Gender, country-level variables, and financial knowledge.

Autor/inn/en	Chambers, Rebecca G.; Asarta, Carlos
Titel	Gender, country-level variables, and financial knowledge.
Quelle	In: Empirische Pädagogik, 32 (2018) 3/4, S. 310-328Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0931-5020
Schlagwörter	Wissen; Empirische Untersuchung; Mehrebenenanalyse; Geschlechtsspezifischer Unterschied; Staat; Wissen; Regressionsanalyse; Indikator; Schülerleistung; Indikator; Regressionsanalyse; Staat; Finanzen; Ökonomie; Einflussfaktor; Mehrebenenanalyse; PISA (Programme for International Student Assessment); OECD-Staaten
Abstract	A gender gap in the financial knowledge of high school students has appeared over time in a variety of different countries, whereby male students tend to have more financial knowledge than female students (Atkinson & Messy, 2012; Lusardi, Mitchell & Curto, 2010). Previous research has attempted to explain this gender gap by exploring links between country-level variables and financial knowledge (Atkinson & Messy, 2012; Jappelli, 2010; Lo Prete, 2013). The authors built upon previous research by using data from the Programme of International Student Assessment (PISA) Financial Literacy Assessment and focusing on the potential influence that a country's macroeconomic indicators may have on individual student financial knowledge and the gender gap in financial knowledge. They utilized multilevel modeling procedures to best account for the variance in student performance and find that country-level variables do not seem to explain the gender gap in financial knowledge. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2019/4