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The Role of Learning Context in High School Students’ Financial Knowledge and Behavior Acquisition

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  • Sharon Danes
  • Katherine Brewton

Abstract

Using social construction theory, associations between student and classroom characteristics and high school students’ financial knowledge and behavior acquisition after studying a financial planning curriculum were examined. Prior to curriculum study, Whites, those growing up in a farm family business, and those who were working had higher financial knowledge; male and female knowledge differed by content. After curriculum study, females, those not growing up in a farm family business, and those who were not working gained most from curriculum study. While Whites, those who were working, and males exhibited more positive behaviors prior to curriculum study, after curriculum study, students living in states having financial mandates and those who did not grow up in a farm family business increased their positive behaviors most. Copyright Springer Science+Business Media New York 2014

Suggested Citation

  • Sharon Danes & Katherine Brewton, 2014. "The Role of Learning Context in High School Students’ Financial Knowledge and Behavior Acquisition," Journal of Family and Economic Issues, Springer, vol. 35(1), pages 81-94, March.
    • Handle: RePEc:kap:jfamec:v:35:y:2014:i:1:p:81-94
    DOI: 10.1007/s10834-013-9351-6
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    References listed on IDEAS

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    1. Clinton Gudmunson & Sharon Danes, 2011. "Family Financial Socialization: Theory and Critical Review," Journal of Family and Economic Issues, Springer, vol. 32(4), pages 644-667, December.
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    7. Clinton Gudmunson & Ivan Beutler, 2012. "Relation of Parental Caring to Conspicuous Consumption Attitudes in Adolescents," Journal of Family and Economic Issues, Springer, vol. 33(4), pages 389-399, December.
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    9. Margaret Sherraden & Lissa Johnson & Baorong Guo & William Elliott, 2011. "Financial Capability in Children: Effects of Participation in a School-Based Financial Education and Savings Program," Journal of Family and Economic Issues, Springer, vol. 32(3), pages 385-399, September.
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    Cited by:

    1. Alex Yue Feng Zhu, 2020. "Impact of Financial Education on Adolescent Financial Capability: Evidence from a Pilot Randomized Experiment," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 13(4), pages 1371-1386, August.
    2. Jariwala Harsha Vijaykumar, 2022. "The Association of Financial Socialization with Financial Self-Efficacy and Autonomy: A Study of Young Students in India," Journal of Family and Economic Issues, Springer, vol. 43(2), pages 397-414, June.
    3. Man Yao & Tori I. Rehr & Erica P. Regan, 2023. "Gender Differences in Financial Knowledge among College Students: Evidence from a Recent Multi-institutional Survey," Journal of Family and Economic Issues, Springer, vol. 44(3), pages 693-713, September.
    4. Stuart J. Watson & Bonnie L. Barber, 2017. "University Attendance Moderates the Link between Financial Norms and Healthy Financial Behavior for Australian Young Adults," Journal of Family and Economic Issues, Springer, vol. 38(2), pages 238-248, June.
    5. Ashley B. LeBaron & Heather H. Kelley, 2021. "Financial Socialization: A Decade in Review," Journal of Family and Economic Issues, Springer, vol. 42(1), pages 195-206, July.
    6. Zhu, Alex Yue Feng, 2019. "School financial education and parental financial socialization: Findings from a sample of Hong Kong adolescents," Children and Youth Services Review, Elsevier, vol. 107(C).
    7. Andrea Hetling & Judy L. Postmus & Cecilia Kaltz, 2016. "A Randomized Controlled Trial of a Financial Literacy Curriculum for Survivors of Intimate Partner Violence," Journal of Family and Economic Issues, Springer, vol. 37(4), pages 672-685, December.
    8. Lidija Hauptman & Berislav Žmuk & Ivana Pavić, 2024. "Tax Compliance in Slovenia: An Empirical Assessment of Tax Knowledge and Fairness Perception," JRFM, MDPI, vol. 17(3), pages 1-32, February.

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