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A Study on Curriculum Planning, Implementation and Evaluation of Financial Education for Non- Commercial Department College Students (Ii)
This research in the second year is planned to develop students advanced financial course, and utilize questionnaire to collect the financial literacy relevant data of nine university students, total 1000 questionnaire were distributed, effective samples received were 824, then we used them to investigate the possible factors that influence students financial literacy. The independent variable is parents‘ social and economic status, including parents‘ academic level and jobs, dependent variables are parents‘ financial teaching, the financial intension and literacy of students. Parents‘ financial teaching include students discussing financial matters with parents and parents help to manage financial matters, financial intension has two factors, which are interesting level about financial matters and familiarity about financial assets, financial literacy performance is present by scores of financial test. This research find: factors such as parents‘ academic level, discussing financial matters with parents, parents help to manage financial matters, interesting level of about financial matters, parents‘ jobs, etc., have lower F values in single factor ANOVA, which show there are insignificant difference among students on financial literacy, though facts as familiarity about financial assets, monthly living fee, public, private and technological university students, display that there are insignificant difference. On SEM result, family SES of parents provides direct effect on their children‘ financial literacy, the higher SES is, students‘ financing literacy the better, which also through parents‘ financial teaching display an indirect positive effect. But this indicator has no direct relation on students financial intension, coefficient is not significant. For parents‘ financial teaching, it shows negative influence on financial literacy, but has indirect positive effect through financial intension. The result of multi-groups analysis shows that measurement weights and structural weights remain invariant in different tests, which means among different college students there are insignificant in factor loadings.
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