian Kentucky county (n = 35) that was mathematically average based on the key financial indicators as reported by the Appalachian Regional Commission. The national financial literacy rate was derived from the National Financial Capability Study. A one-sample t test indicated that the financial literacy level of Appalachian Kentuckians is less than the national level. Multiple linear regression analysis indicated that financial literacy levels can be predicted either by personal income or poverty. This study offers positive social change by providing a baseline understanding of financial literacy in Appalachian Kentucky to draw more attention to the improvement needs in this area. Improving financial literacy has the potential to improve key financial indicators of the region, and thus, the lives of Appalachian Kentuckians.
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Söderlund, Artur, and Joakim Eriksson. "Financial Literacy & Rational Financial Decision Making : a study of university students in Sweden." Thesis, Umeå universitet, Företagsekonomi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-172998.
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The importance of a high level of financial literacy and skills in the area of personal finance is of constant relevance, especially for young people and students. This research aims to determine if there are differences between the students at the different faculties at Umeå University concerning financial literacy and rational financial decision making. This will be done based on a framework consisting of previous studies and research concerning financial literacy, utility and rationality. A quantitative study was made by gathering data through an online survey. Two comparisons were made between the reference group Business Administration students, and each of the four faculties. The first comparison concerned financial literacy and the second one concerned rational financial decision making. The results show that the reference group have a higher financial literacy but at the same time, they are not different concerning rational financial decision making. The study further investigated the relationship between financial literacy and rational financial decision making. A correlation test was carried out on these two variables and the results showed that they were independent of each other.
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Negreiros, Alves Junior Acacio Jose. "How Financial Literacy Impacts Financial Decisions for Business Owners of Both Genders in Canada." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39307.
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The difference in financial literacy among business owners may affect how financial decisions are made, especially when comparing between women and men. Using role congruity theory as the theoretical framework, the objective of this study is to examine how financial literacy, composed of financial knowledge and financial confidence, differs in influence in the decision-making process of financial decisions between self-employed women and self-employed men. Based on data from the 2014 Canadian Financial Capability Survey (CFCS), results show that self-employed women and self-employed men have equivalent financial knowledge. In addition, while self-employed women have less financial confidence than self-employed men, self-employed men are more overconfident than self-employed women, both groups are, in general equally likely to make risky (bad) decisions. This suggests that financial confidence plays an important role as financial knowledge does in the decision-making process.
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Siu, Yuet-yung, and 蕭月容. "Forward-looking statements in annual reports : how is futurity expressed?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/207135.
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In the US, regulations on the writing of “Management's Discussion and Analysis of Financial Condition and Results of Operations” (MD&A) are being strengthened after the eruption of numerous financial scandals (e.g. Enron). For this reason, the traditional backward-looking reporting model gave way to a forward-looking one that is more reader-oriented. In this study, an investigation of the lexico-grammatical features used by organizations of different financial capabilities to present prospective information in the MD&A was conducted. Using Bhatia’s (2004) Critical Genre Analysis and an adapted legitimation taxonomy based on Castello and Lozano’s (2011) and Beattie, McInnes, and Fearnley’s (2004) studies, the lexical verbs, tenses, and aspect used by the top three (Exxon Mobil, Walmart, Chevron) and bottom three (Nash-Finch, KeyCorp, Molina Healthcare) companies on the 2012 Fortune 500 list were compared. The quantitative and qualitative findings showed that the linguistic practices of the top-performers and bottom-performers were largely similar. In terms of rhetoric types, strategic rhetoric dominated the corpora while dialectic and institutional rhetoric came in second and last respectively. As for lexical verbs, activity, existence, and occurrence verbs were found to be consistently used across rhetoric types and temporal spaces. With regard to tense and aspect, it was found that constructions that are typically used to refer to the present, such as the simple present and present progressive tenses, were more commonly used to express futurity rather than the simple future tense, modals, or conditionals. Although resembling features were shared by both groups, a few findings from the top-performers’ corpus did suggest that the top-performers were more assertive in their creation of possible futures.
2published_or_final_version
Applied English Studies
Master
Master of Arts in Applied Linguistics
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Styles, Mikala. "A Financial Epidemic: How Financial Literacy Affects College Students’ Financial Management Practices and the Debt Crisis in America." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/honors/444.
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Debt levels are rising significantly in America. More and more people are accumulating debt in the forms of mortgages, student loans, credit cards, and car loans. Basic financial principles such as saving, budgeting, investing, and paying bills are not being utilized consistently by the average individual. This is because of financial illiteracy. The vast majority of Americans do not have the basic knowledge and understanding of these financial concepts to adequately put them into practice in their daily lives. This study focuses on the levels of college students’ financial literacy, how that pertains to the rising debt crisis, and explores potential solutions to these problems.
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Heenkenda, Shirantha. "Inequalities in the Financial Inclusion in Sri Lanka: An Assessment of the Functional Financial Literacy." 名古屋大学大学院国際開発研究科, 2014. http://hdl.handle.net/2237/19506.
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Louw, Johannes Jurgens. "Financial literacy competencies of third-year university students : a case study / Johannes Jurgens Louw." Thesis, North-West University, 2009. http://hdl.handle.net/10394/5078.
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There seems to be a definite need for financial literacy education and training, especially under young people. The lack of financial literacy seems to be from a lack of sufficient financial education. A lack in personal financial skills seems to be an international problem. The primary aim of this research is to evaluate the financial literacy competencies of university students, and to make recommendations on improving their competencies, if necessary.
Financial literacy was defined as: "a financially literate individual should have a positive attitude towards his/her finances and learning, the understanding to take control of his/her own finances; the ability to discern good from bad financial decisions, and the skills to make it practical."
The advantages of being financially literate seem to be overwhelming. Financial education or training seems to have a positive effect on individuals. The timing of financial literacy education, what and how to provide financial literacy education about, seems to play a vital role. It seems to have a positive impact if this training is provided early in life. There seems to be certain topics that form a vital part when compiling a personal finance curriculum, such as financial planning, budgeting, credit, investments and retirement
A questionnaire was completed by third-year students from the North-West University's Potchefstroom Campus. Respondents in this study indicated that they viewed learning more about personal finance as important. Also, the respondents in this study do not appear to be financially competent in all areas. They lacked knowledge in the fields of banking, taxation, financial planning, interest rates, inflation and legal matters in terms of financial matters. Students from the Faculty of Economic and Management Sciences performed best and students from the Faculty of Health Sciences performed worst. Students who did a short course in personal finance had an advantage and students who were only exposed to this at school level performed worst. The challenge to educate scholars and students to be responsible, economic participants is great and a call is made to role players to attend to this as soon as possible.Thesis (M.Com. (Forensic Accountancy))--North-West University, Potchefstroom Campus, 2010.
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Blue, Levon. "Exploring the financial literacy education practices in a Canadian Aboriginal community: A case study." Thesis, Griffith University, 2016. https://eprints.qut.edu.au/115894/2/115894.pdf.
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Countries around the world, both developed and emerging, agree that financial literacy education (FLE) is of critical importance, with current economic times having led to an opportune moment for financial education. The 2008 global financial crisis (GFC), increasingly complex financial markets, and widespread growth of alternative or predatory financial services are all valid reasons for FLE. At present FLE is considered an essential 21st century life skill for individuals to acquire. Opportunities to teach individuals how to make simple financial decisions about money management and exposure to financial dilemmas an individual might face are some of the approaches used. Ensuring that individuals manage their personal finances effectively so that they have adequate funds to enable a comfortable retirement tends to be the dominating push of FLE. Indeed, this conventional FLE approach is often packaged as easy to acquire skills and knowledge that individuals are expected to follow to effectively manage their finances. The conventional approach also operates from a deficit perspective where assumptions are made about what an individual can or cannot do based on their financial circumstances. Moreover, the social structures that exist to ensure that both poverty and extreme wealth co-exist are not exposed. Therefore, caution should be taken when viewing education as the sole solution to the world’s economic problems as there are other factors to consider such as socio-economic status (SES), gender, culture and behaviour.
In this thesis, I explored the FLE practices in a Canadian Aboriginal community as a case study. As a member of this Community, I returned twice to conduct this research. The relevance and importance of FLE in this Community was explored after a widely used financial literacy train-the-trainer workshop failed to gain traction. To understand why FLE was sought in this Community, semi-structured interviews with 19 individuals were conducted and a brief Community-initiated survey of 55 Community members was completed. Relationship building guided my approach to research in my Community. The findings have been analysed using practice theory to understand the sayings, doings and relatings in a FLE practices context. An opportunity to identify realistic outcomes of FLE in this Aboriginal community was identified. This included the importance and relevance of FLE for Community members: leaving to attend post-secondary education; wanting to complete the financial aspects of grant applications; and, learning how to read financial statements to engage in further decision-making within the Community. Last, I challenge the narrow and perhaps misleading vision of current and conventional FLE practices by offering a model that allows for critical thinking and includes other influences, such as the recognition of culture differences (some with less of a focus on wealth accumulation) and the impact of poverty in financial decision-making. It is hoped that these findings will help to better align FLE policies and practices in Aboriginal communities for the betterment of future generations.
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Lima, Patricia Martins de. "The role of financial literacy and individual demographics on financial behavior : evidence of covid19 crisis." Master's thesis, Instituto Superior de Economia e Gestão, 2020. http://hdl.handle.net/10400.5/20833.
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Mestrado em FinançasNo contexto da crise da COVID-19 de 2020, o estudo procura entender quão bem as pessoas se preparam para crises económicas e o que leva a um bom preparo. Diferentes estudos verificam que comportamentos financeiros, como o planeamento para a reforma e o nível de sobre-endividamento, são influenciados pelo nível de literacia financeira. Entretanto, mesmo após o programa nacional português de educação financeira, implantado em 2011, o nível de poupanças para a reforma não aumentou. Isto levanta a questão de existirem outros aspectos que motivem um melhor comportamento financeiro. A literatura aponta para características individuais. Dado que diferentes políticas foram tomadas pelos países durante o período de pandemia, foi importante analisar se existem diferenças na percepção da crise entre brasileiros e portugueses. Um questionário foi formulado para medir a literacia e os comportamentos de ambas populações. Por ser conduzido durante a crise este estudo tem uma característica peculiar que o permite entender diferenças na tomada de decisões pessoais durante períodos macroeconômicos conturbados. Diferentes índices foram construídos para medir os níveis de literacia financeira e os diferentes comportamentos financeiros: planeamento para a reforma; sobre-endividamento; autopercepção; perfil de risco e preparo para crise. Foi encontrada uma relação positiva, ainda que estatisticamente não significante, entre literacia financeira e um bom comportamento financeiro. O conhecimento financeiro é somente positivamente significante quando analisado o nível de confiança. Além disso, características pessoais demonstram ser consistentemente estatisticamente significantes para a probabilidade de se ter uma conduta financeira eficiente e um maior conhecimento, em vez de literacia financeira.
In the context of 2020 COVID-19 crisis, we aim to understand how well people prepare for economic distress, and what drives good preparation. Several studies verify that financial conducts like retirement planning and level of indebtedness are influenced by the level of financial literacy. However, even after the Portuguese program for financial education implemented in 2011, the level of retirement savings in the country did not increase. This raises the question if there are other drivers for better financial behaviour. Literature points to individual characteristics, that could as well impact people's attitudes. However, since different policy measures are undertaken between countries, we consider important to analyse if there are differences between how Brazilians and Portuguese perceive the crisis. We design a survey to measure literacy and behaviours of the Portuguese and Brazilian populations. This study is conducted alongside the crisis, giving it a particular feature of understanding any differences in personal decision making during difficult macroeconomic context. We construct several indices to measure both financial literacy levels and different financial behaviours: retirement planning; over-indebtedness; self-perception; risk profile; and crisis preparedness. We find a positive, yet statistically not significant, relationship between financial literacy and good financial behaviour. The financial knowledge is only positively significant when analysing the level of confidence. Moreover, personal characteristics, like employment, income level, and gender, appear to be consistently statistically significant on the likelihood of having efficient financial conduct and higher knowledge, rather than financial literacy, as argued by previous literature.
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Kamanga, Tayina. "The role of financial literacy in financial inclusion in emerging markets: evidence from South Africa." Master's thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/29086.
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Despite all the efforts and initiatives put in place by governments and development finance institutions to improve financial inclusion, two billion people in the world remain unbanked. The majority of the unbanked population is in the developing countries and mostly in the Sub-Saharan region. This is of huge concern to many governments and their international development partners because it hinders inclusive economic growth. It is argued that consumers can only use products and /or services if they have enough knowledge about these. According to the 2014 World Bank Global Findex database, only 33% of the adults worldwide are financially literate and this average even goes down to 13% in developing countries. It is, therefore, imperative to improve financial literacy of the consumers to increase meaningful participation in the financial sector especially in developing countries. As such it is necessary to understand the relationship between financial literacy and financial inclusion within the Sub–Saharan region. Most of the previous researches in the area of study have been conducted in developed countries and most of them have focused on either the relationship between financial literacy and the demographic factors, or the relationship between financial inclusion and demographic factors. Very few studies have investigated the direct link between financial literacy aspects and financial inclusion indicators. This study accordingly investigates the link between financial literacy and financial inclusion. The study also investigates how socio-demographic and economic characteristics affect financial literacy levels of individuals. Due to the availability of reliable data in South Africa the study uses evidence from South Africa using data collected by the Human Sciences Research Council (HSRC). The main results of the study indicate that use /ownership of financial products is positively and significantly related to financial literacy. The results also indicate that geographical location, age and education attainment have an influence on an individual being financially literate and financially included, but there is no evidence to suggest that living standard measure has an impact on either financial literacy or financial inclusion. The implications of the results of this study are important because they highlight the focus areas for policy makers to achieve optimal results in financial literacy and financial inclusion. In addition, the study adds to the body of knowledge an analysis of a direct link between financial literacy and financial inclusion in an emerging market using widely accepted indicators and a more diverse and nationally representative sample. The study concludes that increasing financial literacy levels would increase the uptake of financial products/services. Based on the results of the study, this research presents conclusions, policy recommendations and recommendations for further research studies that are necessary to improve aspects of financial literacy and financial inclusion.