The relationship among gender, interest in financial topics and understanding of personal finance.

Autor/inn/en	Förster, Manuel; Happ, Roland; Maur, Andreas
Titel	The relationship among gender, interest in financial topics and understanding of personal finance.
Quelle	In: Empirische Pädagogik, 32 (2018) 3/4, S. 293-309Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0931-5020
Schlagwörter	Wissen; Empirische Untersuchung; Verstehen; Test; Geschlechtsspezifischer Unterschied; Mediennutzung; Interesse; Messverfahren; Finanzen; Finanzmanagement; Geld; Management; Versicherung; Berufsausbildung; Junger Erwachsener; Studienanfänger; Deutschland
Abstract	In some studies on young adults' knowledge and understanding of personal finance, males have outperformed females. In this paper, the authors investigate whether interest in financial and economic topics and media usage mediate the relationship between gender and knowledge and understanding of personal finance in three content areas: banking, insurance, everyday money management. They administered the German adaptation of the Test of Financial Literacy (TFL-G), developed by the American Council for Economic Education, to assess young adults' knowledge and understanding of personal finance. Although the authors found that male participants performed better on the TFL-G, they also identified significant gender-specific differences in young adults' interest in financial and economic topics and media usage. When controlling for interest in financial and economic topics and media usage, the gender-specific gap in performance on the TFL-G decreased. These influencing factors accounted for 13 % to 26 % of the variance in the TFL-G scores in the three content areas under investigation. Hence, when investigating the gender gap in knowledge and understanding of personal finance, greater consideration should be given to contextual variables. Further, differences in test scores should be investigated according to separate content areas. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2019/4