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Shaping students' financial literacy: The role of parents and socio-economic backgrounds

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Abstract

The results of the PISA 2022 financial literacy assessment show that many 15-year-olds should be better prepared for their financial future, as they are not able to apply their financial knowledge to real-life situations. In every participating country and economy, students from disadvantaged socio-economic backgrounds performed significantly worse than their advantaged peers. PISA data also show that students who discuss money matters with their parents, and those who make autonomous decisions about how to spend their money, achieve higher levels of financial literacy. This PISA in Focus examines the proportion of students who do not achieve baseline financial literacy and explores the links between socio-economic backgrounds, parental interactions and financial literacy performance.

Suggested Citation

  • Oecd, 2024. "Shaping students' financial literacy: The role of parents and socio-economic backgrounds," PISA in Focus 126, OECD Publishing.
    • Handle: RePEc:oec:eduddd:126-en
    DOI: 10.1787/c3f3dc74-en
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    Keywords

    Education; Learning; PISA;
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