ABSTRACT
The financial world today is so much influenced by technology and is as such very innovative with a lot of financial products. Hence it becomes imperative for all to be financially literate. It is very important to be cautious in all our financial dealings and management of financial resources both at individual and at organization level. This paper focuses on the level of financial literacy in Kodagu district of Karnataka. The sample consisted of people with graduation as the minimum qualification. The study reveals that the level of financial literacy (knowledge, behavior and attitude towards financial matters) among the graduate population is quite satisfactory, though there is a scope for more people to adopt or use various financial products and services. Also the sample respondents were found to exercise caution when taking financial decisions.
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This study examines the effect of ?nancial Literacy on investment decision making among investors in Patan District. Financial literacy is expressed in terms of knowledge and awareness while investors decision-making is described as the act of investors and the way they interpret, anticipate, investigate, and assess the steps and transaction for decision making. This includes investment risk, investment decision model and process. To achieve the research objective, an quantitative approach was applied in which 150 self-administered questionnaires were collected using convenience sampling. The data was analyzed using SPSS software. Descriptive statistics were identi?ed and proposed hypotheses were tested using Pearson correlation and multi-regression analysis. Results showed showed a positive signi?cant relationship between ?nancial literacy and investment decision making
ABSTRACT
Abstract Introduction/objective: The paper sought to identify the predictor variables of changes in habits and behaviours of responsible consumption in students of Pedagogy of History and Geography in the city of Temuco, Chile. Method: The sample comprised of 110 students divided into an experimental (n = 68) and a control (n = 42) group. Pre-and post-intervention measurements were considered, within the framework of a pilot financial education programme for students of Pedagogy of History and Geography. Analyses included Multilevel Mixed Effects Analyses, which evaluated the predicting power of attitudes towards purchasing, materialism, self-discrepancy and levels of financial literacy regarding behavioural change in responsible consumption. Results: The results set forth rationality (a subscale of attitudes toward purchasing), and centrality (a subscale of materialism) as significant predictors of behavioural changes in purchasing. Conclusions: These results suggest guidelines for interventions to promote responsible consumption in university students.
Resumen Introducción/objetivo: Este artículo buscó identificar las variables predictoras de los cambios en hábitos y conductas de consumo responsable en estudiantes de Pedagogía en Historia y Geografía en la ciudad de Temuco, Chile. Método: La muestra se conformó por 110 estudiantes divididos en un grupo experimental (n = 68) y uno control (n = 42). Se consideraron mediciones pre y post intervención, en el marco de un programa piloto de educación financiera para estudiantes de Pedagogía en Historia y Geografía. Se incluyeron análisis de efectos mixtos multinivel, que evaluaron el poder de predicción de las actitudes hacia la compra, el materialismo, la discrepancia del yo, y los niveles de alfabetización financiera sobre el cambio en las conductas de consumo responsable. Resultados: Los resultados mostraron que racionalidad (una subescala de las actitudes hacia la compra) y centralidad (una subescala de materialismo) son los predictores significativos de los cambios comportamentales en la compra. Conclusiones: Estos resultados sugieren posibles pautas de intervención para promover el consumo responsable en estudiantes universitarios.
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@#Introduction: Food is a necessity for students. Yet, students’ food expenditure is anticipated to be restrained by their financial status. This cross-sectional study aims to determine the prevalence of food insecurity and its determinants among university students attending public universities in Peninsular Malaysia. Methods: Multistage random sampling was used to select respondents from public universities in Peninsular Malaysia. A total of 427 undergraduate students completed a selfadministered questionnaire at four randomly selected universities (Universiti Utara Malaysia, Universiti Kebangsaan Malaysia, Universiti Malaysia Pahang and Universiti Teknologi Malaysia). The questionnaire consisted of information concerning demographic and socioeconomic backgrounds, food security status, eating behaviour, financial literacy, and financial problem among university students. Frequency, chi-square, and logistic regression were used to analyse the variables. Results: Mean age of the respondents was 21.6 years, and 60.9% were found to be food insecure. Gender (χ2=5.415), origin (χ2=3.871), number of siblings (χ2=4.521), financial problem (χ2=42.364), and regular breakfast intake (χ2=5.654) were associated with food security status (p<0.05). Male respondents had 1.5 times (AOR=1.547, 95% CI: 1.006-2.380) the risk of having low food security status. Those with higher financial problems (AOR=3.575, 95% CI: 2.332-5.481) were 3.5 times more likely to be food insecure. Conclusion: The prevalence of food insecurity among public university students in Peninsular Malaysia was significantly high. Thus, intervention studies should focus on students with financial problems. Moreover, establishing a better system for an on campus food pantry or food bank is needed to counter the high prevalence of food insecurity among university students.
ABSTRACT
La comprensión del mundo del dinero y de los mecanismos de crédito y ahorro constituyen prerrequisitos indispensables para el desarrollo de conductas económicas racionales y para evitar niveles excesivos de endeudamiento. En este marco es indispensable que los jóvenes adolescentes adquieran una alfabetización económica y una alfabetización financiera que los preparen para su inserción en el mundo del trabajo y la toma de decisiones económicas. El propósito de este trabajo, desarrollado en el ámbito de la Psicología Económica y a partir de un marco cognitivo / evolutivo, es describir el proceso de desarrollo de la comprensión del funcionamiento bancario en adolescentes chilenos. Los participantes fueron 159 adolescentes escolarizados de 14 a 18 años, balanceados por sexo, pertenecientes a los niveles socioeconómicos alto, medio y bajo y residentes tanto de ciudades multifinancieras, como de ciudades con funcionamiento financiero limitado. Como instrumento de recolección de datos se utilizó una entrevista clínica piagetiana que interrogaba a los jóvenes acerca de las funciones del banco, la forma de acceder a créditos, el ahorro y la relación entre tasas de interés, crédito y ahorro. Los resultados indicaron mayores niveles de comprensión en los sujetos pertenecientes a niveles socioeconómicos medio y alto, residentes en ciudades multifinancieras, y una pobre comprensión en los jóvenes de nivel socioeconómico bajo, residentes en ciudades con sistema financiero limitado. Se discuten estos resultados considerando la creciente complejidad que el mercado impone a las personas como producto de la globalización y la necesidad de líneas educativas en el ámbito financiero y de educación para el consumo en la enseñanza formal de los niños y jóvenes.
The understanding of the world of money and the mechanisms of credit and saving constitute prerequirements indispensable for the development of rational economic behaviours and to avoid excessive levels of indebtedness, this problem moreover being considered urgent in expanding economies. In this frame it is crucial that the adolescents acquire an economic and financial literacy that prepares them for their insertion in the world of work and economic decision making. Economic literacy refers to the acquisition, done by children, adolescents and adults, of knowledge, beliefs, values, attitudes and behaviours related to the use of money, the consumption of goods and services, and the performance in the daily economic world. Economic literacy requires a personal financial literacy defined as the ability to read, to analyze, to understand, to handle and to communicate personal financial situations that affect personal finances and the capacity to make financial decisions considering the variables existing in the economic context. The intention of this research, developed from an Economic Psychology approach, was to describe the development process of the understanding of banking operation in Chilean adolescents. Participants were 159 teenagers enrolled in school with an age range from 14 to 18 years old, balanced by sex and belonging to socioeconomic high, average and low levels, which were divided in two subsamples according to if they were residents of multifinancial cities or financially limited functioning cities. As the data collection instrument, a piagetian clinical interview was used to interrogate the young people about the functions of a bank, the form to accede to credits, savings and the relation between interest rates, credit and saving. The results indicate greater levels of understanding in subjects belonging to average and high socioeconomic levels and residents of multifinancial cities, and a poor understanding in the young people of low socioeconomic level who reside in cities with a limited financial system. Both the qualitative and quantitative analysis of information, indicate that there is a general agreement between the present results and those obtained in previous studies with adolescents in other cultural contexts. One can observe that although an important percentage of subjects have a suitable general understanding of the rules of banking operation, there still is an important number of adolescents who do not obtain this understanding or obtain it only partially. Even in advanced understanding subjects, there is a persistence of difficulties in the ability to relate the action and impact of diverse economic variables (for example, interest rates, internal economic situation of the country, inflation and global economic context variables), which denotes, on the one hand, an insufficient baggage of specific economic knowledge and on the other, the difficulty to think about systems. It is important to consider the influence of the social, cultural and economic context in the comprehension of the function of the bank as a financial intermediary and in the development of consumer behavior. The lack of economic literacy found in the sample indicates the urgent task of preparing our young people for the comprehension of and efficient performance in the economic world, providing them with the information and strategies necessary for decision making as consumers and plaintiffs of financial resources, as a way of contributing to a fairer society and an equitable development. For this purpose, the incorporation of general economic literacy and specifically a suitable financial literacy in the formal education is very relevant.