Perspectives on financial literacy in undergraduate students

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Education for Business Pub Date : 2021-12-14 DOI:10.1080/08832323.2021.2005513

Fernando Almeida, Orlando Costa

引用次数: 2

Abstract

Abstract The increasing complexity of financial products and services requires a domain of information and knowledge in the financial area. This study explores the role of financial literacy in undergraduate students at a higher education institution in Portugal. A sample of 196 undergraduate students enrolled in six courses in the fields of engineering and social sciences was considered. The results reveal that the level of knowledge about financial literacy is quite heterogeneous. Formal and informal channels tend to coexist when they perform a financial decision. Furthermore, the findings indicate that the awareness of cryptocurrencies is high, while the adherence to digital platforms for the acquisition of these currencies remains low.

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对大学生金融素养的透视

摘要金融产品和服务日益复杂，需要金融领域的信息和知识。本研究探讨了金融素养在葡萄牙一所高等教育机构本科生中的作用。对工程和社会科学领域六门课程的196名本科生进行了抽样调查。研究结果表明，金融素养的知识水平参差不齐。正式渠道和非正式渠道在执行财务决策时往往共存。此外，研究结果表明，人们对加密货币的认识很高，而对收购这些货币的数字平台的遵守率仍然很低。

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

Journal of Education for Business EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.10

自引率

8.30%

发文量

期刊介绍： The Journal of Education for Business is for those educating tomorrow''s businesspeople. The journal primarily features basic and applied research-based articles in entrepreneurship, accounting, communications, economics, finance, information systems, management, marketing, and other business disciplines. Along with the focus on reporting research within traditional business subjects, an additional expanded area of interest is publishing articles within the discipline of entrepreneurship. Articles report successful innovations in teaching and curriculum development at the college and postgraduate levels. Authors address changes in today''s business world and in the business professions that are fundamentally influencing the competencies that business graduates need. JEB also offers a forum for new theories and for analyses of controversial issues. Articles in the Journal fall into the following categories: Original and Applied Research; Editorial/Professional Perspectives; and Innovative Instructional Classroom Projects/Best Practices. Articles are selected on a blind peer-reviewed basis. Original and Applied Research - Articles published feature the results of formal research where findings have universal impact. Editorial/Professional Perspective - Articles published feature the viewpoint of primarily the author regarding important issues affecting education for business. Innovative Instructional Classroom Projects/Best Practices - Articles published feature the results of instructional experiments basically derived from a classroom project conducted at one institution by one or several faculty.