Enhancing Financial Literacy Among College Athletes

College students, including athletes, have limited exposure to financial education prior to enrolling in college (Britt et al., 2015). Athletes juggling two full-time roles as athlete and college student have limited time for financial education and the opportunity to work. Some athletes receive athletic scholarships and some do not, but either way, many athletes must seek additional funding and student loans to pay for college. Huston’s (2010) model demonstrated connections between financial literacy, behaviors, and education to serve as a framework for our study. The purpose of this study was to determine college athletes’ subjective and objective financial literacy, how they applied this knowledge, and their preferred mode(s) of financial education to pilot financial literacy education geared specifically for athletes based on their preferences. Data was collected from two institutions in the same Power 5 conference: monthly spending logs, focus groups, interviews, a financial knowledge survey, and pre- and post-tests flanking a financial literacy module in first-year experience courses and summer bridge. A Money 101 course was piloted over eight weeks, and peer financial counseling was offered. As athletes might gain access to their name, image, and likeness (NIL) for potential income in the near future, financial education is paramount.

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College Persistence over Time and Participation in a First-Year Seminar

Journal of College Student Retention Research Theory & Practice ◽

10.2190/cs.16.3.d ◽

2014 ◽

Vol 16 (3) ◽

pp. 373-390 ◽

Cited By ~ 6

Author(s):

John W. Miller ◽

Sally S. Lesik

Keyword(s):

Academic Preparation ◽

First Year Experience ◽

First Year ◽

Full Time ◽

Survival Analyses ◽

Entire Cohort ◽

Entry Level ◽

Alternative Hypotheses ◽

New Research ◽

Retention And Graduation Rates

Retention and graduation rates of an entire cohort of 1,913 first-time full-time college students are analyzed. The effects of participation in a first year experience (FYE) course and of entry level academic preparation (ELAP) on retention and graduation are examined, both descriptively and with discrete-time survival analyses. Although descriptive results support the efficacy of the FYE, survival analyses calls into question whether any unique variability beyond ELAP is attributable to FYE. Alternative hypotheses to explain the results and plans of new research for further exploration are presented.

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Faculty Pilot First-Year Experience for Incoming Freshmen Interested in Pursuing a Degree in Education

Fostering Positive Civic Engagement Among Millennials - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-2452-6.ch001 ◽

2017 ◽

pp. 1-21

Keyword(s):

Social Adjustment ◽

Collaborative Work ◽

Faculty Members ◽

First Year Experience ◽

First Year ◽

Full Time ◽

First Year Students ◽

Course Structure ◽

Reading And Writing ◽

Incoming Freshmen

In this opening chapter, the researchers, three full-time college faculty members, discuss the initial focus of their collaborative work and research. Driven by the concerns regarding the reading and writing abilities of students entering their programs and across their campus, they responded to this issue by establishing and co-teaching yearlong linked courses to incoming first-year students interested in education, a pilot that eventually became known as the First-Year Reading, Thinking, and Writing Initiative. The data collected from the first few years of the Initiative indicate the benefits of having a year-long linked course structure for this population of students to promote academic achievement, social adjustment, and, as the researchers learned through this experience, civic engagement.

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Financial Literacy Education in Ontario: An Exploratory Study of Elementary Teachers’ Perceptions, Attitudes, and Practices

Canadian Journal of Education / Revue canadienne de l éducation ◽

10.53967/cje-rce.v44i2.4249 ◽

2021 ◽

Vol 44 (2) ◽

pp. 308-336

Author(s):

Gail E Henderson ◽

Pamela Beach ◽

Andrew Coombs

Keyword(s):

Elementary Teachers ◽

School Boards ◽

Financial Literacy ◽

Exploratory Study ◽

Classroom Practice ◽

Financial Education ◽

Literacy Education ◽

Full Time ◽

Teachers Perceptions ◽

Attitudes And Practices

Politicians are pushing school boards to do more to ensure students leave school with the financial literacy skills they will need to navigate an increasingly complex financial marketplace. Financial literacy education must start early to achieve this goal, yet there has been very little Canadian research on financial literacy education at the elementary level. This exploratory study used an anonymous, online survey to gain a preliminary understanding of full-time Ontario elementary teachers’ perceptions, attitudes, and practices with respect to financial literacy education. Respondents overwhelmingly favour teaching financial literacy in elementary school. Almost half of respondents currently incorporate financial literacy into their classroom practice. These teachers rely primarily on free, online resources. With respect to barriers to teaching financial literacy, respondents cited the lack of an appropriate curriculum and lack of support from schools and school boards. Respondents identified professional development as the main type of support they would like to see schools and school boards provide to support them in teaching financial literacy going forward. Keywords: financial literacy, financial education, elementary teachers

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Learning by doing: the role of financial experience in financial literacy

Journal of Public Policy ◽

10.1017/s0143814x13000275 ◽

2013 ◽

Vol 34 (1) ◽

pp. 123-154 ◽

Cited By ~ 9

Author(s):

Bart Frijns ◽

Aaron Gilbert ◽

Alireza Tourani-Rad

Keyword(s):

Financial Literacy ◽

Student Loans ◽

Causal Effect ◽

Business Students ◽

Financial Education ◽

Learning By Doing ◽

Domestic Students ◽

The Impact ◽

Instrumental Variables Approach

AbstractIn this paper, we examine the impact of financial experience on financial literacy. Exploiting a unique feature of New Zealand, whereby domestic students can obtain interest-free student loans and can fully participate in the national retirement scheme while international students cannot, we employ an instrumental variables approach to identify the causal effect of financial experience on financial literacy. We conduct surveys on a sample of 338 business students and find that there is a positive and causal effect of financial experience on financial literacy. Our results have important implications for financial education programmes and may explain why many of these programmes to date have had limited success.

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Malaysian Undergraduates Financial Literacy and Financial Education: a Study in Universiti Utara Malaysia

International Journal of Engineering & Technology ◽

10.14419/ijet.v7i3.30.18271 ◽

2018 ◽

Vol 7 (3.30) ◽

pp. 325

Author(s):

Logasvathi Murugiah ◽

. . ◽

. .

Keyword(s):

Social Media ◽

Social Network ◽

Financial Literacy ◽

Financial Education ◽

Debt Management ◽

Financial Knowledge ◽

First Year ◽

Budget Planning ◽

Literacy Knowledge ◽

Universiti Utara Malaysia

Financial literacy is becoming increasingly important not only for investors but also for individual in planning his or her day to day budget. Hence, recent development in financial education has highlighted the increasingly important to be financial healthy. Hence, the objectives of this study are (i) to investigate the level of UUM undergraduates’ in financial literacy and (ii) to assess UUM undergraduates’ preferable method in learning financial education. Questionnaires were distributed to 400 undergraduate in UUM, age ranging 20 to 28 years old in 2017. The finding of this study revealed that female have a better saving knowledge compare to male respondents. Furthermore, this study concluded that first year undergraduate’s saving knowledge is slightly better. Meanwhile, final year undergraduates are better in spending and budgeting knowledge. Besides, business programme undergraduate showcase a good financial literacy knowledge. This study also find that preference method in learning financial knowledge are website / internet / online followed by workshop / seminar / talks / conferences and finally social network / social media. Meanwhile, preferable personal financial topic that undergraduate would like to enroll and learn are budget planning or expenses management, followed by debt management and lastly about insurance.

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FINANCIAL LITERACY OF THE MANAGEMENT STUDENTS – CZECH AND SLOVAK EXPERIENCE

MEST Journal ◽

10.12709/mest.09.09.01.10 ◽

2021 ◽

Vol 9 (1) ◽

pp. 75-83

Author(s):

Ales Kozubik

Keyword(s):

Financial Literacy ◽

Financial Stability ◽

Information Sources ◽

Positive Impact ◽

Financial Education ◽

Practical Experience ◽

Full Time ◽

Part Time Students ◽

Credible Information ◽

Management Students

Financial literacy is becoming one of the key competencies in the 21st century. In its absence, it is virtually impossible to navigate the market for financial products and services and thus ensure financial stability throughout the whole life. The author presents the results of a survey of the financial literacy of young future managers who are currently university students. Based on a questionnaire survey among full-time and part-time students, the author detects the positive impact of the practical experience of external students on their financial literacy. The author uses an innovative metric in the form of a personal finance index to assess financial literacy. In addition to overall success, this approach also makes it possible to analyze knowledge from the eight components of financial literacy. By comparing the results in individual areas, the author reveals that risk management is Achyla's heel of financial literacy. In addition to the knowledge component, the author also deals with the respondents' access to information sources. Based on these findings, the author formulates conclusions for the content of financial education. There is a need for a stronger link between the development of probabilistic thinking and the development of general numeracy with practical financial subjects. An important part of financial education is also the recognition of credible information sources.

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