“…(Kılıç, Ata, & Seyrek, 2015;Fletschner & Mesbah, 2011) (Adeleke, 2013;Thapa & Nepal, 2015;Agarwalla, Braua, Jakob, & Varma, 2013) Age (Thapa and Nepal, 2015;) Country (Agarwalla et al, 2013) Marital Status (Agarwalla et al, 2013) Education (Thapa & Nepal, 2015;Bayram, 2010;Satoğlu, 2014;Chen & Volpe, 2002) Etnicity (Lusardi, Mitchell, & Curto, 2010;Mandell, 2008;Lusardi & Mitchell, 2007) Family Income (Agarwalla et al, 2013;Lusardi et al, 2010) (Homan, 2015) Family Education (Lusardi et al, 2010) (Bayram, 2010;Homan, 2015;Ergün, Şahin, & Ergin, 2015) Class (Chen & Volpe, 2002;Homan, 2015) Kılıç et al, 2015Bayram, 2010;Ergün et al, 2015) Major (Er, Temizel, Özdemir, & Sönmez, 2014;Chen & Volpe, 1998) Financial literacy research focuses on different groups, namely the young (e.g., Lusardi et al, 2010), young professionals (e.g., Gutnu & Cihangir 2015), retired persons (e.g., Lusardi, Mitchell, & Curto, 2014), investors (e.g., Satoğlu, 2014;Sevim, Temizel, & Sayılır, 2012), old investors (Korniotis & Kumar, 2011), high school students (e.g., Mandell, 2008), individuals (e.g., Agarwalla et al, 2012;Li, 2014), and university students (eg., …”