The importance of controlling for socioeconomic factors when determining how vocational training and a secondary school economics class influence the financial knowledge of young adults in Germany.

Autor/inn/en	Happ, Roland; Förster, Manuel
Titel	The importance of controlling for socioeconomic factors when determining how vocational training and a secondary school economics class influence the financial knowledge of young adults in Germany.
Quelle	In: Zeitschrift für ökonomische Bildung, (2017) 6, S. 121-146Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben; Internetadressen; Tabellen
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2196-3533
DOI	10.7808/0606
Schlagwörter	Wissen; Stichprobe; Berufsausbildung; Deutschland; Lehrplan; Stichprobe; Wirtschaft; Wissen; Regelschule; Studienanfänger; Weiterführende Schule; Allgemein bildender Unterricht; Bundesland; Regelschule; Sekundarstufe II; Berufsbildende Höhere Schule; Weiterführende Schule; Lehrplan; Allgemein bildender Unterricht; Bundesland; Finanzwesen; Wirtschaft; Berufsausbildung; Untersuchung; Studienanfänger; Deutschland
Abstract	In public debate in Germany, it often is criticized that financial knowledge is insufficiently developed at secondary school. To determine the extent to which learning opportunities at secondary school influence young people's financial knowledge we administered a German adaptation of the Test of Financial Literacy (TFL-G) to 984 students aged 17 to 25 beginning their higher education study programs in Germany and controlled for socioeconomic factors. We compared the content of the TFL-G to the curricula of selected regular and vocational secondary schools and found significant differences across federal states. Our results indicate that attending an economics class at a regular secondary school had a moderate effect on the development of financial knowledge of the participants in our sample whereas completing a vocational training program at the secondary school level had a much greater effect. In view of our results, the question arises as to whether more importance should be given in the curriculum of regular secondary schools in Germany to developing financial knowledge. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main (extern)
Update	2023/1