We provide evidence on the relationship between four different aspects of Financial Literacy: Financial knowledge, attitudes towards money, self-efficacy, and financial behavior. Ninth-grade high school students (N = 2,025) in 22 schools and in four different educational tracks in the western part of the Netherlands took part in the survey. A multilevel analysis at school and individual level was applied. Findings show that financial behavior is highly associated with attitudes towards money as well as financial knowledge. Attitudes towards money, in turn, are associated with financial behavior and financial knowledge. Furthermore, financial knowledge is related to attitudes to-wards money and financial behavior. In order to improve financial behavior among high-school students, financial education programs should have a holistic approach and address all aspects of Financial Literacy.
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Financially vulnerable consumers are often associated with suboptimal financial behaviors. Evaluated financial education programs so far show difficulties to effectively reach this target population. In our attempt to solve this problem, we built a behaviorally informed financial education program incorporating insights from both motivational and behavioral change theories. In a quasi-experimental field study among Dutch financially vulnerable people, we compared this program with both a control group and a traditional program group. In comparison with the control group, we found robust positive effects of the behaviorally informed program on financial skills and knowledge and self-reported financial behavior, but not on other outcomes. Additionally, we did not find evidence that the behaviorally informed program performed better than the traditional program. Finally, we discuss the findings and limitations of this study in light of the financial education literature and provide implications for policymaking and directions for future research.
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We examined levels of financial literacy (knowledge, attitudes, self-efficacy, and self-reported behavior) among 15-year-old high school students in the Netherlands (N=2025), and investigated which factors are associated with the different financial literacy components. Our findings show lower levels of financial literacy among students in the lowest track in high school, students with low mathematical ability, immigrant students, students with low SES, students with mothers without a university degree, and students who do not discuss financial matters with family and peers. Notably, our findings show a large gap in financial knowledge levels between the lowest and highest high-school tracks in the Netherlands. These findings are useful for designing effective financial education and intervention programs, and for identifying groups that may benefit the most from financial education programs.
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To make effective financial decisions, individuals need both financial and numerical competence. The latter includes having numerical knowledge and skills, and the ability to apply them in a financial context. A positive attitude towards numbers, combined with the absence of math anxiety, proves beneficial. Additionally, higher-order numerical skills enhance the quality of financial decision-making. Challenges in any of these numeracy aspects may contribute to financial difficulties. However, the specific aspects of numeracy that are of crucial importance remain unclear. Therefore, our research addresses the question: Which aspects of numeracy are related to having financial problems? In this article, we explore this question through a literature review.
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This experimental study with a pre-post and follow-up design evaluates the financial education program “SaveWise” for ninth grade students in the Netherlands (n = 713). SaveWise adopts a holistic approach, emphasizing action rather than mere cognition. Benefitting from explicit instruction embedded in real-life contexts, students in the program set a personal savings goal and are coached on how to achieve it. The short-term treatment results indicated that SaveWise expanded the students’ level of financial knowledge; encouraged their intentions to save more, spend less and earn an income; and broadly improved their financial and savings behavior. The program demonstrated that it could serve as an effective and low-cost method to enhance the financial literacy of pre-vocational students, a financially vulnerable group. Although long-term effects were expressed only through financial socialization, this study offers evidence linking curricula to increased knowledge and improved behavior for a specific sample of students.
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Using a framework for educational design research, this article reports and evaluates the (process of the) design of a financial education program. The program is designed for high school students in the prevocational track in the Netherlands. The aim of the program is to improve students’ financial knowledge, attitudes, self-efficacy, and (savings) behavior. The main outcome of this study is the identification of design principles that can be used by others for the design of financial education programs: setting a personal savings goal, commitment with and reflection on this goal, discussing money issues with peers and family, hands-on activities with autonomy, and explicit instruction through animated video clips. The results show that our program, called “SaveWise,” improves high school students’ financial knowledge and skills, financial awareness, attitudes towards money, self-efficacy, and financial behavior.
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Whitepaper: The use of AI is on the rise in the financial sector. Utilizing machine learning algorithms to make decisions and predictions based on the available data can be highly valuable. AI offers benefits to both financial service providers and its customers by improving service and reducing costs. Examples of AI use cases in the financial sector are: identity verification in client onboarding, transaction data analysis, fraud detection in claims management, anti-money laundering monitoring, price differentiation in car insurance, automated analysis of legal documents, and the processing of loan applications.
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This paper seeks to contribute to sustainable business model innovation (SBMI) literature. It aims to do so by putting forward a relatively simple tool that simultaneously calculates the financial value alongside sustainability impact based on the Sustainable Development Goals (SDGs) of a proposed business model innovation. For small businesses to validate the outcome of a proposed SBMI, some form of sustainability measurement will be necessary. Simple tooling specifically aimed at small businesses do not exist. We address this gap in how to predict or create a prognosis of the combined financial and sustainability effect of a proposed business model (BM) in a frugal (easy, time and knowledge effective) and effectual (allowing for iterations, available means and calculating affordable loss) manner. The tool is called the Pos-FSBC (Positive Financial and Sustainability Business Case). The instrument is a calculation model in Excel where users insert a limited number of numerical variables. Alongside financial variables the tool uniquely links the key variable ∆ SDG to the expected quantity sold, it then calculates the contribution to the SDGs in a relevant and measurable unit. By being successful with a sustainable innovation, the tool helps businesses drive out nonsustainable competitors. The tool has been iteratively developed and tested in several students’ projects and in a pilot with practitioners. Based on the findings we propose more iterations to develop an understanding whether the tool inspires business change and if so how.
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Within recent years, Financial Credit Risk Assessment (FCRA) has become an increasingly important issue within the financial industry. Therefore, the search for features that can predict the credit risk of an organization has increased. Using multiple statistical techniques, a variance of features has been proposed. Applying a structured literature review, 258 papers have been selected. From the selected papers, 835 features have been identified. The features have been analyzed with respect to the type of feature, the information sources needed and the type of organization that applies the features. Based on the results of the analysis, the features have been plotted in the FCRA Model. The results show that most features focus on hard information from a transactional source, based on official information with a high latency. In this paper, we readdress and -present our earlier work [1]. We extended the previous research with more detailed descriptions of the related literature, findings, and results, which provides a grounded basis from which further research on FCRA can be conducted.
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Incentives are frequently used by governments and employers to encourage cooperation. Here, we investigated the effect of centralized incentives on cooperation, firstly in a behavioral study and then replicated in a subsequent neuroimaging (fMRI) study. In both studies, participants completed a novel version of the Public Goods Game, including experimental conditions in which the administration of centralized incentives was probabilistic and incentives were either of a financial or social nature. Behavioral results showed that the prospect of potentially receiving financial and social incentives significantly increased cooperation, with financial incentives yielding the strongest effect. Neuroimaging results showed that activation in the bilateral lateral orbitofrontal cortex and precuneus increased when participants were informed that incentives would be absent versus when they were present. Furthermore, activation in the medial orbitofrontal cortex increased when participants would potentially receive a social versus a financial incentive. These results speak to the efficacy of different types of centralized incentives in increasing cooperative behavior, and they show that incentives directly impact the neural mechanisms underlying cooperation.
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