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We investigate how financial literacy shapes older Americans’ demand for financial advice. Using an experimental module fielded in the Health and Retirement Study, we show that financial literacy strongly improves the quality but not the quantity of financial advice sought. In particular, more financially literate people seek financial help from professionals. This effect is more pronounced among older people and those with more wealth and more complex financial positions. Our analysis result implies that financial literacy and financial advisory services are complementary with, rather than substitutes for, each other.
We report the results of a longitudinal intervention with students across five universities in China designed to reduce online consumer debt. Our research design allocates individuals to either a financial literacy treatment, a self-control training program, or a zero-touch control group. Financial education interventions improve test scores on general financial literacy but only marginally affect future online borrowing. Our self-control treatment features detailed tracking of spending and borrowing activity with a third-party app and introspection about individuals' consumption with a counselor. These sessions reduce future online borrowing, delinquency charges, and borrowing for entertainment reasons - and are driven by the male subjects in the sample. Our results suggest that self-regulation can affect financial behavior in e-commerce platforms.
The authors take a detailed look at the economic competence and financial literacy of young adults, especially of those who start an apprenticeship or who take up their studies at an university. Economic competence and financial literacy are of special interest within this group, because these young people are – mostly for the first time in their lives – responsible for autonomously managing their own financial affairs and deal with economic challenges.
The necessity for well-founded teacher education in economics – findings from curriculum analyses
(2016)
Everybody has to make daily decisions requiring a good understanding of political and economic systems to manage and design our life but also to react on changes in these systems. Already in the early stages of adulthood, individuals need to decide on which job to choose, which party to vote for or on what money to spend on. For all these activities economical knowledge is necessary, which usually derives from economic education taught in schools in several subjects. ...
Editorial : economic competence and financial literacy of young adults – status and challenges
(2016)
In modern society, the ability to deal with financial and economic matters is becoming increasingly important. This is true for both professionals – e.g., in the investment and banking sectors – and for individuals responsible for managing their financial and economic affairs in everyday life (Aprea et al., in press). This ability is generally described as economic competence, economic literacy or financial literacy. Despite the importance of these constructs, there is still a lack of clarity regarding the exact definitions, and specifically, which components they cover in detail. Furthermore, the terms economic competence and financial literacy are only loosely coupled. Economic competence is usually considered to be more comprehensive than financial literacy. However, recent research on financial literacy has followed a broader approach as well. ...
Based on a sample of university students, we provide field and laboratory evidence that a small scale training intervention has a both statistically and economically significant effect on subjective and objective assessments of financial knowledge. We also show that for a large part of students whose self-assessed financial knowledge has improved we do not find an increase in their actual skills.