A Multidimensional Approach to Defining and Measuring Financial Literacy in the Digital Age

2021 ◽  
Author(s):  
Angela Lyons ◽  
Josephine Kass-Hanna
Keyword(s):  
Financial Literacy ◽  
Digital Age ◽  
Multidimensional Approach

Financial literacy and sustainable development in the digital age (legal dimension)

2021 ◽  
Author(s):  
Natal'ya Povetkina ◽  
Ekaterina Kudryashova
Keyword(s):  
Sustainable Development ◽  
Human Rights ◽  
Financial Literacy ◽  
Law And Economics ◽  
Digital Age ◽  
Practical Approach ◽  
Digital Revolution ◽  
Municipal Employees ◽  
The Impact ◽  
Legal Identification

The work is aimed at forming a systematic theoretical and practical approach to the development of financial literacy in the format of sustainable development in the age of the digital revolution. The authors address the current issues of the evolution of the development and legal identification of financial literacy, consider it in the context of human rights and sustainable development of the state. Special attention is paid to the analysis of the impact of financial literacy on the successful fight against poverty. For researchers, practicing lawyers and economists, state and municipal employees, teachers, postgraduates, students of law and economics universities and faculties.

Business Literacy Education in the Digital Age

2021 ◽  
pp. 649-664
Author(s):  
Ozlem Geylani
Keyword(s):  
Financial Literacy ◽  
Cell Phones ◽  
Digital Age ◽  
Learning Activities ◽  
Learning Tools ◽  
Time Saving ◽  
Internet Connection ◽  
Digital World ◽  
Industrial Age ◽  
Knowledge Age

The digital world currently presents many learning tools and knowledge sources about business literacy. Considering today's learners, digital improvements suggest time-saving learning tools and processes for individual or mass learning activities. Since the industrial age and through the knowledge age, we still use and improve network elements in the digital age. Computers, tablets, televisions, cell phones are instantly becoming the distributors of knowledge in or out of spaces. However, learners in the digital age by the freedom of internet connection points may easily reach to videos, podcasts, or especially, to games that are based on individual learning activities. In respect to the aim of this chapter, an overview is targeted about the understanding of business literacy in the digital age, and it also mentions financial literacy as a supporting literature review. The research finally proposes a realization on the dilemma of the abundance of the knowledge in business and financial literacy leaving out the scarcity of digital tools and sources.

scholarly journals Proposal of public policy regarding the integration of financial education classes in Romania

2020 ◽  
Vol 3 (2) ◽  
pp. 7-11
Author(s):  
Baia Olimpia Georgiana
Keyword(s):  
Public Policy ◽  
European Union ◽  
Financial Literacy ◽  
Financial Education ◽  
Digital Age ◽  
Money Management ◽  
The European Union ◽  
Financial Decisions ◽  
Economic Climate ◽  
Per Capita

This policy highlights the importance of financial literacy, the ability to make healthy financial decisions in regards to debt, credit and other expenses, serious matters in this Digital Age. Being financially literate in today’s economic climate is more important than ever. Understanding finances can help individuals make better money management decisions, budget money properly, adequately save for college, and be financially prepared for retirement. Romania has the lowest number of companies per capita, most of the existent companies are not financially active and rarely do make a profit, which is a concerning statistic for a state member of the European Union. The general objective of this public policy is to integrate financial literacy classes into the Romanian educational curriculum.

Business Literacy Education in the Digital Age

2020 ◽  
pp. 88-104
Author(s):  
Ozlem Geylani
Keyword(s):  
Financial Literacy ◽  
Cell Phones ◽  
Digital Age ◽  
Learning Activities ◽  
Learning Tools ◽  
Time Saving ◽  
Internet Connection ◽  
Digital World ◽  
Industrial Age ◽  
Knowledge Age

The digital world currently presents many learning tools and knowledge sources about business literacy. Considering today's learners, digital improvements suggest time-saving learning tools and processes for individual or mass learning activities. Since the industrial age and through the knowledge age, we still use and improve network elements in the digital age. Computers, tablets, televisions, cell phones are instantly becoming the distributors of knowledge in or out of spaces. However, learners in the digital age by the freedom of internet connection points may easily reach to videos, podcasts, or especially, to games that are based on individual learning activities. In respect to the aim of this chapter, an overview is targeted about the understanding of business literacy in the digital age, and it also mentions financial literacy as a supporting literature review. The research finally proposes a realization on the dilemma of the abundance of the knowledge in business and financial literacy leaving out the scarcity of digital tools and sources.

Barriers to Physical Activity in Adolescents

2015 ◽  
Vol 23 (2) ◽  
pp. 47-59 ◽  
Author(s):  
Nadine Langguth ◽  
Tanja Könen ◽  
Simone Matulis ◽  
Regina Steil ◽  
Caterina Gawrilow ◽  
...  
Keyword(s):  
Physical Activity ◽  
Leisure Activities ◽  
Outcome Expectations ◽  
Multidimensional Approach ◽  
Factor Analyses ◽  
Physical And Mental Health ◽  
Tailored Interventions ◽  
Long Term Consequences ◽  
Age Range

During adolescence, physical activity (PA) decreases with potentially serious, long-term consequences for physical and mental health. Although barriers have been identified as an important PA correlate in adults, research on adolescents’ PA barriers is lacking. Thus reliable, valid scales to measure adolescents’ PA barriers are needed. We present two studies describing a broad range of PA barriers relevant to adolescents with a multidimensional approach. In Study 1, 124 adolescents (age range = 12 – 24 years) reported their most important PA barriers. Two independent coders categorized those barriers. The most frequent PA barriers were incorporated in a multidimensional questionnaire. In Study 2, 598 adolescents (age range = 13 – 21 years) completed this questionnaire and reported their current PA, intention, self-efficacy, and negative outcome expectations. Seven PA barrier dimensions (leisure activities, lack of motivation, screen-based sedentary behavior, depressed mood, physical health, school workload, and preconditions) were confirmed in factor analyses. A multidimensional approach to measuring PA barriers in adolescents is reliable and valid. The current studies provide the basis for developing individually tailored interventions to increase PA in adolescents.

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