Using a mixed method design, this study explored financial knowledge, behaviors, and economic socialization in a sample of men (N = 155) incarcerated in a Midwestern county jail. A financial knowledge assessment, adapted from the FLLIP assessment (Zhan, Anderson, & Scott, 2006), was administered as well as a survey of financial behaviors and criminal history characteristics. Based on responses to the quantitative survey, a theoretical sample of participants (n = 12) was selected to participate in in-depth, qualitative interviews regarding economic socialization to the formal economy, particularly banks. Quantitative analyses revealed that the mean financial knowledge score for the sample was 59%, with Whites (M = .68; n = 46) scoring significantly higher than non-Whites (M = .55; n = 108). Factors related to financial knowledge were explored through bivariate and partial (controlling for age and race) correlational analyses. Hierarchical linear regression was conducted to determine the demographic factors, criminal history characteristics, and financial behaviors that predicted financial knowledge. Results revealed that having filed a tax return was the strongest predictor of financial knowledge. Qualitative analysis, using a grounded theory methodology, revealed that the majority of the men were distrustful of banks and other financial institutions. There appeared to be two pathways to distrust of banks: (1) anti-bank socialization through family and peers, which was solely experienced by the older Black men in the sample and (2) usage problems, which was the predominant pathway for the White men.

This Financial Literacy Program Model is a proposed solution to the problem of financial illiteracy among the working poor. Over 80 percent of adults in America are not financially literate, yet more than half believe themselves to be (OECD, 2005). No community is more adversely affected by this fallacy than the working poor. Earning income, yet living below the poverty line, this group is as deceived as any other by the misconception that increased income is their sole remedy rather than a small part of the complex equation greatly influenced by financial literacy. Drawing upon a review of related literature, observation of a successful program, and interviews, three barriers to financial literacy education are presented and addressed in this program’s design. 1) Overblown financial self-efficacy spawns the popular belief held by most financially illiterate individuals that they are financially literate (OECD, 2005). 2) Lack of differentiation is prevalent. Existing programs cover basic financial topics with a one size fits all approach. 3) Although attrition rates are high, there are few motivational interventions in place within currently existing programs. These obstacles combined with the unique set of circumstances faced by the working poor exacerbate financial illiteracy and its related issues. This program was designed as part of the I Am Potential, Inc initiative (IAP) – an effort to assist individuals who desire to enhance their lives. In particular, IAP targets underserved communities. The “I Am Potential” Financial Literacy Program Model and Implementation Plan addresses these issues through instructional design with pre- and post-treatment financial self efficacy and motivation assessments along with differential instructional delivery methods, including a variety of modes and durations available for a distinctive learner population. The iv model accommodates the subsequent addition of coursework for enhancement in other life domains.

Submitted by Marco Antonio Ferreira Melo (marco.melo@globo.com) on 2017-01-02T21:17:50Z No. of bitstreams: 1 Dissertação Marco Antonio Melo.pdf: 17872681 bytes, checksum: a662cb03d371f64861e4d513f7fc9176 (MD5) / Approved for entry into archive by Janete de Oliveira Feitosa (janete.feitosa@fgv.br) on 2017-01-04T13:17:09Z (GMT) No. of bitstreams: 1 Dissertação Marco Antonio Melo.pdf: 17872681 bytes, checksum: a662cb03d371f64861e4d513f7fc9176 (MD5) / Made available in DSpace on 2017-01-16T16:36:56Z (GMT). No. of bitstreams: 1 Dissertação Marco Antonio Melo.pdf: 17872681 bytes, checksum: a662cb03d371f64861e4d513f7fc9176 (MD5) Previous issue date: 2016-12-09 / This project applies to the deep and huge study of the effects of financial education to induce the formation of savings rate and investment rate, as it is in Brazil, or in the approaches of the international literature. It intends to understand and explain the low historical insertion of Financial Education in Brazil and its importance for the formation of savings and investment in a still emerging and middle-income economy. We present in this study, qualitative and quantitative databases that guide the perception of individuals about the proposed theme in Brazil and in selected countries. The search for the perfect analogy between the Human Capital applied to Behavioral Finance and their specific conclusion is shown on the selected theme. We offer proposals for the use and optimization of financial education as a fundamental instrument for sustainable increase in the savings rate and the investment rate in the Brazilian Economy and also a teaching plan to oriented and driven to Higher Education. / Este projeto se aplica ao estudo profundo dos efeitos da Educação Financeira como indutora da formação da Taxa de Poupança e da Taxa de Investimento, seja no caso brasileiro, ou nas abordagens da literatura internacional. Procura-se oferecer propostas para a utilização e otimização da Educação Financeira como instrumento fundamental para o incremento sustentável da Taxa de Poupança e da Taxa de Investimentos na Economia Brasileira e um ensaio de plano de ensino voltado ao Nível Superior.

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This master's thesis focuses on the teaching of financial literacy at lower secondary schools in the Czech Republic. The main goal was to characterize and evaluate a selection of internet based programs that specialize in financial literacy in order to gain insight on how the users view the issue at hand and how they interact with these programs. The thesis employs a qualitative research method. The first section is devoted to the theoretical introduction to finance, its definition, characteristics and the components of financial literacy. A special focus was also put on the development of financial literacy in the Czech Republic and the main documents in which it is grounded. The need for implementation of financial literacy into secondary schools' curriculums was based on surveys about the level of financial literacy among students and public. The practical part of this thesis consists of two closely interrelated sections. Firstly, it outlines and examines three different online programs created to help teachers design their financial literacy courses more effectively. Secondly, the thesis presents a methodological research using structured interviews with open questions and concludes by demonstrating the results. KEYWORDS Financial education, school education, education, financial literacy,...

This work deal with a consumer protection in insurance in conditions of the Czech Republic. It specifies an insurance service and reasons leading to necessity of clients of insurance companies protection. The central theme of the work is delimitation of instruments serving to consumer protection in insurance. It treats of legislative acts, Czech National Bank as a supervisory authority in insurance, consumer associations, codes of ethics, financial education of consumers and institute of insurance arbiter or ombudsman, which is not still established in the Czech Republic. A proposal of European Commision to Insurance Guarantee Schemes is mentioned too. The work deal with an insurance terms as well, its transparency for clients of insurance companies and necessity to read it before signing a contract of insurance. In conclusion of the work the most important deficiencies of the particular instruments and the recommendations for improvement of situation are presented.

Diese kumulative Dissertation untersucht die Rolle von Informationen und Finanzkompetenz im deutschen Crowdinvesting-Markt. Die erste Studie erforscht den Zusammenhang zwischen dem Umfang der von Start-Ups auf Companisto veröffentlichen Informationen und dem Investitionsverhalten von Crowdinvestoren auf Basis proprietärer Nutzer-level Companisto-Daten. Meine Ergebnisse deuten darauf hin, dass (unerfahrene) private Investoren, im Gegensatz zu institutionellen Investoren, auch „weiche“ Informationen im Rahmen ihrer Investitionsentscheidungen berücksichtigen. Meine zweite Studie untersucht das tatsächliche Informationsverhalten von Crowdinvestoren im Vorfeld von Investitionen auf Basis von Nutzer-level Google Analytics-Daten. Meine Ergebnisse suggerieren, dass Investoren einen Großteil der von Start-ups bereitgestellten Informationen im Vorfeld von Investitionen ignorieren. Darüber hinaus zeige ich auf, dass das Informationsverhalten von Investoren mit den demografischen Merkmalen, der Crowdinvesting-Erfahrung und den (durchschnittlichen) Investitionsbeträgen von Investoren zusammenhängt. Meine Ergebnisse deuten zudem darauf hin, dass Investoren beim Vorliegen potentieller Indikatoren für die Qualität eines Start-ups bzw. bei weniger riskanten Investitionen, weniger Information akquirieren. In meiner dritten Studie, welche ich gemeinsam mit Joachim Gassen durchführe, untersuche ich den kausalen Effekt einer Online-Finanzschulung auf das Informations- und Investitionsverhalten von Crowdinvestoren im Rahmen eines Feldexperiments auf Companisto. Während das Experiment noch nicht abgeschlossen ist, motiviert der in dieser Dissertation enthaltene Zwischenbericht die zugrundeliegende Forschungsfrage und beschreibt das Forschungsdesign. Die vorläufigen Ergebnisse zeigen auf, dass Crowdinvestoren im Vergleich zu repräsentativen Stichproben der Gesamtpopulation, welche vergleichbaren Studien zugrunde liegen, ein signifikant höheres Maß an finanzieller Grundkompetenz aufweisen. / This cumulative Ph.D. thesis investigates the role of information and financial literacy in the German crowdinvesting market. Using proprietary investor-level data from Companisto, one of the largest German crowdinvesting portals, the first paper explores how the magnitude of start-ups’ disclosures on Companisto is associated with crowdinvestors’ investment behavior. My findings suggest that the investment decisions by both retail and institutional crowdinvestors are positively associated with the magnitude of start-ups’ voluntary disclosures. However, while start-ups’ ‘soft’ disclosures seem to play a role in the decision-making of (inexperienced) retail investors, they appear to be irrelevant for the investment decisions of institutional investors. My second thesis paper uses investor-level Google Analytics data to explore investors’ actual information acquisition prior to investing. My results indicate that crowdinvestors tend to neglect a substantial fraction of start-ups’ disclosures before investing. Moreover, I show that investors’ information acquisition varies with their demographics, their level of crowdinvesting experience as well as their (average) investment amounts. My findings further suggest that investors acquire less information in the presence of potential signals of start-up quality and (thus) in cases where the investment appears to be less risky. In my third paper, which is co-authored by Joachim Gassen, I study the causal effect of online financial training on crowdinvestors’ information and investment behavior by conducting a field experiment on Companisto. While the experiment is still ongoing, the interim report included in my thesis motivates the overall research question and explains the research design. Our preliminary results indicate that, compared to survey samples representative for the overall population, crowdinvestors exhibit a significantly higher level of ‘basic’ financial literacy.

At a Texas community college, stakeholders wanted to strengthen the financial literacy module offered in the student development course for undergraduates. The problem was that no formative data existed on students' financial literacy, and it was not known if knowledge of financial literacy for students who participated in a prior financial literacy class in high school differed from students who had not. The purpose of this study was to obtain formative data regarding students' needs for financial literacy education and to examine whether the knowledge of financial literacy for college students who participated in a prior financial literacy class in high school differed from students who had not. Guided by Knowles' andragogy theory, this descriptive comparative quantitative study explored students' overall financial literacy, including financial literacy subcomponents, and the relationship between students who had participated in a prior financial literacy class compared to students who had not. SurveyMonkey was used to administer the Jump$tart Coalition-® College Questionnaire to a convenience sample of 170 undergraduate students. Through descriptive data analysis (mean scores and composite scores) of the questionnaire responses, it was established that less than 70% of students were proficient in overall financial literacy. Independent samples t tests established no significant differences in financial literacy for students who participated in a prior financial literacy class compared to students who had not. The resulting project provides professional development for faculty to implement the Jump$tart Coalition-® curriculum promoting social change by developing financially competent adults, thereby contributing to fiscally sound economies.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study sought to develop and validate a model of propensity to indebtedness from behavioral factors. For this, we carried out are search survey with 1046 residents of the town of Santa Maria (RS). As an instrument of data collection adopted a structured questionnaire, consisting with ninety questions, that addressed demographic and cultural variable sand seven behavioral factors (financial education, risk perception, risk behavior, emotions, materialism, debt and money values). The analysis was performed by structural equation modeling, and the influences of cultural and demographic variables were measured by parametric hypothesis tests. The results demonstrated that the initial assumption of ten, eight were confirmed. The final model presents four factors directly related to indebtedness: amounts of money, materialism, perception and risk behavior. Due to problems of adjustment, the construct of financial education was excluded from the final model, not interfering with the propensity to indebtedness. The descriptive statistics of the factors showed low level of debt and materialism of the in habitants of Santa Maria (RS). Furthermore, we found a higher risk perception, and consequently a more conservative risk behavior. Hypothesis tests showed a significant difference in the level of debt as age, gender, marital status, education, religion, religious principles, occupation, family income, credit card, reliance on credit and spending. As for income, it is emphasized that people with higher income groups received most media, or, in other words, more prone to debt. / O presente estudo buscou propor e validar um modelo de propensão ao endividamento, a partir de fatores comportamentais. Para isso, realizou-se uma pesquisa survey com 1.046 habitantes da cidade de Santa Maria (RS). Como instrumento de coleta de dados adotou-se um questionário estruturado, composto por noventa questões, que abordaram variáveis demográficas e culturais e sete fatores comportamentais (educação financeira, percepção de risco, comportamento de risco, emoções, materialismo, endividamento e valores do dinheiro). A análise foi feita pela modelagem de equações estruturais, sendo que a influência das variáveis demográficas e culturais foi mensurada pelos testes de hipóteses paramétricos. Os resultados demonstraram que das dez hipóteses iniciais, oito foram confirmadas. O modelo final apresenta quatro fatores diretamente relacionados ao endividamento: valores do dinheiro, materialismo, percepção e comportamento de risco. Devido a problemas de ajuste, o construto de educação financeira foi excluído do modelo final, não interferindo na propensão ao endividamento. A estatística descritiva dos fatores demonstrou baixo nível de endividamento e materialismo dos habitantes de Santa Maria (RS). Além disso, encontrou-se uma percepção de risco mais alta, tendo consequentemente um comportamento de risco mais conservador. Os testes de hipóteses apontaram diferença significativa no nível de endividamento conforme idade, gênero, estado civil, escolaridade, religião, princípios religiosos, ocupação, renda familiar, cartão de crédito, dependência do crédito e gastos. Quanto a renda, ressalta-se que as pessoas com maiores faixas de renda receberam a maior média, ou seja, maior tendência ao endividamento.

La presente investigación tiene como objetivo examinar la inclusión financiera en Perú, medida como tenencia de servicios financieros y, en especial, su relación con la educación financiera. De acuerdo con estudios previos, existe una relación positiva en las variables propuestas. Al mismo tiempo que, la literatura teórica sugiere que la educación financiera podría ser un factor que disminuye los costos de transacción para incentivar la tenencia de servicios financieros. Por estos motivos, el estudio analiza esta relación en Perú utilizando información de representatividad nacional provista por la Encuesta Nacional de Capacidades Financieras 2019 de la Superintendencia de Banca, Seguros y AFP del Perú (SBS), en la cual colaboró en diseño la Organización para la Cooperación y el Desarrollo Económicos (OCDE). Sumado a esto, la OCDE ha provisto encuestas similares a instituciones gubernamentales de otros 40 países. En consecuencia, tomando en consideración un conjunto de variables socioeconómicas, este estudio utiliza los indicadores de educación financiera e inclusión financiera propuestos por la OCDE, los cuales permiten analizar un espectro más amplio de la inclusión financiera al ofrecer información sobre la tenencia de servicios financieros de ahorro, pago, seguro y crédito. En concreto, se utilizan 3 variables de inclusión financiera dentro de modelos de elección binaria para proveer resultados comparables internacionalmente. Finalmente, los resultados sugieren que existe una relación positiva entre la educación financiera y la tenencia de los tres tipos de servicios financieros. / The objective of this research is to examine financial inclusion, measured as tenure of financial services in Peru and, especially, its relationship with financial education. According to previous studies, there is a positive relationship between the proposed variables. At the same time, the theoretical literature suggests that financial education could be a factor that reduces transaction costs to encourage the ownership of financial services. For these reasons, the study analyzes this relationship in Peru using national representative information provided by the 2019 National Survey of Financial Capabilities of Peru’s Banking, Insurance and AFP Superintendency (SBS), in which the Organization for Economic Cooperation and Development (OECD). Additionally, the OECD has provided similar surveys to government institutions in 40 other countries. Consequently, taking into consideration a set of socioeconomic variables, this study uses the financial education and financial inclusion indicators proposed by the OECD, which make it possible to analyze a broader spectrum of financial inclusion by offering information on the ownership of savings, payment, insurance, and credit financial services. Specifically, 3 financial inclusion variables are used within binary choice models to provide internationally comparable results. Finally, the results suggest that there is a positive relationship between financial education and the possession of the three types of financial services. / Trabajo de investigación