A Predictive Model for Financial Literacy among the Educated Youth in Kerala, India

Kiliyanni, Abdul Latheef; Sivaraman, Sunitha

doi:10.1080/01488376.2018.1477699

Cited by 14 publications

(4 citation statements)

References 33 publications

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“…A study conducted with 522 university students from 13 different higher education institutions in Estonia revealed that the level of financial literacy of student is low (Mändmaa, 2019). Similarly, Kiliyanni & Latheef (2018) in their study revealed low level of financial literacy among the educated young adult (Kiliyanni & Sivaraman, 2018). While, Sri Lanka showed that financial literacy level of majority of the undergraduates of the three universities is at a moderate level (Edirisinghe, Keerthipala, & Amarasinghe, 2017).…”

Section: Financial Literacy In Some Developing Economiesmentioning

confidence: 97%

Assessment of Level of Financial Literacy Among the College Students in Bhutan

Bhattarai¹,

Mongar²

2021

IJRCMS

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Section: Financial Literacy In Some Developing Economiesmentioning

confidence: 97%

Assessment of Level of Financial Literacy Among the College Students in Bhutan

Bhattarai¹,

Mongar²

2021

IJRCMS

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“…Twenty-six out of 27 studies that have presented the details regarding the usage of contents have included the contents from at least two areas, of which 24 studies have included content from the areas "planning and managing finance" and "risk and reward". 21 items 12 items from Chen and Volpe (1998), Grable and Lytton (1999), Mitchell (2006, 2007b), Mandell (2008) and OECD ( 2011) Kiliyanni and Sivaraman (2018) 18 items 12 items from Chen and Volpe (1998), Grable and Lytton (1999), Mitchell (2006, 2007b), Mandell (2008) 3.3.2 Contexts. Twenty-one out of 36 studies have given the details regarding the context in which the instrument items are developed, of which 90% of studies developed the measurement instrument in an Individual context, emphasising personal financial transactions, such as the selection of personal financial products and services, the situation related to product purchases, paying for recreational activities and the like.…”

Section: Contentsmentioning

confidence: 99%

Defining and measuring financial literacy in the Indian context: a systematic literature review

Arjun,

Subramanian

2024

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PurposeThis paper aims to analyse how financial literacy (FL) is conceptualised and operationalised in the Indian context.Design/methodology/approachA systematic literature review (SLR) was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) protocol. Thirty-six articles published between 2010 and 2020 were considered for analysis. The FL conceptualisation was examined based on knowledge, ability, skill, attitude and confidence elements. The FL operationalisation was analysed using the modified version of the Organisation for Economic Co-operation and Development’s (OECD) Programme for International Student Assessment (PISA) 2012 model for organising the domain for an assessment framework.FindingsThe findings indicate that, despite offering operationalisation details of the FL, 13 out of 36 studies did not include a conceptual definition of FL. Of the 23 studies that mentioned a conceptual definition, 87% are primarily focused on the “knowledge” element and only 39% have combined knowledge, ability/skill and attitude elements in defining FL. As in the developed countries, the Indian studies also preferred investment/saving-related contents in their FL measures. The volume of content focusing on the financial landscape is meagre amongst the FL measures used in India and developed countries. The survey instruments of most studies have been designed in the individuals’ context but have failed to measure the extent to which individuals apply the knowledge in performing their day-to-day financial transactions. Further, it was found that 20 out of 36 studies did not convert the FL level of their target groups into a single indicator or operational value.Originality/valueTo the best of our knowledge, this is the first study that explores the FL’s assessment practices in India. Further, this study offers new insights by comparing the contents of FL measures used in Indian studies with those used in developed countries.

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“…Educational level, income, gender, and age are those that have been most commonly explored, with the first three being the ones on which there tends to be the greatest consensus. Thus, in general, a higher educational level implies higher financial knowledge, while those with lower income or who are female are more likely to be financially illiterate (e.g., Chen & Volpe, 1998, 2002Lusardi & Mitchell, 2005Lusardi et al, 2010Klapper et al, 2012;Boisclair et al, 2017;Potrich et al, 2015Potrich et al, , 2018Kiliyanni & Sivaraman, 2018;Moreno-Herrero et al, 2018;West & Worthington, 2018;Xue et al, 2019;Banerjee & Roy, 2020;Shimizutani & Yamada, 2020;Garcia-Mata et al, 2021;Oliver-Márquez et al, 2021a; to name a few).…”

Section: Prior Literaturementioning

confidence: 99%

Regional Comparative Analysis on the Determinants of the Spaniards’ Financial Knowledge

et al. 2023

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Are there regional differences in the determinants of financial knowledge in the Spanish adult population? To answer this question, we use data from the Spanish Survey of Financial Competences to estimate qualitative response models in which each of the "big three" of financial knowledge (inflation, compound interest, and risk diversification) acts as a dependent variable on a set of explanatory variables concerning the particularities of individuals. We find that, while some factors determine financial knowledge in a generalized way in most regions and in the same direction (e.g., gender, education, self-confidence), others do so in different ways depending on the region analyzed. Among the latter are health status and financial fragility (where, in both, the different degree of social protection between regions may play an important role), as well as birthplace and age, among others. Rurality also stands out as having different implications in Navarra than in the rest of the regions. We conclude by proposing to use both longitudinal and aggregate indicators of financial knowledge in Spanish regions in order to analyze in the future related issues that are beyond the possibilities offered by microdata bases.

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A Predictive Model for Financial Literacy among the Educated Youth in Kerala, India

Cited by 14 publications

References 33 publications

Assessment of Level of Financial Literacy Among the College Students in Bhutan

Assessment of Level of Financial Literacy Among the College Students in Bhutan

Defining and measuring financial literacy in the Indian context: a systematic literature review

Regional Comparative Analysis on the Determinants of the Spaniards’ Financial Knowledge

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