scholarly journals Incentivized Time Preferences, Level of Education in a Household and Financial Literacy: Laboratory Evidence

2018 ◽  
Vol 10 (2(J)) ◽  
pp. 103-119
Author(s):  
Calvin Mudzingiri ◽  
John W. Muteba Mwamba ◽  
Jacobus Nicolaas Keyser
Keyword(s):  
Gender Differences ◽  
Regression Analysis ◽  
University Students ◽  
Discount Rate ◽  
Financial Literacy ◽  
Time Preferences ◽  
Level Of Education ◽  
Time Discount ◽  
And Gender ◽  
Literacy Test

 This study investigates the impact of financial literacy, level of education in a household and gender differences on time preferences of students at a university in South Africa. The study relies on a convenient sample of (N=85, female=48%) pursuing a financial literacy course.  The study uses a questionnaire, a financial literacy test and a simple binary choice experimental game that elicited individual time discount rate to gather data. Ten percent of the participants were paid (in South African rands) for their time preference choices by way of quota random sampling. Female university students’ individual time discount rate was found to be on average higher than that of their male counterparts, indicating that female university students are generally impatient, especially those with low levels of financial literacy. Our results (using a Negative Binomial Regression analysis and Ordinary Least Squares regression analysis) show that time preferences of university students aresignificantly influenced by highest level of education in the household. The OLS regression model shows that financial literacy, measured using financial literacy test, significantly influence time preferences for all subjects. The study concluded that patience levels among male university students increase as financial literacy increases. Gender, income, age and family size significantly influence time preferences of university students. Highest level of education in a household, financial literacy and gender differences have a bearing on individual time preferences. 

scholarly journals Incentivized Time Preferences, Level of Education in a Household and Financial Literacy: Laboratory Evidence

2018 ◽  
Vol 10 (2) ◽  
pp. 103
Author(s):  
Calvin Mudzingiri ◽  
John W. Muteba Mwamba ◽  
Jacobus Nicolaas Keyser
Keyword(s):  
Gender Differences ◽  
Regression Analysis ◽  
University Students ◽  
Discount Rate ◽  
Financial Literacy ◽  
Time Preferences ◽  
Level Of Education ◽  
Time Discount ◽  
And Gender ◽  
Literacy Test

 This study investigates the impact of financial literacy, level of education in a household and gender differences on time preferences of students at a university in South Africa. The study relies on a convenient sample of (N=85, female=48%) pursuing a financial literacy course.  The study uses a questionnaire, a financial literacy test and a simple binary choice experimental game that elicited individual time discount rate to gather data. Ten percent of the participants were paid (in South African rands) for their time preference choices by way of quota random sampling. Female university students’ individual time discount rate was found to be on average higher than that of their male counterparts, indicating that female university students are generally impatient, especially those with low levels of financial literacy. Our results (using a Negative Binomial Regression analysis and Ordinary Least Squares regression analysis) show that time preferences of university students aresignificantly influenced by highest level of education in the household. The OLS regression model shows that financial literacy, measured using financial literacy test, significantly influence time preferences for all subjects. The study concluded that patience levels among male university students increase as financial literacy increases. Gender, income, age and family size significantly influence time preferences of university students. Highest level of education in a household, financial literacy and gender differences have a bearing on individual time preferences. 

scholarly journals THE EFFECT OF TRAUMATIC EVENTS ON SOCIAL BEHAVIOR OF UNIVERSITY STUDENTS

2021 ◽  
Vol 9 (3) ◽  
pp. 973-980
Author(s):  
Shahida Perveen ◽  
Najma Iqbal Malik
Keyword(s):  
Gender Differences ◽  
Regression Analysis ◽  
Social Behavior ◽  
University Students ◽  
Pearson Correlation ◽  
Traumatic Events ◽  
Negative Relationship ◽  
T Test ◽  
Individual Level ◽  
Sound Environment

Purpose of the study: The present study aims at measuring the effect of traumatic events on social behavior among university students. Methodology: Purposive sample of n=200 students was selected from various universities of Punjab, Pakistan. Impact of events scale-revised (Weiss, 2007), and Texas social behavior inventory (Helmreich & Stapp, 1974) were used to measure study variables. Pearson correlation was carried out to explore correlations. Further, the prediction was checked through regression analysis. Additional analysis includes a t-test to check gender differences. Main Findings: Significant differences were found in adolescents as compared to young adults on the scale of the traumatic events. Correlation analysis indicated a significant negative relationship between traumatic events (intrusion, avoidance, and hyper-arousal) and social behavior (i.e., self-esteem). Further multiple regression analysis showed that traumatic events were a significant negative predictor of social behavior as traumatic events harm an individual’s social behavior. Additionally, the t-test indicated non-significant gender differences. Applications of this study: These research results have implications in academic settings, clinical and counseling. And it helps to improve overall social behavior at the individual level, which ultimately serves to ensure a better community and sound environment. Originality/Uniqueness of present investigation: An empirical investigation of the phenomenon observed among human participants' natural behavior with no manipulation.

P.6.e.002 Substance abuse patterns among university students: regional and gender differences

2013 ◽  
Vol 23 ◽  
pp. S578-S579
Author(s):  
A. Unger ◽  
L. Brandt ◽  
A. Matznetter ◽  
C. Zachbauer ◽  
G. Fischer ◽  
...  
Keyword(s):  
Gender Differences ◽  
Substance Abuse ◽  
University Students ◽  
And Gender

Winning Isn't Everything: Goal Orientation and Gender Differences in University Leisure-Skills Classes

2009 ◽  
Vol 33 (1) ◽  
pp. 54-64 ◽  
Author(s):  
Denise M. Anderson ◽  
Anthony W. Dixon
Keyword(s):  
Gender Differences ◽  
University Students ◽  
Goal Orientation ◽  
Achievement Motivation ◽  
Task Orientation ◽  
Male And Female ◽  
Ego Orientation ◽  
And Gender ◽  
Intention To Continue

Achievement motivation is predicated on the notion that a person wants to demonstrate competence and feel successful and is motivated to achieve these outcomes. A person's goal orientation describes the individual's motivation—an ego orientation presupposes that achievement is a result of ability, whereas a task orientation ties achievement to effort. Understanding a person's achievement motivation can help us better understand how to facilitate positive leisure experiences and long-term participation in recreation activities. Therefore, the purpose of this study was to examine the goal orientation of male and female university students enrolled in leisure-skills courses. Results suggest that there are gender differences in goal orientation that may have an impact on enjoyment of and intention to continue participation in a recreation activity, regardless of the activity.

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