Does Financial Literacy Increase Students' Perceived Value of Schooling?

Autor/in	Pesando, Luca Maria
Titel	Does Financial Literacy Increase Students' Perceived Value of Schooling?
Quelle	In: Education Economics, 26 (2018) 5, S.488-515 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0964-5292
DOI	10.1080/09645292.2018.1468872
Schlagwörter	High School Students; Money Management; Student Attitudes; Educational Attitudes; Achievement Tests; Foreign Countries; International Assessment; Multivariate Analysis; Least Squares Statistics; Time Management; Statistical Analysis; Italy; Program for International Student Assessment + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Multivariate Analyse; Zeitmanagement; Statistische Analyse; Italien
Abstract	Using data from the 2012 Programme for International Student Assessment (PISA) for Italy, this paper investigates whether financial literacy skills play a role in shaping the value that high school students place on schooling. I hypothesize that higher financial literacy may foster students' awareness of the financial and non-financial benefits of gaining additional education, together with the costs associated with poor school outcomes. Results from OLS and IV estimates suggest that higher financial literacy increases students' perceived value of schooling by boosting their time commitment to education. Conversely, there is no evidence that financial literacy shapes students' attitudes towards school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01