Academic literature on the topic 'Finance literacies'
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Journal articles on the topic "Finance literacies"
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Chan, Ai Joo, Lai Wan Hooi, and Kwang Sing Ngui. "Do digital literacies matter in employee engagement in digitalised workplace?" Journal of Asia Business Studies 15, no. 3 (March 25, 2021): 523–40. http://dx.doi.org/10.1108/jabs-08-2020-0318.
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Purpose This study aims to understand the role of digital literacies as a moderator between employee engagement and its antecedents, namely, workplace digitalisation and innovative culture. Design/methodology/approach A total of 256 valid samples were used in the analysis. The respondents were individuals used as management-level executives in companies located in Selangor/Kuala Lumpur. The model was tested using structural equation modelling. Findings The findings reveal that there exists a significant association between employee engagement and its antecedents, namely, workplace digitalisation and innovative culture. Digital literacies are found to moderate the relationships between workplace digitalisation-employee engagement and innovative culture-employee engagement. Practical implications This paper provides new insight to the practitioners about the role of digital literacies in raising employee engagement in the digital workplace. Originality/value These findings enrich the literature on employee engagement, whereby, improving employee digital literacies strengthens employee acceptance to workplace digitalisation and benefit from the innovative culture to stay engaged.
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Corbellini, Sabrina. "Shaping Religious Literacies in the Long Fifteenth Century: Intermediality of Communication." CHEIRON, no. 2 (August 2022): 104–20. http://dx.doi.org/10.3280/che2021-002006.
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The article explores the possibility to approach religious literacies in late medieval Italy through a spatial approach to mediality, i.e. the combination of the awareness of the seminal relevance of inter- and multimediality with the "localization" and "spatialisation" of communication. This approach is tested and discussed through a series of, apparently unrelated, case studies from late medieval Perugia. They show to what extent the process of shaping of religious literacies and of transmission of religious knowledge consisted of a complex interaction between different media and techniques, in which the real, the mental and the "mediated" are in constant dialogue and exchange. The citizens were engaged in a process of continuous education, in order to detect contents and instructions in written, spoken and visual messages and to literally open all his senses to further develop his skills in distilling moral and devotional messages resonating in the urbanscape, both in private and public places, spaces, activities and events.
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İşci, Cenan. "Reading literacy of bilingual and monolingual students in Turkey: A comparative study based on PISA 2018 data." African Educational Research Journal 9, S1 (June 7, 2021): S21—S28. http://dx.doi.org/10.30918/aerj.9s1.21.010.
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Reading literacy is regarded as one of the most crucial prerequisites for academic success in all fields. PISA surveys reading literacy with extensive demographic data in several countries to provide detailed feedback for detecting problems in their education systems. In many countries, bilingual students are facing several problems in schools, especially language-related problems. In this context, this study is causal-comparative research aiming to compare bilingual and monolingual students’ Turkish reading literacies based on PISA 2018 data while controlling their economic, social and cultural status. In Turkey, 6890 students from 186 schools, who were selected through stratified random sampling, participated in PISA 2018 implementation. Bilingual and monolingual students’ reading literacies were compared through ANCOVA where their economic social and cultural status is the covariate. Findings showed that monolingual students have greater reading literacy scores than bilingual students when their economic, social and cultural status were controlled. This finding indicates that there may be some problems in Turkish language teaching/learning strategies for bilingual students, which do not originate from their economic, social and cultural status. In this paper, the possible reasons for bilingual students’ low reading literacy, are discussed, and some possible solutions for these problems are suggested.
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Zubair, Shirin. "Literacies across Generations: Women’s Religious and Secular Identities in Siraiki Villages." South Asia Research 23, no. 2 (November 2003): 135–51. http://dx.doi.org/10.1177/0262728003232002.
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Cserdi, Zsófia, Péter Fehér, Mirkó Gáti, Árpád Rab, and Krisztián Varga. "Understanding the societal and business perspectives of online trust literacy in the context of digitalization." Society and Economy 44, no. 1 (March 4, 2022): 22–45. http://dx.doi.org/10.1556/204.2022.00002.
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Abstract The spread of digital culture is one of the biggest reprogramming of humanity, radically transforming our economic, social, and cultural models. One of the keys to success of this transformation, and to preventing the spread of digital divides, is the development of a variety of literacies. These literacies describe the success of society and business to thrive in the digital space. In this article, we introduce a new concept of action literacy (online trust literacy) and examine its functioning from both a social and a business perspective through two primary research studies. After defining the phenomenon, we examine it from two sides: the first part examines the dimensional structure of trust from the perspective of society (through a large, representative sample-based survey), while the second part analyses the building and operational mechanisms of trust from a business perspective (through a small sample of exploratory data collection). The main implications of this study are to demonstrate the Janus-faced nature of this new kind of literacy and the ambiguity of digital culture to better understand the toolset of information recipients and providers. The result of our research is the introduction of a new concept of action literacy and its operationalisation, resulting in an interpretation matrix.
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Prevett, Pauline S., Maria Pampaka, Valerie L. Farnsworth, Afroditi Kalambouka, and Xin Shi. "A Situated Learning Approach to Measuring Financial Literacy Self-Efficacy of Youth." Journal of Financial Counseling and Planning 31, no. 2 (March 16, 2020): 229–50. http://dx.doi.org/10.1891/jfcp-18-00038.
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In setting a new direction for the field by highlighting the importance of measure development, this article offers an original approach to modeling financial literacy, in which theories of situated learning meet self-efficacy: an approach that we claim fits well with the aims of program evaluation. It presents results from the validation of a new set of measures, intended for use with 16- to 19-year-olds, of financial literacy self-efficacy pertaining to contexts such as the classroom or the everyday activity of personal banking. Self-efficacy implies a domain in which confidence is measured specific to that context—in this case financial literacy. The data were collected in the United Kingdom from high school and college students enrolled in an optional certificate course in personal financial management. The measures were validated on a subset (n = 171) of a larger sample and was an off-shoot project of a larger 3-year evaluation study of the financial literacy certificate course (n = 2,000), which provided additional mixed-methods data used in validation. Correlation analysis supports the contention—incorporated within the framework presented—that self-efficacy is context-specific and so measures of self-efficacy must adequately reflect the contexts in which the associated literacies reside.
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Suyatmini, Suyatmini, Titik Ulfatun, Kardiyem Kardiyem, Yovi Annang Setiyawan, and Arnida Kusumaningtyas. "EDUKASI LITERASI MANUSIA DAN MODEL PEMBELAJARAN." SELAPARANG Jurnal Pengabdian Masyarakat Berkemajuan 5, no. 1 (December 8, 2021): 410. http://dx.doi.org/10.31764/jpmb.v5i1.5577.
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ABSTRAKEra Revolusi Industri 4.0 dan Masyarakat 5.0 membawa tantangan bagi dunia pendidikan termasuk pendidikan kejuruan. Pendidikan kejuruan harus mampu menyiapkan lulusannya untuk bersaing pada era tersebut. Untuk dapat bersaing, peserta didik perlu dibekali dengan literasi baru yaitu literasi data, literasi teknologi, dan literasi manusia. Literasi manusia diyakini menjadi literasi yang paling penting karena literasi ini menjaga seseorang tetap dalam kodratnya sebagai manusia di tengah gempuran kecanggihan teknologi yang ada. Penguatan literasi manusia dapat dilakukan melalui penerapan model pembelajaran yang sesuai dengan karakteristik pendidikan kejuruan. Kegiatan ini bertujuan untuk mengenalkan literasi manusia dan model pembelajarannya kepada Bapak/Ibu Guru SMK Muhammadiyah 2 Klaten Utara, khususnya jurusan Akuntansi dan Keuangan Lembaga. Program ini dilaksanakan dalam bentuk edukasi dimana tim pengabdian memberikan pendidikan tentang literasi manusia dan model pembelajaran kepada Bapak/Ibu Guru. Hasil kegiatan menunjukkan bahwa Bapak/Ibu Guru lebih mengenal literasi manusia dan model pembelajaran yang dapat diterapkan untuk menguatkan literasi manusia pada siswa. Kata kunci: literasi manusia; model pembelajaran; literasi baru. ABSTRACTThe Industrial Revolution 4.0 and Society 5.0 era have brought challenges to education, including vocational education. Vocational education must be able to prepare graduates to compete in those era. To be able to compete, students need to be equipped with new literacies, namely data literacy, technological literacy, and human literacy. Human literacy is believed as the most important literacy because this literacy keeps a person in his nature as a human in the midst of the sophisticated technology development. Strengthening human literacy can be done through the implementation of learning models that are in accordance with the characteristics of vocational education. This activity aims to introduce human literacy and learning models used to reinforce it to teachers at SMK Muhammadiyah 2 Klaten Utara, especially those who teach Accounting and Institution Finance. This program is carried out in the form of education where the team provides education about human literacy and learning models to teachers. The results of the activity show that teachers get more knowledge about human literacy for students and what kind of learning models that can be used to reinforce the literacy. Keywords: human literacy; learning models; new literacies.
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Kalil, Claudia, Jo Monson, and Gaontebale Nodoba. "Information Systems as a Social Space: Collaborative Teaching of Social Literacies To Technical Students." Business Communication Quarterly 73, no. 2 (May 13, 2010): 205–12. http://dx.doi.org/10.1177/1080569910367609.
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Ikue, Nenubari, Joseph Denwi, Charles Ariolu, Ahmadu Musa, and Ibimna Ikemenjima. "Factors Influencing Saving Behaviour of Nigerians." International Journal of Finance and Accounting 7, no. 3 (August 31, 2022): 33–53. http://dx.doi.org/10.47604/ijfa.1626.
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Purpose: This paper is motivated by the dearth of domestic savings required for inclusive economic growth in Nigeria. The paper examines the impact of financial literacy and socio-economic factors on Nigerians saving behaviour.
Methodology: The models are estimated with linear probability and probit estimators. There are three categories of variables in the models; the independent variables, which are the computed scores of financial literacies; control variables, which are the measures of demographic and socioeconomic factors and; the dependent variables, which are the measures of frequencies of saving in three financial institutions in Nigeria.
Findings: Our finding resonates with policy debates suggesting that improving Nigerians knowledge about finance and financial services would foster Nigerians saving behaviour. We observed also that households with 1 – 4 persons have tendency to put away more money as savings. The paper documented that the optimum household size for accelerating saving is 5-6 persons beyond which enforces financial exclusion or dissaving, among others.
Unique contributions to theory, practice and Policy: This paper provide fresh evidence on the influence of the newly financial literacy scores variables designed by the National Bureau of Statistics (NBS) on Nigerians saving behaviour. It equally, expanded the saving literature by considering differently level of household sizes to explained Nigerians saving behaviours. Consequent on the findings the paper suggested that the Federal Government of Nigeria in collaboration with the States governmant reenforce the National Financial Inclusion Strategy framework and include a finance course to be made mandatory and taught at all levels of education in Nigeria. The paper also suggested a rethink on the Nigerian population policy to an aggressive campaign on family planning aimed at reducing fertility level to about 2 – 3 children per family.
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Fatoki, Olawale. "Access to Finance and Performance of Small Firms in South Africa: the Moderating Effect of Financial Literacy." WSEAS TRANSACTIONS ON BUSINESS AND ECONOMICS 18 (January 5, 2021): 78–87. http://dx.doi.org/10.37394/23207.2021.18.9.
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The failure rate of small medium and micro enterprises (SMMEs) is very high in SouthAfrica. One of the challenges faced by SMMEs is inaccessibility to external finance. There is ageneral low level of financial literacy amongst small business owners in South Africa leading to illinformed financial decisions. Financial literacy is an important knowledge resource for financialdecision-making but little research has focused on how financial literacy affects the performance ofSMMEs. The aim of the study was to examine if financial literacy moderates the relationship betweenaccess to finance and performance of SMMEs in South Africa. The cross-sectional survey methodwas used for data collection in a quantitative study. Descriptive statistics, Pearson correlation andhierarchical regression were used for data analysis. The Cronbach’s alpha was used as a measure ofreliability. The findings indicated that the relationship between access to finance and financial literacyis significant. The findings also showed that financial literacy moderates the relationship betweenaccess to finance and performance of SMMEs. Empirically, the study added to the body of literatureon financial literacy, access to finance and performance of SMMEs. Practically, recommendations toimprove the financial literacy of SMMEs are suggested.
Dissertations / Theses on the topic "Finance literacies"
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Sousa, Cláudia Sofia Gonçalves Vinhas de. "Finance 4 All." Master's thesis, Instituto Superior de Economia e Gestão, 2015. http://hdl.handle.net/10400.5/10876.
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Mestrado em FinançasO projecto Finance4All consiste na criação de materiais pedagógicos que fomentem a literacia financeira. Nesse sentido, foi desenvolvido o jogo de cartas Deal Widit inserido na temática de literacia financeira e aprendizagem baseada em jogos. Optou-se por um jogo de cartas, uma alternativa eficaz e com custos muito reduzidos em comparação com outros tipos de jogos. O jogo tem como base a compra de negócios com elementos de risco e recompensa, poupança, orçamentação e estratégia. Também tem uma componente de figuras corporativas que enriquecerão o valor da empresa. O jogo, ainda na fase de protótipo, foi testado num pequeno grupo do qual se obteve feedback, pretendendo atingir o público em geral acima dos 12 anos.
There are many studies that prove that playing games is often better than conventional methods for learning. Playing helps not only to develop knowledge on the theme but also the improvement of soft skills such as problem solving, strategic thinking or perseverance. The main idea of the project was to create a game that spiked the interest on the financial topic. A card based game with a playing board was chosen. The lack of financial literacy, a problem for all age groups, can be tackled by small incentives such as playing a related game. This project is an attempt to make finance in general fun and easy – saving, investing, risk and return and another concepts are very much the main part of the game. The prototype game was tested in a small group several times and got a positive response. As a future objective the prototype should be finished and proceed its development stage with more testing, packing and distribution.
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Grosso, Elisabete Maria Cruz Santos. "Financial literacy, financial behaviour and over-indebteness : a study of the financial capability survey in the United States." Master's thesis, Instituto Superior de Economia e Gestão, 2012. http://hdl.handle.net/10400.5/10864.
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Mestrado em Economia Internacional e Estudos EuropeusEste trabalho analisa o impacto da literacia financeira e do comportamento financeiro dos indivíduos na prevenção de situações de sobre-endividamento, tendo em conta fatores socioeconómicos, o tipo de crédito hipotecário e a ocorrência de uma queda abrupta no rendimento. Utilizando os dados do inquérito à literacia financeira, conduzido nos EUA em 2009, são consideradas três medidas de sobre-endividamento: stress financeiro, atraso no pagamento das prestações e execução hipotecária. Com base nas questões sobre juros compostos, inflação, obrigações e ações, reembolso do crédito e diversificação do risco é construído um índice de literacia financeira. Da mesma forma, o índice de comportamento financeiro baseia-se em questões sobre as escolhas financeiras dos indivíduos relacionadas com a gestão do orçamento, poupança, contas bancárias, crédito, seguros e aconselhamento financeiro. Para além do impacto de fatores socioeconómicos, concluo que a literacia financeira é importante para a prevenção do sobre-endividamento, embora o comportamento financeiro dos indivíduos tenha um impacto ainda mais forte. Concluo ainda que os indivíduos que detenham um crédito hipotecário com taxa de juro variável e os indivíduos que tenham sofrido uma forte queda no rendimento têm maior probabilidade de vir a tornar-se sobre-endividados.
This work analyses the impact of financial literacy and financial behaviour of individuals on the likelihood of over-indebtedness, controlling for socioeconomic factors, the type of mortgage and the event of a negative income shock. Using the data from the 2009 National Financial Capability Study of the United States, I consider three self-reported measures of over-indebtedness: financial distress, arrears and foreclosure. A financial literacy index is constructed using questions on the compounding of interest rate, inflation, bonds and stocks, mortgage payment and risk diversification. The financial behaviour index is based on questions concerning individuals? financial choices related with budget management, savings, bank accounts, credit, insurance and financial advice. In addition to the impact of socioeconomic factors, I conclude that financial literacy is important for the prevention of over-indebtedness although financial behaviour emerges as having a stronger impact. I also find that individuals with an adjusted-rate mortgage and the individuals who have experienced a negative income shock are more likely to become over-indebted.
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Agostinho, Maria Rita Pinto. "Pedro e o Blog - As Suas Finanças Pessoais : O Valor do Blog na Perspectiva dos Visitantes." Master's thesis, Instituto Superior de Economia e Gestão, 2011. http://hdl.handle.net/10400.5/4389.
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Mestrado em MarketingEste projecto procura analisar os determinantes do valor que os visitantes regulares de "Pedro e o Blog - As Suas Finanças Pessoais" atribuem ao blog, em termos de aprofundamento de conhecimento e melhoria de tomada de decisões, associadas a finanças pessoais. Foram tidos em conta seis determinantes que, segundo a literatura, têm o potencial de influenciar a percepção de valor acrescentado dos visitantes: a Credibilidade do blogger; a Relevância dos Conteúdos do Blog, a Pertinência dos Inputs de outros Visitantes; a Utilidade dos Links do blog; a Literacia Financeira e o Comportamento Financeiro dos visitantes. Com vista a atingir o objectivo proposto, optou-se por uma pesquisa exploratória inicial, de carácter qualitativo, através da realização de uma entrevista presencial semi-estruturada ao autor do blog, seguida de uma fase quantitativa, concretizada através da realização de um inquérito por questionário online, aos visitantes do blog. Da análise efectuada, percebe-se que todas as hipóteses inicialmente apresentadas se confirmam. Os determinantes inerentes ao próprio blog (Credibilidade do Blogger, a Relevância dos Conteúdos, a Pertinência do Contributo de outros Membros e a Utilidade dos Links) aparentam ter maior capacidade de influência na percepção de valor acrescentado do blog do que os determinantes relacionados com aspectos pessoais dos próprios visitantes (Literacia Financeira e Comportamento Financeiro).
The key purpose of this research is to analyse value determinatives that "Pedro e o Blog - As Suas Finanças Pessoais"' regular visitors' experience, concerning knowledge increase and personal finances' decisions improvement. This research was based on six determinatives that, according to literature, have the potential to influence visitors' value added perception: blogger credibility, blog contents, other visitors' inputs, blog links, and visitors' financial literacy and financial behavior. The research started with an initial qualitative research phase, through an interview to the blogger. Additionally, quantitative information was collected using an online questionnaire to the regular visitors of this blog. All the hypothesis initially advanced in this research are confirmed by the results. The determinatives studied that influence the most this blog's value for it's visitors are those related with the blog itself (such as Blogger's Credibility, the Relevancy of Blog's Contents; the Adequacy of Other Visitors' Inputs and Links' Utility).
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AlYousef, Hesham Suleiman D. "Investigating international postgraduate business students’ multimodal literacy and numeracy practices: a multidimensional approach." Thesis, 2014. http://hdl.handle.net/2440/98731.
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The purpose of this ethnographic case study is to document multimodal literacy and numeracy practices of seven Saudi postgraduate students enrolled in the Master of Commerce Accounting program at the University of Adelaide, Australia. Specifically, it aims to investigate the interrelated dimensions of multimodal texts, literacy and numeracy practices, and contexts. The study employs a multidimensional framework for researching the participants’ literacy and numeracy practices in three course modules: Accounting Concepts and Methods, Principles of Finance, and Management Accounting. The study includes a metadiscourse analysis of collaborative wiki literacy practices in the Intermediate Financial Reporting module. The framework consists of three stages of analysis: description of literacy and numeracy requirements, description of literacy events and participants’ actual practices and their experiences, and a Systemic Functional Multimodal Discourse Analysis (SF-MDA) of Business texts. The analysis of the study is primarily based on Systemic Functional Linguistics (SFL) (Halliday, 1985; Halliday & Hasan, 1976; Halliday & Matthiessen, 2004). The findings of the case study revealed the academic literacy and numeracy practices students were expected to manage with in key topics in the business modules. The analysis of the three accounting modules and the online literacy practices revealed the multimodal and multisemiotic nature of accounting discourse, diversity of text type, the literacy and numeracy practices, and features of collaborative learning. The multiple-perspective framework has implications for the investigation of tertiary students’ literacy practices in other disciplines with the application of an SF-MDA of financial statements, graphs, and mathematical symbolism.Thesis (Ph.D.) -- University of Adelaide, School of Humanities, 2014
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Carita, Pedro Manuel de Sousa. "A importância da literacia financeira nas decisões de investimento." Master's thesis, 2016. http://hdl.handle.net/10071/13428.
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A literacia financeira tem sido um tema amplamente comentado nos últimos tempos na sequência
de diversos desastres financeiros ao redor de todo o mundo. Portugal também contribuiu para
estes desastres com diversas situações, algumas delas com repercussões bastante significativas,
afectando o país no plano económico, financeiro e, por consequência, social. Por este motivo,
achamos que a literacia financeira é um assunto quedeve assumir uma prioridade relevante nas
agendas de vários governos, um pouco por todo o mundo, Portugal em particular. Nesta
dissertação vamos abordar, numa primeira fase, as diversas definições da literacia financeira
através de vários autores e concentrar os resultados de inquéritos que têm sido feitos nos últimos
anos, em especial países da OCDE, incluindo Portugal. De seguida, pretende-se dar uma visão do
panorama geral do que se tem feito ao redor do mundo para combater a iliteracia financeira e para
melhorar o nível de cultura financeira da populaçãoem geral. Apresentamos também algumas
das estratégias adoptadas pelos governos e outras organizações não-governamentais. Neste
contexto, tentaremos posicionar Portugal no contexto da literacia financeira ao nível de medidas
implementadas e iniciativas que os vários agentes, com responsabilidade no mercado financeiro,
têm vindo a desenvolver. Tentaremos percepcionar a importância da literacia financeira ao nível
das finanças comportamentais e das decisões de investimento/poupança, tentando identificar
quais as consequências na vida dos indivíduos face ao seu nível de cultura financeira. Por fim,
apresentamos ainda os resultados de um inquérito feito a 324 alunos de ISCTE que visou aferir os
seus conhecimentos financeiros.Financial literacy has been a very important subject in the last years as a consequence of several financial disasters all over the world. Portugal had its role in some of these situations, some of them quite relevant, affecting economy, finance andeven socially. Having this in mind we think financial literacy should assume a priority in somegovernments agendas in many countries and in Portugal in particular. In this thesis we will find some definitions of financial literacy through different authors, in the first stage, and get to know some results of surveys which have been made in the last years in ODCE countries, Portugal included. We will also try to give a general vision of some work that governments and other organizations have been doing to fight financial illiteracy and increase financial education level of their citizens. We also present some of the strategies adopted by governments and other non-governmental organizations. After this we’ll try to put Portugal in the world financial literacy context, describing some taken measures made by entities who have responsibilities in the financialmarkets. We’ll try to make a connection between financial literacy, investment decisions and behavioral finance and understand its impacts on the individuals personal life as a consequence of their financial education. To conclude we will also present results from an inquiry made to 324 students from ISCTE which aim was to assess their financial knowledge.
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Nogueira, Hugo Miguel Figueiredo. "Nível de literacia financeira dos portugueses: medição através de um índice e principais determinantes." Master's thesis, 2011. http://hdl.handle.net/10071/4842.
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Num contexto económico-social marcado pela crise orçamental que sucedeu à crise financeira do subprime, ganha cada vez mais importância a literacia financeira, assumindo-se como uma forma de defesa de consumidor e ao reflectir-se num conjunto de decisões e comportamentos financeiros cujo impacto e repercussões proporcionem bem-estar financeiro.
Os objectivos do presente estudo são, assim, determinar o nível médio de literacia financeria dos portugueses e identificar e analisar os principais determinantes da literacia financeira.
Com base numa proposta de índice que tomou como referência as respostas a questões sobre finanças pessoais, conhecimento financeiro, investimento, crédito e crédito habitação, recolhidas através de inquérito, verificou-se que o nível médio de literacia financeira dos portugueses é insuficiente, de apenas 2,4. Acresce que 16,3% revela uma total ausência de conhecimentos e competências na gestão de finanças pessoais e que 60,2% dos inquiridos sobrestima o seu nível de conhecimentos e competências.
Constatou-se ainda que ser do género masculino, com formação superior, com rendimentos mensais superiores a 1.500 €, património financeiro acima de 5.000 €, Técnico, Quadro superior ou médio, com poupança para a reforma e que têm ou já tiveram crédito habitação têm maior nível de literacia financeira.
Foi ainda possível apurar que, para além dos principais indicadores sociodemográficos, ter ou já ter tido crédito habitação e poupar para a reforma revelam no nível de literacia financeira.In a economic and social environment market by the budget crisis, which followed the sub-prime financial crisis, financial literacy gains more importance as a means of consumer protection, and reflection on a series of financial decisions and behaviours aimed at providing an improved financial well being. Therefore, the purpose of this study is to determine the average level of financial literacy of the Portuguese, and to identify and analyse the main determining factors of financial literacy. Based on an index proposal, which considers the answers given to questions on personal finance, financial knowledge, investment, credit and home loans, obtained through a survey, it was found that the average level of financial literacy by the Portuguese is insufficient, only 2.4. Moreover, 16.3% reveal a total lack of knowledge and skills in managing personal finance, and that 60.2% of respondents overestimated their level of knowledge and skills. It was further observed that being male, with further education, a monthly income above € 1.500, financial assets worth over €5,000, with white-collar jobs, saving for retirement, and who have or have had home loans, reveal a higher financial literacy level. It was also possible to determine that apart from the main social-demographic indicators, having or having had a home loan, or saving for retirement are relevant variables that account for the level of financial literacy.
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Cordeiro, Carlos Décio Esteves da Costa. "Fatores exógenos que influenciam a literacia financeira dos jovens de 15 anos : pais e escola." Master's thesis, 2021. http://hdl.handle.net/10437/12533.
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Orientação: António Augusto Teixeira da CostaA literacia financeira configura-se como uma preocupação real e atual sendo que a mesma é apresentada em diversas comunicações e iniciativas promovidas pelo Banco de Portugal, Comissão de mercados e Valores Mobiliários, Associação Portuguesa de Bancos, Euro Banking Association, entre outras. Outras organizações internacionais trabalham estas temáticas como é o caso da OCDE e Jump$tart. Este trabalho analisa os fatores exógenos como o apoio emocional dos pais, a educação financeira na escola e a perceção da qualidade da escola por parte dos pais e se os mesmos têm uma relação com a literacia financeira de jovens de 15 anos portugueses. O estudo recorre à base de dados PISA 2018 da OCDE, com uma amostra de mais de 3000 alunos e pais. Utiliza metodologia quantitativa para validar as hipóteses de relação independente e conjunta dos constructos “apoio emocional dos pais”, “educação financeira na escola” e “perceção da qualidade da escola” com o constructo “literacia financeira”. De forma a caracterizar esta amostra, primeiramente definiu-se o traço latente de cada respondente para os constructos em estudo através do modelo de Generalised Partial Credit Model (GPCM), de seguida é realizado um teste de correlação de Spearman e de Kendal para verificar as relações entre as variáveis definidas nas hipóteses. Por fim realiza-se um estudo de relação conjunta através duma floresta aleatória, um algoritmo de inteligência artificial. Encontraram-se relações significativas para as relações entre os constructos “apoio emocional dos pais”, “educação financeira na escola” com “literacia financeira”, rejeitando-se a hipótese de haver uma relação entre a “perceção da qualidade da escola” com o constructo “literacia financeira”. Concluiu-se também que os fatores exógenos estudados, em conjunto, podem explicar cerca de 35% da variação dos resultados em literacia financeira.
Financial literacy is a real and current concern and it is presented in several communications and initiatives promoted by the Bank of Portugal, the Securities and Exchange Commission (CMVM), the Portuguese Banking Association, the Euro Banking Association, among others. Other international organisations work on these issues as is the case of OECD and Jump$tart. This paper examines the exogenous factors such as parents' emotional support, financial education at school and parents' perception of school quality and whether they have a relationship with the financial literacy of Portuguese 15-year-olds. The study draws on the OECD PISA 2018 database, with a sample of over 3000 students and parents. It uses quantitative studies to validate the hypotheses of independent and joint relationship of the constructs parental emotional support, financial education at school and perception of school quality with the construct financial literacy. In order to characterise this sample, we first characterise the latent trait of each respondent for the constructs under study through the Generalised Partial Credit Model (GPCM), then we perform a Spearman and Kendal correlation test to verify the relationships between the variables defined in the hypotheses. Finally, a joint relationship study is carried out using a random forest, an artificial intelligence algorithm. Significant relationships were found between the constructs emotional support from parents, financial education at school and financial literacy, rejecting the hypothesis that there is a relationship between the perception of school quality and the construct financial literacy. It was also concluded that the exogenous factors studied, taken together, can explain about 35% of the variation in financial literacy scores.
Books on the topic "Finance literacies"
1
Belfiore, Mary Ellen, Tracey A. Defoe, Sue Folinsbee, Judy Hunter, and Nancy S. Jackson. Reading Work: Literacies in the New Workplace. Lawrence Erlbaum, 2004.
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2
Belfiore, Mary Ellen, Tracey A. Defoe, Sue Folinsbee, Judith M. Hunter, and Nancy S. Jackson. Reading Work: Literacies in the New Workplace. Lawrence Erlbaum, 2004.
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3
Ellen, Belfiore Mary, and In-Sites Research Group, eds. Reading work: Literacies in the new workplace. Mahwah, N.J: L. Erlbaum Associates, 2004.
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4
Belfiore, Mary Ellen, Sue Folinsbee, Judy Hunter, Nancy S. Jackson, and Tracy A. Defoe. Reading Work: Literacies in the New Workplace. Taylor & Francis Group, 2004.
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5
Belfiore, Mary Ellen, Sue Folinsbee, Judy Hunter, Nancy S. Jackson, and Tracy A. Defoe. Reading Work: Literacies in the New Workplace. Taylor & Francis Group, 2004.
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6
Belfiore, Mary Ellen, Sue Folinsbee, Judy Hunter, Nancy S. Jackson, and Tracy A. Defoe. Reading Work: Literacies in the New Workplace. Taylor & Francis Group, 2004.
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7
Grotlüschen, Anke, and Lisanne Heilmann, eds. Between PIAAC and the New Literacy Studies. What adult education can learn from large-scale assessments without adopting the neo-liberal paradigm. Waxmann Verlag GmbH, 2021. http://dx.doi.org/10.31244/9783830991885.
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With this book we present a selection of articles that critically deal with (internationally comparative) large-scale assessments. We acknowledge that studies such as PIAAC are often designed, financed and implemented on the basis of neo-liberal worldviews. Nevertheless, we would like to use the articles that are presented here to show the various ways in which adult and continuing education can benefit and learn from the knowledge that they generate. In PIAAC, for example, there are huge differences between the surveyed variables and the theoretical frameworks on literacies and literacy practices that the New Literacy Studies (NLS) have brought out. This book features eleven articles, which – with the NLS’s theoretical considerations and points of criticism in mind – find new and alternative evaluations and interpretations of the data. Not only can they show effects of marginalization on a large scale, but the data can also provide information about mechanisms of power in relation to literacy and basic competencies.