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A Path Analysis of Personal Traits, Financial Literacy, Attitude and Behavior— A Case Study of High-School Teachers, Hualien and Taitung
This study aims to discuss the path relationship between personality trait, financial literacy, financial attitude and financial behavior of teachers in senior and vocational high schools in Hualien and Taitung. First, literature review is conducted to discuss the concepts of personality trait, financial literacy, financial attitude, financial behavior and other related concepts, theory and their empirical relationship. Then, based on the theoretical guidance, the hypothesis model is constructed. In this study, it is supposed that teachers’ “personality trait” has the direct effect on their “financial attitude”, “financial literacy” and “financial behavior”, and teachers’ “personality trait” has the indirect effect on “financial behavior” through “financial literacy” and “financial attitude”. After this study obtains the expert’s opinion feedback and revision for questionnaire, descriptive statistics, variance analysis, structural equation modeling analysis and simultaneous analysis of several groups are adopted. Based on the study results, the following conclusions are drawn: 1. Teachers’ “personality trait” has the significant positive effect on their “financial literacy”, but teachers’ “personality trait” has no significant effect on their “financial attitude” and it can influence “financial attitude” through “financial literacy”; teachers’ “personality trait” has the significant positive effect on their “financial behavior”. 2. Teachers’ “financial literacy” has the significant effect on their “financial attitude”, but teachers’ “financial literacy” has no significant effect on their “financial behavior”, and it can influence the “financial behavior” through “financial attitude”. 3. Teachers’ “financial attitude” has the positive effect on their “financial behavior”, and teachers’ financial attitude is the key factor influencing their financial behavior. Therefore, for the increase of teachers’ financial participation, not only teachers’ financial literacy is required to be improved, but also their attitude needs changing, as the latter two can have the mediating effect. In the multiple-group analysis, the multiple-group analysis is carried out for the revised model through 3 variables of gender, practical investment experiment and financial knowledge. The verification results show that as for teachers having practical investment experience and having interest in financial knowledge, their “financial attitude” has the greater effect on “financial behavior” in terms of the relationship between “financial attitude” and “financial behavior”. There is no significant difference in gender.
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