Financial Literacy:  Examining The Knowledge Transfer Of Personal Finance From High School To College To Adulthood

Many states are now requiring high school students to be competent in the areas of economic and financial literacy. This is due to the recent escalation of bankruptcies, large credit card debt, and mortgage foreclosures in our society. This study examines how financial knowledge is transferred from the high school level to the college level and finally to the adult level. The authors reviewed the components of Blooms taxonomy at each level of learning. The Jump$tart Survey, which is given to high school students, was evaluated. College curricula regarding personal finance courses were examined to determine if personal finance was required for graduation, or an option for general education credit, and whether it was required in a major. The final financial knowledge transfer can happen at the adult level through community programs. Breakdowns in the transfer of financial learning were noted through the progression from high school to adulthood. (Keywords: personal finance, financial literacy, high school students, college students, adult learning)

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Financial Literacy

Advances in Educational Technologies and Instructional Design - Handbook of Research on Driving STEM Learning With Educational Technologies ◽

10.4018/978-1-5225-2026-9.ch005 ◽

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.

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Gender, Parental Characteristics, and Financial Knowledge of High School Students: Evidence From Multicountry Data

Journal of Financial Counseling and Planning ◽

10.1891/1052-3073.30.1.97 ◽

2019 ◽

Vol 30 (1) ◽

pp. 97-109 ◽

Cited By ~ 2

Author(s):

Rebecca G. Chambers ◽

Carlos J. Asarta ◽

Elizabeth N. Farley-Ripple

Keyword(s):

High School ◽

High School Students ◽

Gender Gap ◽

Financial Literacy ◽

International Student ◽

Student Assessment ◽

Financial Knowledge ◽

Literacy Assessment ◽

School Students ◽

International Student Assessment

This study examines the gender gap in financial literacy by using the Financial Literacy Assessment from the OECD's Programme for International Student Assessment (PISA). The analysis focuses on the influence of parents on their children's understanding of financial concepts, utilizing multilevel modeling procedures to examine variance among students, within schools, and within countries. Based on data from 18 countries, results suggest that a gender gap in financial knowledge favoring male high school students is present and that parents may influence their children's financial knowledge.

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Financial Literacy: The Case of Poland

Sustainability ◽

10.3390/su12020700 ◽

2020 ◽

Vol 12 (2) ◽

pp. 700 ◽

Cited By ~ 5

Author(s):

Beata Swiecka ◽

Eser Yeşildağ ◽

Ercan Özen ◽

Simon Grima

Keyword(s):

High School ◽

High School Students ◽

Young People ◽

Financial Literacy ◽

Financial Management ◽

Financial Knowledge ◽

Economic Indicators ◽

School Students ◽

High Level ◽

National Economies

Financial literacy is a path to sustainability and has an important role in ensuring the financial sustainability of individuals, families, enterprises and national economies. The level of these economic indicators such as debt, payment discipline, savings and financial management all translate into prosperity or insolvency and bankruptcy and result partially from financial literacy. The higher the level of financial literacy, especially of young people, the more favourable the level of economic indicators, which translates into the economy and sustainable development. With this study we aim to determine the level of financial literacy of high school students in Poland and to determine whether financial literacy changes according to gender. The most important element that distinguishes our study from the others is that or study was carried out with a large sample of high school students with an average age of 15–16 years. In addition, the effect of gender on financial literacy at an early age was investigated, also comparing the wider themes to the so-called narrow themes. The results of the research demonstrated a good and partially very good, level of financial knowledge of the young people in Poland. 45.3% obtained an average level score and 43.8% achieved a high-level score in financial knowledge. This result shows that they can be rational in their financial decision making. However although, it is understood that gender makes a difference on financial behaviour and use of financial instruments, gender does not make any difference on the level of financial knowledge. Moreover, the financial literacy level of males is found to be higher than females.

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Evaluating the effectiveness of an online module for increasing financial literacy

Social Studies Research and Practice ◽

10.1108/ssrp-04-2017-0014 ◽

2017 ◽

Vol 12 (2) ◽

pp. 154-167 ◽

Cited By ~ 4

Author(s):

Scott Wolla

Keyword(s):

Online Learning ◽

High School Students ◽

Learning Strategies ◽

Financial Literacy ◽

Age Groups ◽

Financial Knowledge ◽

School Level ◽

School Students ◽

Content Type ◽

Level Data

Purpose Financial literacy is lacking across all age groups, but less than one-third of young adults have even basic financial knowledge. Research has demonstrated that online learning is effective. As such, online learning strategies may be a useful tool for improving the financial literacy of high school students. The paper aims to discuss this issue. Design/methodology/approach This study uses student-level (N=3,061) and school-level data (n=100) to examine the effectiveness of Soar to Savings, an online learning module that teaches key personal finance and economics concepts. Findings The findings show large, positive, and statistically significant gains in learning from pretest to posttest for the student-level and school-level samples. Originality/value The results provide evidence that Soar to Savings is an effective tool for increasing financial knowledge.

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The Effects of Financial Literacy and Self-Control towards Financial Behavior among High School Students in Bogor

Journal of Consumer Sciences ◽

10.29244/jcs.5.2.73-86 ◽

2020 ◽

Vol 5 (2) ◽

pp. 73-86

Author(s):

Jihaan Khoirunnisaa ◽

Irni Rahmayani Johan

Keyword(s):

High School ◽

High School Students ◽

Financial Literacy ◽

Self Control ◽

Financial Knowledge ◽

Financial Behavior ◽

Low Grade ◽

High Grade ◽

Grade School ◽

School Students

This research aims to analyze the effect of financial literacy and self-control on financial behavior among Bogor High School students. This research was conducted in two public high schools in Bogor, West Java, Indonesia, that were selected based on the level of passing grade of the school (high-grade and low grade). In collecting the data, this study used a self-administered questionnaire. About 113 of senior high school students from science and social majors were selected as the sample. This study found that financial knowledge and financial attitude were on a moderate level. High-grade school students tend to have better financial knowledge and attitude than those from low-grade schools. The results of this study also show that the self-control of students was classified as a low category. Those from low-grade schools were more likely to have better self-control compared to students from the high-grade school. Furthermore, financial behavior, which consists of saving and spending behavior, were categorized as poor. There was a significant difference in financial knowledge, financial attitude, and self-control among both schools. The financial attitude was positively significantly related to financial knowledge and behavior. Self-control was associated positively with financial behavior. Further analysis of multiple linear regression shows a positive and significant effect of financial attitude and self-control towards financial behavior.

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Financial Literacy

Research Anthology on Personal Finance and Improving Financial Literacy ◽

10.4018/978-1-7998-8049-3.ch028 ◽

2021 ◽

pp. 518-543

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

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Survey of Hungarian High School Students’ Financial Literacy in the Last 10 Years Based on the Econventio Test

Pénzügyi Szemle = Public Finance Quarterly ◽

10.35551/pfq_2021_2_1 ◽

2021 ◽

Vol 66 (2) ◽

pp. 175-194

Author(s):

Péter Kovács ◽

Éva Kuruczleki ◽

Tamás Attila Rácz ◽

Lilla Lipták

Keyword(s):

High School ◽

High School Students ◽

Financial Literacy ◽

Adult Population ◽

Financial Knowledge ◽

School Students ◽

Self Sufficiency ◽

The University ◽

Compound Interest

The Econventio Association in cooperation with the Faculty of Economics and Business Administration of the University of Szeged has been developing the financial literacy of high school students since 2011. In our study, we summarize the main findings of surveys over the past 10 years, based on a total of 110,000 responses. Our findings show high school students to have inadequate and superficial financial knowledge. The results show that high school students have low financial literacy levels. Financial knowledge is positively related to long-term oriented thinking, the opinion formed about self-sufficiency and self-care, and the general attitude towards finances. In addition to the everincreasing role of digital financial information sources, high school students draw their financial knowledge mainly from what they see at home, which influences test scores in a negative way, while at the same time financial literacy education has a positive effect on students’ financial literacy. As age and experience increase, the level of financial knowledge increases too, especially in the topics of labour market, credits and loans and insurance, however, the problematic areas remain the same over time, both for high school students and the adult population: calculating interest, compound interest, the meaning of expressions 'at least' or ‘at most’, or comparing different financial offers.

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A Triarchic Analysis of an Aptitude-Treatment Interaction

European Journal of Psychological Assessment ◽

10.1027//1015-5759.15.1.3 ◽

1999 ◽

Vol 15 (1) ◽

pp. 3-13 ◽

Cited By ~ 96

Author(s):

Robert J. Sternberg ◽

Elena L. Grigorenko ◽

Michel Ferrari ◽

Pamela Clinkenbeard

Keyword(s):

High School ◽

High School Students ◽

Introductory Psychology ◽

College Level ◽

School Students ◽

Treatment Interaction ◽

Aptitude Treatment Interaction ◽

Psychology Course

Summary: This article describes a triarchic analysis of an aptitude-treatment interaction in a college-level introductory-psychology course given to selected high-school students. Of the 326 total participants, 199 were selected to be high in analytical, creative, or practical abilities, or in all three abilities, or in none of the three abilities. The selected students were placed in a course that either well matched or did not match their pattern of analytical, creative, and practical abilities. All students were assessed for memory, analytical, creative, and practical achievement. The data showed an aptitude-treatment interaction between students' varied ability patterns and the match or mismatch of these abilities to the different instructional groups.

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An Emerging Problem of Shisha Smoking among High School Students in Ethiopia

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18137023 ◽

2021 ◽

Vol 18 (13) ◽

pp. 7023

Author(s):

Selamawit Hirpa ◽

Andrew Fogarty ◽

Adamu Addissie ◽

Linda Bauld ◽

Thomas Frese ◽

...

Keyword(s):

High School ◽

High School Students ◽

Smokeless Tobacco ◽

Addis Ababa ◽

Capital City ◽

School Level ◽

Cluster Sampling ◽

High Concentration ◽

School Students ◽

Study Participants

Shisha smoking is also known as hookah, water pipe, goza, and nargile. Shisha use among the young is increasing globally. Shisha smoke results in a high concentration of carbon monoxide, tar, nicotine, and heavy metals which can be toxic to humans, especially with chronic exposure. This study aims to determine the prevalence and risk factors of shisha smoking among in-school adolescents in Ethiopia. Four regional states in Ethiopia (Oromia, Amhara, Southern Nations, Nationalities, and Peoples’ Region, Tigray) and the capital city (Addis Ababa) were the study areas. A two-stage cluster sampling approach was employed to produce a representative sample. From the sampling frames in the study areas, 36 high schools were selected randomly. A multi-level logistic regression analysis was used to account for cluster-specific random effects, the effect of individuals’, and school-level variables for ever-use of shisha. A total of 3355 secondary school grade 9 and 10 students aged between 13 and 22 years took part in this study. A total of 86 (2.6%) and 20 (0.6%) of the study participants, reported that they had ever smoked or were current smokers of shisha, respectively. Of all study participants, 38.6% perceived shisha as less harmful than cigarettes and 48.5% reported that they do not know which was more harmful to health. Students were more likely to ever use shisha if they had friend/s who smoke shisha (AOR = 16.8, 95% CI: 6.4–44.3), ever smoked cigarettes (AOR = 8.2, 95% CI: 3.4–19.8), ever used khat (AOR = 4.2, 95% CI: 1.9–10.4), ever used marijuana (AOR = 3.9, 95% CI: 1.4–11.1), ever used smokeless tobacco (AOR = 3.1 95% CI: 1.1–8.4), and students had received income from their parents (AOR = 3.1 CI: 1.1–8.8). Prevalence of ever and current use of shisha among high school students is low in Ethiopia compared to many countries in Africa. The majority of adolescents perceived shisha as less harmful to health than cigarette smoking. Health education about the harmful effects of shisha should be delivered to adolescents, along with information on other substances like khat, cigarettes, marijuana, and smokeless tobacco to prevent initiation of substance use.

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Feasibility and Acceptability of Classroom-Based Interventions for Students With Emotional/Behavioral Challenges at the High School Level

Journal of Positive Behavior Interventions ◽

10.1177/1098300716648459 ◽

2016 ◽

Vol 19 (1) ◽

pp. 26-36 ◽

Cited By ~ 5

Author(s):

Talida M. State ◽

Judith R. Harrison ◽

Lee Kern ◽

Timothy J. Lewis

Keyword(s):

High School ◽

High School Students ◽

Study Skills ◽

School Level ◽

Future Research ◽

Individual Student ◽

High School Level ◽

School Students ◽

Behavioral Challenges ◽

Organizational Skills

Little is known about the feasibility and acceptability of interventions designed to address the needs of high school students with emotional and behavioral challenges and adopted by their teachers. In this study, 336 general and special education teachers rated classwide interventions (e.g., expectations, routines, positive student–teacher interactions [PSTI]) and individual student interventions (e.g., study skills, organizational skills) in terms of priority, feasibility, and acceptability before implementation. Teachers who implemented the interventions rated their acceptability post-implementation. Results indicated that acceptability ratings varied across interventions, and it appeared that teachers rated interventions that required the least amount of time to implement (e.g., PSTI) most acceptable and those that required the most time for implementation (e.g., study skills) least acceptable. Lack of time, perceived lack of effectiveness, and poor environmental fit were often cited as reasons for lack of feasibility. Regression analyses revealed that teacher characteristics (e.g., years of experience) and type of intervention (e.g., classwide vs. individualized) contributed to teacher ratings of intervention acceptability. Implications for future research and practice are discussed.

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