Financial Literacy and Financial Education

Świecka, Beata; Grzesiuk, Aleksandra; Korczak, Dieter; Wyszkowska-Kaniewska, Olga

doi:10.1515/9783110636956

Cited by 16 publications

(9 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The literature uses many different components of the concept of financial literacy. In their article resulting from primary research carried out with the participation of representatives involved in financial education and the promotion of financial knowledge, it was recognized that the Robson [20] approach adopted from Kempson [21], is one of the most appropriate, since it presents financial literacy as a collection of financial knowledge, financial behaviour and financial attitude [22].Świecka et al in addition to the above, also presents financial skills supplemented with financial information demand [23]. They suggested that financial literacy is broader and studies should include the concepts of financial knowledge, financial behaviour, financial attitude, financial skills and financial information demand.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Various studies on financial literacy have defined this concept differently and studied it using different methods and frameworks. Although, the concept conceptualization adopted in the primary research referred to in this article, assumed that financial literacy consists of concepts such as: financial knowledge, financial skills, financial attitudes, financial behavioural, and financial information demand [23], in this article we have decided to include only and exclusively the three most important aspects as per studies by Kempson [22] and Robson [20]. This since a narrow approach to financial literacy allowed for the comparison to the broad concept of financial literacy.…”

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Financial Literacy: The Case of Poland

et al. 2020

Self Cite

View full text Add to dashboard Cite

Financial literacy is a path to sustainability and has an important role in ensuring the financial sustainability of individuals, families, enterprises and national economies. The level of these economic indicators such as debt, payment discipline, savings and financial management all translate into prosperity or insolvency and bankruptcy and result partially from financial literacy. The higher the level of financial literacy, especially of young people, the more favourable the level of economic indicators, which translates into the economy and sustainable development. With this study we aim to determine the level of financial literacy of high school students in Poland and to determine whether financial literacy changes according to gender. The most important element that distinguishes our study from the others is that or study was carried out with a large sample of high school students with an average age of 15–16 years. In addition, the effect of gender on financial literacy at an early age was investigated, also comparing the wider themes to the so-called narrow themes. The results of the research demonstrated a good and partially very good, level of financial knowledge of the young people in Poland. 45.3% obtained an average level score and 43.8% achieved a high-level score in financial knowledge. This result shows that they can be rational in their financial decision making. However although, it is understood that gender makes a difference on financial behaviour and use of financial instruments, gender does not make any difference on the level of financial knowledge. Moreover, the financial literacy level of males is found to be higher than females.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Financial Literacy: The Case of Poland

et al. 2020

Self Cite

View full text Add to dashboard Cite

show abstract

“…Poziom wiedzy oraz kompetencji finansowych mogą determinować występowanie wykluczenia finansowego. Natomiast wiedza konsumentów na temat możliwości i zagrożeń, jakie niosą ze sobą produkty i usługi finansowe, jest wynikiem edukacji finansowej, która odgrywa ważną rolę w procesie podejmowania decyzji finansowych (Falahati i Paim, 2012;Świecka i in., 2019;Warchlewska, 2020, s. 127). Z kolei podejmowanie tych decyzji jest efektem postaw i zachowań konsumentów.…”

Section: Istota Zachowań Finansowych Konsumentówunclassified

Zachowania finansowe osób bezrobotnych w świetle badań własnych na przykładzie Miejskiego Urzędu Pracy w Płocku

Nowacka¹

2022

ppe

View full text Add to dashboard Cite

Celem opracowania jest określenie czynników warunkujących i różnicujących zachowania finansowe osób bezrobotnych. Podstawą empiryczną problematyki poruszonej w artykule jest przegląd literatury przedmiotu oraz wyniki badania ankietowego przeprowadzonego wśród 350 osób bezrobotnych zarejestrowanych w Miejskim Urzędzie Pracy w Płocku. Należy jednak podkreślić, że próba nie miała charakteru reprezentatywnego i wnioski odnoszą się tylko do badanej grupy. Analiza teoretyczna i empiryczna wskazuje, że zachowania finansowe osób bezrobotnych są efektem wpływu czynników społeczno-demograficznych: wieku, wykształcenia, przyczyn i okresu zarejestrowania w urzędzie pracy. Działają one z rożną siłą i w rożnym kierunku. Wyniki badania wskazują, że osoby młodsze, z wykształceniem co najmniej średnim lepiej oceniały swoją sytuację finansową i miały wyższą świadomość roli oszczędzania. Wśród absolwentów i młodszych bezrobotnych z krótkim okresem zarejestrowania w urzędzie pracy odnotowano najwyższą miesięczną stopę oszczędności. Osoby bezrobotne w wieku powyżej 36 lat częściej doświadczały trudności w zakresie regulowania zobowiązań finansowych i korzystały z kredytów i pożyczek.

show abstract

“…The aim of financial education programs is to change attitudes, behavior and knowledge of consumers in the context of personal finance (Fox et al, 2005;Lučić et al, 2020a). Financial knowledge could be acquired through formal, non-formal and informal financial education (Coombs & Ahmed, 1974;Świecka et al, 2019). Formal financial education refers to organized, structural, standardized and planned practice provided by the government through educational institutions such as elementary schools, high schools and colleges (Xiao & Porto, 2017).…”

Section: Definition Of Financial Educationmentioning

confidence: 99%

“…Besides financial knowledge, financial education shapes desirable skills, attitudes, behaviors and motivation required for implementing the acquired knowledge (Lewis & Messy, 2012). Therefore, for financial education to be fully implemented and to induce desirable financial behavior, all elements should be performed together (Hogarth, 2006;Świecka et al, 2019).…”

Section: Definition Of Financial Educationmentioning

confidence: 99%

Review of national financial education policies aimed at the young

Lučić

Uzelac

Gaćina

2021

View full text Add to dashboard Cite

Purpose: The paper investigates and synthesizes an in-depth overview of national financial education policies and strategies aimed at the young, highlights the best practices, gives recommendations for the most efficient financial education efforts at the national level and the implementation of an efficient financial education policy in Croatia. Methodology: The analysis is conducted as a case study of financial education policies and strategies aimed at the young of the countries that achieved the best results on the OECD PISA test, Australia, the United States of America and the United Kingdom. Results: The examined countries have national financial education policies with similar aims, fields of financial education and strategies of evaluation but, although they are part of the curriculum, the programs are mostly not standardized and financial education efforts towards teachers and parents are not emphasized. Conclusion: To be efficient, a financial education program aimed at the young has to be relevant, customized according to participants’ characteristics, has to relate knowledge to a specific action, has to be longterm, successfully evaluated, standardized on the national level, implemented at a younger age and have a specified aim. Financial education should be considered as an independent subject in formal education.

show abstract

Financial Literacy and Financial Education

Cited by 16 publications

References 0 publications

Financial Literacy: The Case of Poland

Financial Literacy: The Case of Poland

Zachowania finansowe osób bezrobotnych w świetle badań własnych na przykładzie Miejskiego Urzędu Pracy w Płocku

Review of national financial education policies aimed at the young

Contact Info

Product

Resources

About