ethanporcaro/eric-fulltext-meta huggingface dataset:
Financial Education and Financial Literacy by Income and Education Groups
Author: Wagner, Jamie
Date: 2019-00-00
Type: Journal Articles
Subjects: Money Management,Income,Literacy,Educational Attainment,High Schools,Higher Education,Work Environment,Comparative Analysis,Scores,Teaching Methods,Knowledge Level,Correlation

This study examines associations between financial education and financial literacy among people with different levels of education and income using a large, national data set, the 2015 National Financial Capability Study. This study estimates whether financial education in high school, college, or through an employer, is associated with a person's financial literacy score. Results show that people who received any financial education are likely to have higher financial literacy scores compared to those without financial education. Financial education has larger predicted probabilities for those with lower education and income, suggesting that financial education is especially important for this demographic group. This research emphasizes a need to teach financial education to people whom previous research suggests lacks financial literacy the most.
Risk Tolerance and the Financial Satisfaction of Credit Card Users
Author: Payne, Patrick
Date: 2019-00-00
Type: Journal Articles
Subjects: Risk,Money Management,Credit (Finance),Costs,Correlation,Retirement,Questionnaires,Life Style,Participant Characteristics

This study tests whether risk tolerance mitigates the effects of credit card mismanagement on users' financial satisfaction. We used data from the Health and Retirement Study and found results showing that credit card mismanagement reduces the financial satisfaction of lower-risk-tolerance users only. The results also suggest that the psychic costs of credit card mismanagement (i.e., stress and anxiety), not the monetary costs (fees and higher interest rates), may be the biggest contributors to the dissatisfaction associated with credit card use.
Development and Validation of a Women&apos;s Financial Self-Efficacy Scale
Author: Nguyen, Hoa Thi
Date: 2019-00-00
Type: Journal Articles
Subjects: Females,Self Efficacy,Measures (Individuals),Reliability,Validity,Money Management,Factor Analysis,Protocol Analysis,Adults

Lack of standardized measurement is one of the main factors that inhibits rigorous evaluations of financial literacy programs. However, although several scholars have developed financial self-efficacy measurements, none have been tailored for women. This article aims to develop and validate a Women's Financial Self-Efficacy Scale (WFSES). Results showed that the WFSES had an excellent reliability coefficient alpha (0.93). The scale had good content-related validity, which covered all key domains in financial management for women. The criterion-related validity showed that the WFSES was positively correlated with the New General Self-Efficacy Scale (NGSES). Factor analysis showed four factors to be consistent with the common categories in financial management curricula.
Financial Therapy with Groups: A Case of the Five-Step Model
Author: Shelton, Victoria M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Money Management,Behavior Change,Psychological Patterns,Learning Processes,Intervention,Case Studies,Feedback (Response),Counseling Techniques,Group Therapy,Economics,Emotional Response,Budgets

Financial therapy is used to address the psychological, emotional, and behavioral components involved in the process of learning and utilizing new financial literacy skills. This study describes the use of a manualized financial therapy financial therapy intervention, the Five-Step Model, as it is piloted in a group setting. Current economic theories support the use of an intervention model that differs from traditional financial literacy teachings. Behavioral economics and the Transtheoretical Model of Behavior Change is used as a foundation for the Five-Step Model. A case study illustrates the key principles and effectiveness of the intervention model. Reflections and feedback from the members of the group are provided, along with a discussion of implications and directions for further inquiry.
Saving Education Received in Early Life and Future Orientation in Adulthood
Author: Bucciol, Alessandro
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Informal Education,Parent Child Relationship,Children,Adolescents,Adults,Long Range Planning,Money Management,Budgeting,Correlation

We use data from a Dutch data set, the DNB Household Survey, annually covering the period 1996-2015, to study the relationship between informal parental saving education received when people were children or adolescents and two variables aimed to capture adult individuals' concerns for their future: planning horizon and future orientation. Our results indicate that the general future orientation positively correlates with informal saving education, and in particular having received financial teachings. Our findings also suggest that the future orientation index is rather stable over time (which is not trivial, especially because our dataset covers two full business cycles) and declines with age following the life-cycle.
Purposive and Unintentional Family Financial Socialization, Subjective Financial Knowledge, and Financial Behavior of High School Students
Author: Deenanath, Veronica
Date: 2019-00-00
Type: Journal Articles
Subjects: High School Students,Money Management,Socialization,Correlation,Student Diversity,Path Analysis,Income,Student Behavior,Knowledge Level,Parent Child Relationship,Minority Groups,Ethnicity,Urban Areas,Rural Areas,High School Seniors,Self Efficacy,Gender Differences,Decision Making,Family Characteristics,Individual Characteristics

Using the family financial socialization theory, this study investigated the financial knowledge and behavior of high school students' contextualizing unintentional and purposive family financial socialization. The sample of 4,473 high school students were 51% females, 45% seniors, and ethnically diverse. A path analysis tested conceptual relationships between variables. Results indicated that the two unintentional socialization indicators were positively associated with subjective financial knowledge and financial behavior. Those indicators were also indirectly associated with financial behavior through knowledge. Student-earned income, a purposive indicator of socialization, was positively associated with behavior through knowledge. Exclusively obtaining money through parents was negatively associated with behavior through knowledge. Knowledge was positively associated with behavior.
Gender, Parental Characteristics, and Financial Knowledge of High School Students: Evidence from Multicountry Data
Author: Chambers, Rebecca G.
Date: 2019-00-00
Type: Journal Articles
Subjects: Gender Differences,Money Management,Literacy,Parent Child Relationship,Parent Influence,Cross Cultural Studies,High School Students,Achievement Tests,Foreign Countries,International Assessment,Family Characteristics,Knowledge Level

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.
The Impact of Financial-Aid Format on Students&apos; Collegiate Financing Decisions
Author: Festa, Mackenzie M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Decision Making,Money Management,Student Financial Aid,State Universities,Student Employment,Student Attitudes,Finance Occupations,Debt (Financial),Records (Forms),Paying for College,Gender Differences,Undergraduate Students,Business Administration Education,Accounting,Costs,Correlation,Credit (Finance),Mothers,Educational Attainment,Student Characteristics

This study explored how an alternative presentation of loan information affects financial-aid decisions among students (n = 204) at a large public university. Building from decision-aid literature and using an experimental design, we found that when financial-aid forms were formatted in a way that makes interest rates more accessible and salient, students tended to: (a) accept fewer high-cost private loans and (b) work more during the college years. Results indicate that minor revisions in financial-aid documentation can have a significant impact on students' financial-aid choices. Those working in the fields of higher education and financial counseling and planning can use this information to further educate borrowers prior to the encumbrance of student loan debt.
Bequest Provision Preferences in Commercial Annuities: An Experimental Test of the Role of Mortality Salience
Author: Williams, Jacob A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Preferences,Money Management,Income,Decision Making,Death,Insurance,Retirement,Planning,Surveys,Participant Characteristics,Marital Status,Consumer Science,Purchasing

Recent research demonstrates that personal mortality salience from annuity contemplation generates an avoidance response, reducing interest in purchasing annuities. However, theoretical models of mortality salience also predict an increased desire for investment in the future circumstances of surviving others (&quot;symbolic immortality&quot;), such as that provided by bequest provisions in an annuity contract. An experimental test confirms that those exposed to higher levels of personal mortality reminders exhibit a greater preference for an annuity paying lower income but with a bequest provision. Thus, the effects of mortality salience can drive annuity decisions, not only at the extensive margin (avoidance of any purchase), but also at the intensive margin (purchasing lower income by including a bequest provision).
Exploring Antecedents to Financial Management Behavior for Young Adults
Author: Bapat, Dhannajay
Date: 2019-00-00
Type: Journal Articles
Subjects: Money Management,Young Adults,Structural Equation Models,Behavior Patterns,Help Seeking,Knowledge Level,Banking,Internet,Teaching Methods,Graduate Students,Student Attitudes,Foreign Countries

In terms of future revenue stream, the potential of young adults is considered to be significant. The study is relevant to India as the segment dominates the population. The objective of the study is to examine the antecedents to financial management behavior for young adults. One hundred and sixty responses were obtained from respondents. While employing structural equation modeling, we found that variables such as help-seeking behavior, financial knowledge, and electronic banking, positively affect financial management behavior. The findings suggest that financial educators and counselors need to incorporate electronic banking along with other dimensions such as financial knowledge and help-seekers. Financial educators can benefit from innovative technology features.
Modeling Changes to Survey Response Items over Time in a Britain Financial Literacy Education Study
Author: Shi, Xin
Date: 2019-00-00
Type: Journal Articles
Subjects: Money Management,Literacy,Student Attitudes,Program Effectiveness,Career Choice,Attitude Change,Secondary School Students,Item Analysis,Prediction,Foreign Countries,Longitudinal Studies,Monte Carlo Methods,Gender Differences,Models,Outcomes of Education,Student Surveys

This study develops a general method for modeling changes in response to items relating to students perceptions of personal finance and financial products. The new method is illustrated to analyze data from a sample of 1,250 students aged 16-18 who participated in a financial capability education study in the UK. We demonstrate how a quantitative indicator of the changes in students' responses can be applied in various educational research projects, particularly as a measure of program effectiveness. Predictions are based on prior survey responses, which are taken as relevant historical information for a cohort of students. We find significant changes in the responses of students toward reported career choice following the Financial Literacy Education course at national colleges in the UK.
Measuring Experiential Learning: An Approach Based on Lessons Learned Mapping
Author: Bertoni, Marco
Date: 2020-00-00
Type: Journal Articles
Subjects: Experiential Learning,Engineering Education,Models,Educational Innovation,College Students,Student Projects,Social Development,Communication Skills,Design,Course Descriptions,Outcomes of Education

Fostering 'experiential learning' in real-life situations is a critical task for engineering educators when creating constructively aligned learning activities. The paper proposes an approach to measure the students' perception of learning in Conceive-Design-Implement-Operate activities conducted outside the classroom. The approach is based on the opportunity of gathering and analyzing lessons learned from the student reflection reports at the end of a team-based innovation project performed in collaboration with company partners. The approach is intended to provide a basis for the future development of innovation projects with engineering students, supporting the definition of learning outcomes that are relevant for the CDIO Syllabus 2.0, and of constructively aligned learning experiences. The paper exemplifies the approach with regards to a master course named Value Innovation and presents the findings obtained at the third and second level of the CDIO Syllabus 2.0. The results of the course implementation show how short team-based innovation projects largely contributed in developing social and communication-related skills in engineering students, going beyond the mere application of their technical skills.
Physical Science Teacher Skills in a Conceptual Explanation
Author: Geelan, David
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Teachers,Teaching Skills,Science Instruction,Physics,Chemistry,Scientific Concepts,Concept Formation,High School Teachers,Teaching Methods,Cross Cultural Studies,Foreign Countries,Constructivism (Learning),Educational Quality,Classroom Communication,Value Added Models

There is a long history of philosophical inquiry into the concept of explanation in science, and this work has some implications for the ways in which science teachers, particularly in the physical sciences (physics and chemistry), explain ideas to students. Recent work has outlined a constructivist approach to developing, delivering, and refining explanations focused on enhancing student's understanding of the powerful concepts of science. This paper reviews the history of concepts of explanation in science and in science teaching, and reports research findings that describe some ways in which science teachers have been observed to explain ideas in Year 11 Physics classrooms in Australia and Canada.
Digital Workbooks in Flipped Nutrition Education: Student Perspectives&apos;
Author: Burkhart, Sarah
Date: 2020-00-00
Type: Journal Articles
Subjects: Blended Learning,Nutrition Instruction,Undergraduate Students,Student Attitudes,Dietetics,Teaching Methods,Technology Integration,Case Studies,Workbooks,Educational Technology,Independent Study,Instructional Innovation,Course Content,Foreign Countries

Nutrition and dietetic (N&amp;D) education is traditionally taught didactically; however, the flipped classroom approach (FCA) is an emerging pedagogical approach in this discipline. Technological tools providing cognitive support enhance learning, particularly when students are engaged. In N&amp;D education, students have reported the FCA as engaging; however, evidence for how best to integrate technologies into the FCA is limited. The aim of this research is to explore undergraduate nutrition and dietetic students' self-reported perceptions of the use of a digital workbook in nutrition courses designed and delivered using an FCA. A cross-sectional self-administered online survey was utilised to investigate Australian undergraduate student (N = 39) satisfaction, frequency of use, engagement with, and usefulness of a digital workbook. Most students (87%) were satisfied/very satisfied with the digital workbook as a tool for learning, applying and consolidating/revising course content. Most students (95%) agreed the digital workbook was engaging, providing comments related to workbook design, encouraged participation and novelty. Most useful aspects reported were workbook structure, development of a learning artefact, self-directed aspects and convenience, whereas, least useful aspects included technological issues. The use of a digital workbook in N&amp;D education was well received and is an innovative approach to delivering courses taught with an FCA.
Representations and Concepts of Borders in Digital Strategy Games and Their Potential for Political Education in Geography Teaching
Author: Seidel, Sebastian
Date: 2020-00-00
Type: Journal Articles
Subjects: Video Games,Human Geography,Geography Instruction,Barriers,Teaching Methods,Conflict,Power Structure,Reflection,Concept Formation,Political Science,Secondary School Students,Student Attitudes,Teacher Education,Foreign Countries

In Germany, 93% of young people between the ages of 10 and 18 play video games daily. Political geography, in particular popular geopolitics, have found that video games can help to establish and develop people's understanding of geopolitics. Consequently, this affects geography education, providing both challenges and opportunities for teaching. Geography teaching is an integral part of political education as students need to understand how boundaries and territories create spaces with regards to social power and become the object of political conflict. Reflection plays a central role in understanding and deconstructing such spatial constructions. In this article, we examine representations and concepts of borders in digital strategy games and the perception and reflection of these by the players. The results provide an outlook on the potential and the challenges of digital strategy games for political education in geography lessons in secondary schools as well as for teacher training at universities. For this reason, possible approaches for education and training will be outlined on the basis of the results.
Who Am I? Transforming Our Understanding of Identity and Moral Education
Author: Splitter, Laurance J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Moral Development,Self Concept,Teaching Methods,Ethical Instruction,Individualism,Religion,Cultural Background,Networks

When I was invited to edit a special issue of &quot;Education Sciences&quot; on the theme of &quot;Moral education and identity&quot;, I saw an opportunity both to gain a better understanding of how scholars across a range of disciplines construed the task of moral education in terms of identity and--I can now confess--to defend the claim that moral education, when properly understood, depends upon an account of identity which is quite different from that which dominates the social sciences, the media and popular opinion. My aim here is to provide such an account and, thereby, to suggest how we might construe the challenge of moral education in a world, and at a time, in which self-centered, short-sighted and narrow-minded thinking dominates much of the socio-political landscape. I argue that the dominant view of identity--that our own identities are constituted by those collectives and institutions with which we &quot;identify&quot;--actually reinforces narratives which bind us to tribal perspectives--in national, religious and cultural terms--in which we increasingly see ourselves and others in terms of who is &quot;in&quot; and who is &quot;out&quot;. I propose a relational view of identity in which each person sees her/himself as &quot;one among others&quot;, where the relationships in question both bind us in familiar and concrete ways to others--i.e., other persons but also other objects in the world--and transcend the boundaries imposed by belonging to this or that nation, religion, culture, or tribe. This idea of what it means to be a person goes hand-in-hand with a framework for moral education which is also both concretely relational and appropriately transcendent. Put briefly, we need to create the conditions in which young people engage one another &quot;dialogically&quot; in taking responsibility for tackling what I term &quot;the Big Questions&quot;, including: &quot;What do I/we stand for?&quot;, &quot;What/who really matters?&quot;, &quot;What kind of society/world do I/we want to live in (and leave for future generations)?&quot;, and &quot;What is my place in the world?&quot;. (In taking this approach, I aim to address at least some of the questions posed in the original &quot;call for submissions&quot; for this special issue, as outlined at the Special Issue &quot;Moral Education and Identity&quot;).
School Choice and Post Hoc Family Preference in Spain: Do They Match Up?
Author: Rogero-García, Jesús
Date: 2020-01-13
Type: Journal Articles
Subjects: School Choice,Preferences,Access to Education,Parent Attitudes,Public Schools,Private Schools,Institutional Characteristics,Socioeconomic Influences,Religious Factors,Foreign Countries,Instructional Program Divisions,Catholic Schools,Social Differences,Elementary Secondary Education

The process of school choice depends on a wide range of circumstances including those related to the accessibility to schools and parental preferences. This paper has three goals: (1) Identify whether the preferences for the different kinds of schools (public, publicly-funded private, or private) vary according to the family's traits; (2) estimate the degree of concurrence between the kind of school their children attend and the kind of school the parents prefer a posteriori; and (3) identify which social groups demonstrate lower levels of concurrence. We used a sub-sample of people with children registered in compulsory grades or post-compulsory grades up to university from representative national survey (2012). Results show that post hoc school preferences differ by educational level, economic status, religious orientation, and size of town. Likewise, we find divergences between the school parents prefer and the school their children attend, something that occurs more frequently among those with less economic resources.