The role of sociability and social interactions for financial literacy (Master thesis)
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|dc.title||The role of sociability and social interactions for financial literacy||en|
|heal.recordProvider||Πανεπιστήμιο Ιωαννίνων. Σχολή Οικονομικών και Διοικητικών Επιστημών. Τμήμα Οικονομικών Επιστημών||el|
|heal.bibliographicCitation||Βιβλιογραφία: σ. 36-39||el|
|heal.abstract||Financial literacy is an essential life skill in modern age and is increasingly encouraged to be cultivated at a younger age than it was a couple of decades ago by many individuals and worldwide organizations, such as the OECD. There are many channels that can affect a teenager’s financial proficiency levels, among which the availability of a financial literacy course at school or social interactions at school or home. I use data from the 2012 PISA financial literacy assessment to find out if, and to what extent, sociability and social interactions affect performance in the financial literacy course. The demographic characteristics of the student impact significantly financial literacy performance, with girls, repeaters and students with an immigration background performing worse in the assessment. On the other hand, higher socioeconomic status is associated with better performance in financial literacy. Social interactions in the 2012 PISA assessment are captured by several statements to which students are requested to provide an answer regarding how often they perform certain tasks or whether they agree or disagree with said statements. Talking about or helping your friends with mathematics positively affects financial literacy performance while those who agree that their friends work hard on mathematics, perform worse in financial literacy. Furthermore, students who feel lonely or left out at school also perform worse in financial literacy. Interestingly, discussing money issues, whether it be with your parents or your friends, does not affect financial literacy performance. Overall, although not all variables are statistically significant for the financial literacy course, results from most of those variables that are significant, suggest that performance in the financial literacy course is affected much more than performance in the remaining two courses that were part of the assessment, namely mathematics and reading comprehension.||en|
|heal.academicPublisher||Πανεπιστήμιο Ιωαννίνων. Σχολή Οικονομικών και Διοικητικών Επιστημών. Τμήμα Οικονομικών Επιστημών||el|
|Appears in Collections:||Διατριβές Μεταπτυχιακής Έρευνας (Masters)|
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|Μ.Ε. ΔΡΑΚΟΣ ΑΠΟΣΤΟΛΟΣ 2019.pdf||410.04 kB||Adobe PDF||View/Open|
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