Financial Education and Financial Attitudes: Evidence From a High School Experiment

2020 ◽  
Vol 31 (2) ◽  
pp. 251-266
Author(s):  
Radha Bhattacharya ◽  
Andrew Gill
Keyword(s):  
High School ◽  
High School Students ◽  
Risk Taking ◽  
Financial Literacy ◽  
Financial Education ◽  
Literacy Intervention ◽  
School Students ◽  
Financial Attitudes ◽  
Increase Risk ◽  
Per Se

We surveyed high school students in Southern California to investigate whether there is an improvement in financial attitudes from eight class periods of financial literacy intervention in a high school economics course. We examine whether the money management (MM) and financial investing (FI) components of financial instruction influence attitudes differently and whether they each influence attitudes beyond a standard economics course. We find that the MM treatment influences being thrifty and delaying gratification. Both treatments increase risk-taking behavior, with neither treatment being more important than the other. Within the confines of our experiment, exposure to economics per se did not influence any of the financial attitudes, pointing to the need for financial education to inculcate healthy financial attitudes in high school children.

Financial literacy among high school students: Evidence from India

2018 ◽  
Vol 17 (3) ◽  
pp. 168-187
Author(s):  
J.D Jayaraman ◽  
Saigeetha Jambunathan
Keyword(s):  
High School ◽  
High School Students ◽  
Financial Literacy ◽  
Financial Education ◽  
Developed Countries ◽  
School Students ◽  
Correct Score ◽  
Hands On ◽  
Macroeconomic Impact ◽  
Low Levels

Financial literacy is an important but oft ignored skill that is vital for young people. This study measured financial literacy levels among high school students ( N = 608) in India and found low levels of performance on standard measures of financial literacy. The percentage correct score on the basic financial literacy questions was 45% and on the sophisticated financial literacy questions the score was 44%. Financial literacy levels in India were found to be lower than those in developed countries. Gender differences were found, with females outperforming males, contrary to findings in developed countries. Students who pursued the commerce/economics stream of education were found to have higher levels of financial literacy than students pursuing the science stream. Results showed that students, despite having high levels of numeracy, were unable to transfer that knowledge to do financial computations. Parental involvement was also found to have a significant influence on financial literacy. Interviews with students highlighted the fact that understanding of societal and macroeconomic impacts of financial literacy was low. These findings lend support for high school financial education which involves parents and stresses practical hands-on application, societal and macroeconomic impact, as a means of improving financial literacy.

scholarly journals Promoting Media Literacy Online: An Intervention on Performance and Appearance Enhancement Substances with Sport High School Students

2021 ◽  
Vol 18 (11) ◽  
pp. 5596
Author(s):  
Federica Galli ◽  
Tommaso Palombi ◽  
Luca Mallia ◽  
Andrea Chirico ◽  
Thomas Zandonai ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Media Literacy ◽  
Repeated Measures ◽  
Intervention Group ◽  
Literacy Intervention ◽  
Media Influence ◽  
Control Group ◽  
School Students ◽  
Health Promoting Behaviors

The outbreak of coronavirus required adjustment regarding the delivery of interventions. Media literacy interventions are necessary to help people acquire relevant skills to navigate the complexities of media communications, and to encourage health-promoting behaviors. The present study aimed to promote a media literacy intervention regarding performance and appearance enhancement substances use in sports high school students. The COVID-19 contingency allowed us to evaluate whether online sessions can effectively promote greater awareness of media influence, a stronger sense of confidence in persuading others to deal with media messages, and healthier attitudes about PAES use among high school students. The study relied on an “intervention group” comprising 162 students (31.5% female) and a “control group” comprising 158 students (42% female). Data were analyzed through repeated measures of Group X Time MANOVA and ANOVA, demonstrating some degree of efficacy of the media literacy intervention. The “intervention group” reported higher awareness of potential newspapers’ influence and a significant increase in their sense of confidence in dealing with media influence compared to the “control group”. Findings support the efficacy of online media literacy programs to prevent doping consumption in adolescents.

Risk-taking behavior among high school students in South Korea

2001 ◽  
Vol 24 (4) ◽  
pp. 571-574 ◽  
Author(s):  
SUNGHYUN HAN ◽  
MINJA KIM CHOE ◽  
MYUNG-SUN LEE ◽  
SUN-HEE LEE
Keyword(s):  
High School ◽  
High School Students ◽  
South Korea ◽  
Risk Taking ◽  
School Students ◽  
Risk Taking Behavior

Financial Literacy

2017 ◽  
pp. 80-106
Author(s):  
Adriana Berenice Valencia Álvarez ◽  
Jaime Ricardo Valenzuela González
Keyword(s):  
High School ◽  
Middle School ◽  
High School Students ◽  
Financial Literacy ◽  
Conceptual Knowledge ◽  
Self Report ◽  
Financial Knowledge ◽  
Financial Behavior ◽  
School Students ◽  
Public And Private

Financial literacy is a combination of financial knowledge, attitudes and behaviors, key for making informed decisions and for solving financial problems. This descriptive study explored the applied, conceptual and procedural financial knowledge of 243 Mexican students via three financial knowledge tests. In addition, these students were surveyed about their financial behavior, their attitudes towards money, and their experience with money using a self-report questionnaire. The study aims to identify financial-education needs and gaps between school levels and systems. Therefore, the analysis focuses on the differences and similarities between two subgroups: (1) students in public and in private education, and between (2) middle school (ages 12 to 15) and high school students (ages 15 to 18). Middle school and high school students differed significantly only in their conceptual knowledge and in their financial experience, while public and private students showed statistical significant differences on their financial knowledge, behavior, attitudes and experience.

Teachers’ Interpretation of the Cultural Relevancy of MoneySKILL®

2020 ◽  
pp. 001312452092058
Author(s):  
Thomas A. Lucey ◽  
Elizabeth S. White ◽  
Aline André
Keyword(s):  
High School Students ◽  
Financial Literacy ◽  
Financial Education ◽  
Student Diversity ◽  
School Students ◽  
Geographical Differences ◽  
Convenience Sample ◽  
Cultural Relevancy ◽  
Curricular Materials ◽  
Financial Practices

A comprehensive approach to financial literacy education necessitates an understanding of the degree to which curriculum is relevant for students from various cultural backgrounds. The purpose of this study was to examine the cultural relevancy of MoneySKILL®, an online financial literacy program designed for high school students. A convenience sample of teachers enrolled in a graduate course on student diversity completed 12 MoneySKILL modules and participated in online group discussions. Using a consensual qualitative research (CQR) method, the authors identified themes related to cultural relevancy in participants’ discussions. The results indicated that participants questioned the relevance of module content to marginalized social groups, noting exclusions based on social class, language, and family structure. They also reported a lack of consideration for geographical differences that affect financial practices, stereotypes in module examples, and assumptions in module content regarding America as a meritocracy. These findings indicate the need for more representative curricular materials and greater consideration of the social processes and sociopolitical contexts affecting financial practices. Findings also demonstrate the value of including teachers in the development of financial education curricular materials, as teachers have insights regarding pedagogy and relevancy to current and former students to make informed recommendations about possible curricular modifications.

SaveWise: The design of a financial education program in the Netherlands

2019 ◽  
Vol 18 (2) ◽  
pp. 100-120 ◽  
Author(s):  
Aisa Amagir ◽  
Wim Groot ◽  
Henriëtte Maassen van den Brink ◽  
Arie Wilschut
Keyword(s):  
High School ◽  
High School Students ◽  
The Netherlands ◽  
Education Program ◽  
Self Efficacy ◽  
Financial Education ◽  
Goal Commitment ◽  
Financial Knowledge ◽  
Financial Behavior ◽  
School Students

Using a framework for educational design research, this article reports and evaluates the (process of the) design of a financial education program. The program is designed for high school students in the prevocational track in the Netherlands. The aim of the program is to improve students’ financial knowledge, attitudes, self-efficacy, and (savings) behavior. The main outcome of this study is the identification of design principles that can be used by others for the design of financial education programs: setting a personal savings goal, commitment with and reflection on this goal, discussing money issues with peers and family, hands-on activities with autonomy, and explicit instruction through animated video clips. The results show that our program, called “SaveWise,” improves high school students’ financial knowledge and skills, financial awareness, attitudes towards money, self-efficacy, and financial behavior.

Financial literacy programs and youth entrepreneurial attitudes: some insights from the Jordanian community

2020 ◽  
Vol 14 (5) ◽  
pp. 787-810
Author(s):  
Nour Walid Aljaouni ◽  
Baker Alserhan ◽  
Kimberly Gleason ◽  
Jusuf Zeqiri
Keyword(s):  
High School ◽  
High School Students ◽  
Financial Literacy ◽  
Literacy Program ◽  
School Students ◽  
Content Type ◽  
Entrepreneurial Attitudes ◽  
Students Attitudes ◽  
K 12 ◽  
The Impact

Purpose The purpose of this paper is to explore the impact of a financial literacy program (FLP) recently implemented in Jordanian junior high and high schools as part of a national financial literacy agenda on students’ attitudes toward entrepreneurship relative to a control sample of students who had not yet participated in the FLP. This paper also examines the role of moderating variables, including students’ perception of teachers’ attitudes (TA) on students’ entrepreneurial attitudes. Design/methodology/approach Survey methodology was used to obtain data and hierarchical regression analysis was used to test hypotheses. Findings Results indicate that students who completed the FLP exhibited significantly higher entrepreneurial awareness than those that had not yet participated in the program. Students who took the entrepreneurship module of the FLP exhibited significantly lower entrepreneurial intention than those that had not yet taken the entrepreneurship module. However, TA did not impact students’ attitudes. Research limitations/implications The study examines a sample of middle and high school students in only one district in Amman, Jordan, and cannot be generalized to other communities where the FLP has been implemented. Practical implications The findings provide valuable insights for educators, policymakers and non-governmental organizations considering large scale, publicly funded FLPs as part of the K-12 educational system. Social implications Stakeholders should consider reforms to the implementation of entrepreneurship education as part of the FLP in Jordanian schools and other developing country K-12 programs. Originality/value This study is the first to examine the new Jordanian literacy program and the impact it has on attitudes toward entrepreneurship of middle and high school students.

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