Children’s saving: A review and proposed ecological framework

IF 5.7 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Developmental Review Pub Date : 2024-09-28 DOI:10.1016/j.dr.2024.101163

Ege Kamber , Cristina M. Atance , Deepthi Kamawar , Caitlin E.V. Mahy

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引用次数: 0

Abstract

Saving, defined as reserving current resources for future use, is a valuable future-oriented skill that allows individuals to meet their future goals (e.g., retire, go on vacation) without experiencing resource scarcity, disappointment, or distress. To date, saving has been examined extensively in adults, but to a lesser extent in childhood. Over the past decade, a small but growing body of research has focused on the early development of saving and has shown that children as young as age 3 can save for the future. In this paper, we review the literature on individual differences in children’s saving in relation to cognitive abilities, personality traits, and social environments (e.g., home environment and societal factors). Then, we propose an ecological framework of saving as a theoretical ground to examine children’s ability to save and to conceptualize how various factors, and their interactions, shape the development of saving and lead to (mal)adaptive saving habits. We conclude by suggesting important future directions for research that would further test this ecological framework.

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儿童储蓄：回顾与拟议生态框架

储蓄的定义是为未来使用储备当前资源，它是一种宝贵的面向未来的技能，可以让个人在不经历资源匮乏、失望或苦恼的情况下实现未来目标（如退休、度假）。迄今为止，人们已经对成年人的储蓄进行了广泛的研究，但对儿童储蓄的研究较少。在过去的十年中，越来越多的小规模研究关注储蓄的早期发展，研究表明，3 岁的儿童就可以为未来储蓄。在本文中，我们回顾了儿童储蓄的个体差异与认知能力、个性特征和社会环境（如家庭环境和社会因素）相关的文献。然后，我们提出了一个储蓄的生态框架，作为研究儿童储蓄能力的理论基础，并从概念上说明各种因素及其相互作用是如何影响储蓄的发展并导致（不良）适应性储蓄习惯的。最后，我们提出了进一步检验这一生态框架的重要研究方向。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Developmental Review PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

11.00

自引率

3.00%

发文量

审稿时长

51 days

期刊介绍： Presenting research that bears on important conceptual issues in developmental psychology, Developmental Review: Perspectives in Behavior and Cognition provides child and developmental, child clinical, and educational psychologists with authoritative articles that reflect current thinking and cover significant scientific developments. The journal emphasizes human developmental processes and gives particular attention to issues relevant to child developmental psychology. The research concerns issues with important implications for the fields of pediatrics, psychiatry, and education, and increases the understanding of socialization processes.