δείτε την πρωτότυπη σελίδα τεκμηρίου στον ιστότοπο του αποθετηρίου του φορέα για περισσότερες πληροφορίες και για να δείτε όλα τα ψηφιακά αρχεία του τεκμηρίου*
The role of sociability and social interactions for financial literacy
(EN)
Δράκος, Απόστολος
(EL)
Τάτση, Ειρήνη
(EL)
Πανεπιστήμιο Ιωαννίνων. Σχολή Οικονομικών και Διοικητικών Επιστημών. Τμήμα Οικονομικών Επιστημών
(EL)
Δράκος, Απόστολος
(EL)
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)
Πανεπιστήμιο Ιωαννίνων. Σχολή Οικονομικών και Διοικητικών Επιστημών. Τμήμα Οικονομικών Επιστημών
(EL)
*Η εύρυθμη και αδιάλειπτη λειτουργία των διαδικτυακών διευθύνσεων των συλλογών (ψηφιακό αρχείο, καρτέλα τεκμηρίου στο αποθετήριο) είναι αποκλειστική ευθύνη των αντίστοιχων Φορέων περιεχομένου.
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