scholarly journals The Impact of Financial Education Participation on Financial Knowledge and Efficacy: Evidence from the Canadian Financial Capability Survey

2017 ◽  
Author(s):  
David W. Rothwell ◽  
Shiyou Wu
Keyword(s):  
Self Efficacy ◽  
Age Groups ◽  
Financial Education ◽  
Cognitive Outcomes ◽  
Financial Knowledge ◽  
Future Research ◽  
Financial Capability ◽  
Education Participation ◽  
Nationally Representative ◽  
The Impact

Very little is known about how participation in financial education affects cognitive outcomes such as financial knowledge and self-efficacy. We used two waves of the nationally representative Canadian Financial Capability Survey along with propensity score matching to compare outcomes between persons who had taken a financial education course to those who had not. After matching and adjusting for demographic and economic factors, financial education participants exhibited significantly higher financial knowledge and financial self-efficacy scores. Post-estimation analysis showed that higher overall financial knowledge scores of participants were at least partially driven by higher scores of men. There was no difference in knowledge scores for women across all age groups. Financial education participants had higher efficacy scores for both genders and across age. Future research into the impact of financial education ought to consider cognitive dimensions in addition to strictly behavioral and financial outcomes.

Investigating the financial overconfidence of student-athletes

2019 ◽  
Vol 9 (4) ◽  
pp. 381-398
Author(s):  
Megan Ann McCoy ◽  
Kenneth J. White ◽  
Kim Love
Keyword(s):  
Self Efficacy ◽  
Student Athletes ◽  
Financial Stress ◽  
Financial Education ◽  
Well Being ◽  
Personal Finance ◽  
Financial Knowledge ◽  
Content Type ◽  
The Usa ◽  
The Impact

Purpose There is a paucity of empirical research that explores the financial well-being of collegiate student-athletes. The purpose of this paper is to investigate the key aspects of financial well-being (e.g. financial knowledge, financial self-efficacy and finance-related stress levels) of varsity athletes at US colleges and universities. Design/methodology/approach The authors used data from the National Student Financial Wellness Study. The data were analyzed using general linear regression models. Findings The findings suggest student-athletes have lower financial knowledge than students who are non-athletes. Despite their lower levels of financial knowledge, these student-athletes report higher levels of financial self-efficacy. Furthermore, even when controlling for scholarship funding, student-athletes reported lower levels of financial stress than their counterparts. One could interpret this as student-athletes having a false sense of confidence in their money management behaviors. This overconfidence can impact many areas of their overall financial well-being. Alternatively, non-athletes may not be as financially confident as they should be. Research limitations/implications This study could be replicated with stronger measures (e.g. Financial Self-Efficacy Scale), with the inclusion of subjective financial knowledge measures, comparing the impact of demographic variables. As, most financial constructs have gender differences (Farrell et al., 2016) and race differences (Amatucci and Crawley, 2011) and depend upon college major (Fosnacht and Calderone, 2017). Another limitation of this study is the small percentage of student-athletes, a common problem with research in this area. Further research is also needed to unpack the finding that self-efficacy decreases at higher levels of financial knowledge. Practical implications It is evident that college students (athletes/non-athletes) need financial education. For universities and college coaches, this study could be used as a rationale for providing financial education for their athletes. The addition of financial courses could be used as a recruiting tool for collegiate coaches and benefit the university. Requiring financial education could also benefit universities long term as it may potentially increase the donor possibilities by alumni. As a final note, it is important that financial courses figure out ways to improve financial self-efficacy alongside financial knowledge, as findings suggest both are integral to decreasing financial stress. Social implications Less than 4 percent of universities in the USA require students to take a personal finance course (Bledsoe et al., 2016). If more universities included personal finance as a graduation requirement and did more to engage student-athletes (and non-athletes) in financial planning, then the average level of financial knowledge would likely improve on campuses across the USA. In addition, increasing young adults financial self-efficacy could improve financial stress which is linked to mental health and physical health. Originality/value This study provides the first empirical look into the financial well-being of collegiate student-athletes across the USA. Although there are many benefits to participation in college sports, student-athletes face additional time pressures and a predisposition to clustering around certain majors. Findings suggest that collegiate athletes need additional support around their financial literacy and non-athletes may need support developing financial self-efficacy. These two findings should be used by academic institutions and athletic departments to determine how to encourage financial health in their student-athletes and general student body.

scholarly journals Training may enhance early childhood educators’ self-efficacy to lead physical activity in childcare

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Brianne A. Bruijns ◽  
Andrew M. Johnson ◽  
Jennifer D. Irwin ◽  
Shauna M. Burke ◽  
Molly Driediger ◽  
...  
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Self Efficacy ◽  
Critical Role ◽  
Early Childhood Educators ◽  
Outdoor Play ◽  
Future Research ◽  
Intervention Component ◽  
Space Extension ◽  
The Impact

Abstract Background Early childhood educators (ECEs) play a critical role in promoting physical activity (PA) among preschoolers in childcare; thus, PA-related training for ECEs is essential. The Supporting PA in the Childcare Environment (SPACE) intervention incorporated: 1. shorter, more frequent outdoor play sessions; 2. provision of portable play equipment; and, PA training for ECEs. An extension of the SPACE intervention (the SPACE-Extension) incorporated only the shorter, more frequent outdoor play periods component of the original SPACE intervention. The purpose of this study was to explore the individual impact of these interventions on ECEs’ PA-related self-efficacy and knowledge. Methods ECEs from the SPACE (n = 83) and SPACE-Extension (n = 31) were administered surveys at all intervention time-points to assess: self-efficacy to engage preschoolers in PA (n = 6 items; scale 0 to 100); self-efficacy to implement the intervention (n = 6 items); and, knowledge of preschooler-specific PA and screen-viewing guidelines (n = 2 items). A linear mixed effects model was used to analyze the impact of each intervention on ECEs’ self-efficacy and knowledge and controlled for multiple comparison bias. Results The SPACE intervention significantly impacted ECEs’ self-efficacy to engage preschoolers in PA for 180 min/day (main effect), and when outdoor playtime was not an option (interaction effect). Further, the interaction model for ECEs’ knowledge of the total PA guideline for preschoolers approached significance when compared to the main effects model. Participants within the SPACE-Extension did not demonstrate any significant changes in self-efficacy or knowledge variables. Conclusions Findings from this study highlight the benefit of ECE training in PA with regard to fostering their PA-related self-efficacy and knowledge. Future research should explore the impact of PA training for ECEs uniquely in order to determine if this intervention component, alone, can produce meaningful changes in children’s PA behaviours at childcare.

The Impact of Informative Tutoring Feedback and Self-Efficacy on Motivation and Achievement in Concept Learning

2004 ◽  
Vol 51 (3) ◽  
pp. 214-228 ◽  
Author(s):  
Susanne Narciss
Keyword(s):  
Self Efficacy ◽  
Task Engagement ◽  
Future Research ◽  
Task Completion ◽  
Multiple Response ◽  
Self Evaluation ◽  
Outcome Feedback ◽  
Task Motivation ◽  
The Impact ◽  
Motivation And Achievement

Abstract. Informative tutoring feedback (ITF) provides assisted multiple response tries by offering strategically useful information for task completion as opposed to simply offering the solution. Previous studies on ITF focused on its effects on achievement. The present studies examine the assumption that ITF affects not only achievement, but also motivational variables such as task engagement, effort, persistence, and satisfaction with performance. In two experiments, students differing in self efficacy (SE) for identifying concepts worked on concept identification tasks. In cases of incorrect hypothesis about the concept, they received either outcome feedback or ITF. Results reveal that motivation and achievement depend on both SE and type of feedback. Future research should examine in more detail how ITF affects the self-enhancing processes between on-task motivation, achievement, and self-evaluation.

The Relationship between Mentoring Functions and Employee Performance: Mediating Effects of Protégé Relational Self-Efficacy

2021 ◽  
Vol 2 (2) ◽  
pp. 187-204
Author(s):  
Muhammad Shoukat Malik ◽  
Muhammad Kashif Nawaz
Keyword(s):  
Self Efficacy ◽  
Employee Performance ◽  
Mediating Effect ◽  
Citizenship Behavior ◽  
Future Research ◽  
Relational Self ◽  
Mentoring Functions ◽  
Conventional Banks ◽  
The Impact ◽  
The Relationship

Organizational scholars concurred that positive workplace relationships with others can helps employee to gain from these relationships but, they lack insights into how or why this occurs. Moreover, the relationship dynamics focus on what the relationships provide without considering the how these relationships initiated, builds and maintains. To line of this, the current study aims to find the impact of mentoring functions (career, psychosocial, role modeling) and employee performance (career success, organization citizenship behavior, and job performance) via mediating effect of relational self-efficacy. For this purpose, the data were gathered from 310 branch banking employees of Pakistani conventional banks. PLS-SEM was used for data analysis. The results indicate that there is direct relationship between mentoring functions and employee’s performance. Moreover, the finding also shows that employee relational self-efficacy mediates the relationship between mentoring functions and employee performance. Theoretical and practical implications are discussed along with suggestions for future research.

scholarly journals A Strong Graded Relationship between Level of Obesity and COPD: Findings from a National Population-Based Study of Lifelong Nonsmokers

2018 ◽  
Vol 2018 ◽  
pp. 1-9 ◽  
Author(s):  
Esme Fuller-Thomson ◽  
Kaitlyn E. N. Howden ◽  
Lilia R. Fuller-Thomson ◽  
Senyo Agbeyaka
Keyword(s):  
Risk Factor ◽  
Representative Sample ◽  
Future Research ◽  
Chronic Obstructive ◽  
Healthy Weight ◽  
Research Attention ◽  
Nationally Representative ◽  
Never Smokers ◽  
The Impact ◽  
Hispanic White

Factors associated with chronic obstructive pulmonary disease (COPD) among never-smokers have received little research attention. One potential risk factor for COPD is obesity, which is of particular importance in light of the global obesity epidemic. The objective of this study was to investigate the association between COPD and levels of obesity in a nationally representative sample of non-Hispanic white never-smokers. Data were drawn from the 2012 Center for Disease Control’s Behavioral Risk Factor Surveillance System (BRFSS). Pearson’s chi-square tests and logistic regression analyses were conducted in a large nationally representative sample of non-Hispanic white respondents aged 50 and over (76,004 women; 37,618 men) who reported that they had never smoked. A dose-response relationship was observed for both men and women: the prevalence of COPD increased from 2.5% in men and 3.5% in women who were of a healthy weight (BMI < 25) to 7.6% in men and 13.4% in women who had a BMI of 40 or higher. Even after adjusting for 7 potential confounds (e.g., age, education, and income), the odds of COPD were 3.21 higher for men (95% CI = 2.46, 4.20) and 4.00 higher for women with class III obesity (95% CI = 3.52, 4.55) in comparison with those of healthy weight. Regular screening for COPD is warranted in never-smoking obese patients who are aged 50 and over. Future research is needed to investigate plausible mechanisms for this association, including (1) the role of chronic inflammation associated with obesity and (2) the impact of central obesity on respiratory system mechanics.

scholarly journals Training Preservice Mental Health Counselors for Suicide Assessment: A Multiple Baseline Study

2019 ◽  
Author(s):  
Teal Bohrer ◽  
Cass Dykeman
Keyword(s):  
Mental Health ◽  
Suicidal Ideation ◽  
Self Efficacy ◽  
The United States ◽  
Multiple Baseline ◽  
Future Research ◽  
Probe Design ◽  
Mental Health Clinicians ◽  
Suicide Assessment ◽  
The Impact

Rates of death by suicide continue to increase across the United States. Mental health clinicians often have contact with individuals expressing suicidal ideation, but research suggests clinicians may not be appropriately prepared to assess a client’s suicide risk. Numerous models and theories explain and assess suicidal ideation. In 2009, Thomas Joiner and his colleagues proposed the interpersonal-psychological theory of suicide (IPT), which focused on three main factors strongly supported by research over the preceding decade. The present study utilized a nonconcurrent, multiple-baseline, multiple-probe design as well as a one-group pretest–posttest design to examine the impact of an IPT-based training model. Participants were preservice mental health clinicians currently enrolled in Master’s degree programs. Participants completed assessments on IPT knowledge and suicide-assessment self-efficacy, and results from this study indicated a significant increase in knowledge after completion of the training, as well as a slight decrease in self-efficacy. This study suggests that suicide-assessment training, even when done remotely, can increase suicide-assessment knowledge. Future research should explore preservice mental health clinicians’ self-efficacy as well as those factors influencing the confidence these professionals feel in their assessments of risk.

scholarly journals Enhancing Students’ Understanding and Revision of Narrative Writing through Self-Assessment and Dialogue: A Qualitative Multi-Case Study

2015 ◽  
Author(s):  
Stephanie Baxa
Keyword(s):  
Self Efficacy ◽  
Fifth Grade ◽  
Future Research ◽  
Writing Conferences ◽  
Teacher Language ◽  
Self Assessment ◽  
Self Assessments ◽  
Teacher Assessments ◽  
The Impact

With students losing hope when faced with challenges in the classroom, daily student-involved formative assessment that contributes to a growth mindset is essential. Through self-assessment and dialogue, students can generate feedback used for improvement of their writing, and teachers can give feedback that fosters self-efficacy. The purpose of this qualitative multi-case study was to explore the growth of fifth-grade writers as they participated in self-assessment, writing conferences with their teacher, and story revision. Research questions focused on students’ ability to explain learning targets and strengths and weaknesses of their writing and their ability to revise their writing. The participants, two male and one female, were randomly chosen from the teacher/researcher’s fifth-grade classroom in a large public school in the Midwest. Data sources included audio-recorded interviews and writing conferences, student-written work and self-assessments, and teacher assessments and notes. Self-assessment and dialogue with the teacher served as tools for providing feedback to the student and the teacher. Throughout implementation of the instructional strategies, students were able to talk about the learning targets and the strengths and weaknesses of their writing and were motivated and able to revise their writing. Limitations of the study included the length of the study and diversity of participants. Suggestions for future research included exploring ways to elicit more student feedback and the impact of teacher language during writing conferences on the self-efficacy of students.

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.

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