In the contemporary global neoliberal economy financial debt shapes indebted subjectivity. It also drastically alters education philosophy, policy and practice. This dissertation analyzes in an interdisciplinary fashion the impacts of financial debt on subjectivity and educational experience. As a work of philosophy of education, it also examines the ways in which education can be a practice that liberates subjectivity from debt’s delimiting force. Emancipatory education theory and practice play an important role in current and future struggles for debt jubilee.

Thesis (M.Fin.-Res.)--University of Wollongong, 2008. / Typescript. Includes bibliographical references: leaf 144-147.

This study examined the college student experience from a student perspective. The conceptual framework of Strauss' negotiated order was used to examine the relationship between structure and process in organizational settings. The ways in which students linked their immediate and larger social worlds were examined as an element in the adjustive processes of the organization. The data consisted of time activity reports, unstructured interviews, and a shadowing experience with a small sample of middle-class Mexican-American students at the University of Arizona. Content analysis of the data was conducted across three dimensions of "Making It On Campus"; Making the Grade, Making It With Others, and Making Money. Findings indicated that students perceived their experience from a generalized goal of becoming "On Your Own." Student coping strategies across the three areas of Making It became shared patterns of activities centered around attempts to organize their world, assert some control, and develop independence and autonomy.

Social Cognitive Career Theory (SCCT; Lent, Brown, & Hackett, 1994) provided a theoretical framework for the present study. Students’ beliefs in their abilities to perform academic tasks (i.e., academic self-efficacy; Solberg, O’Brien, Villarreal, Kennell, & Davis, 1993) and to make career-related decisions (i.e., career decision self-efficacy; Betz & Taylor, 2001) are influential in their completion of college. College students with limited financial resources and those who do not have a family member in an older generation who graduated from college may not experience the same degree of efficacy as those students with greater financial resources or a college graduate role model in their families (Horn & Nuñez, 2000; Oliver, Rodriguez, & Mickleson, 1985; Wohlgemuth et al., 2006-2007). The present study tested two hypotheses: 1) First-generation college students will express lower levels of academic self-efficacy and career decision self-efficacy than continuing-generation college students; and 2) College students with high financial stress will express lower levels of academic self-efficacy and career decision self-efficacy than those with low financial stress. A 2 x 3 factorial multiple analysis of variance (MANOVA) was used to test the hypotheses. Significant results of the MANOVA were explored using descriptive discriminant function analysis. Three post-hoc analyses were also completed. The results revealed no significant differences on levels of academic or career decision self-efficacy based on generational status, however, differences in both forms of self-efficacy were found based on financial stress. Strengths and limitations, implications for theory and counseling, and directions for future research are discussed. Consistent with SCCT, the salient factor of financial stress has an influence on college students’ academic self-efficacy and career decision self-efficacy. Contrary to much of the past research, one’s generational status does not have an influence on these two variables. / Department of Counseling Psychology and Guidance Services

Submitted by Elba Lopes (elba.lopes@fecap.br) on 2016-06-02T18:28:52Z No. of bitstreams: 2 Rafael Sandini Augusto.pdf: 7978466 bytes, checksum: 66fad61e1bd2e6c436fb75c309ba837c (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2016-06-02T18:28:52Z (GMT). No. of bitstreams: 2 Rafael Sandini Augusto.pdf: 7978466 bytes, checksum: 66fad61e1bd2e6c436fb75c309ba837c (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2015-08-27 / This study deals with the financial habits of college students, studying in Mass Higher Education Institutions. The aim was to ascertain the financial knowledge and financial practice of university students who attend three mass universities in S??o Paulo - SP. The study included 426 students who responded to the questionnaire. As noted in the study, the sample did not show a homogeneous behavior and also provided some evidence of the use of principles of financial education, such as the invoice conference credit cards held by 62.44% of young people, 62.91% have routine to pay the bills on time and 66.9% have the habit of comparing prices before making a purchase, however they also have contrary characteristics to these principles as no comparison in interest rates between the forward options, identified in 56.34% of the sample, 50.46% had a tendency to make impulse purchases, which shows strong evidence of non-literacy of mass university students. It is still possible to observe a significant percentage of young people who show the margin of use of the principles of financial education, they present contrary habits such as the use of overdraft limit found in 11.03%, the third party the name of the loan reported by 28% of respondents and the incidence of 30.04% already had their name registered in the credit protection services. The work is relevant to managers of the surveyed educational institutions, as this could guide them in implementing financial education programs for students, to make them more qualified young people for making financial decisions, contributing to the reduction of evasion and delinquency of these students since they began to plan their spending and to distribute their income according to your personal demands. / Este estudo trata dos h??bitos financeiros de estudantes universit??rios, que estudam em Institui????es de Ensino Superior de Massa. O objetivo, foi averiguar o conhecimento financeiro e a pr??tica financeira de jovens universit??rios que frequentam tr??s universidades de massa na cidade de S??o Paulo - SP. Participaram do estudo 426 alunos que responderam ao question??rio. Como foi observado neste estudo a amostra n??o demonstrou um comportamento homog??neo e apresentou ind??cios da utiliza????o de princ??pios da educa????o financeira, tais como, a confer??ncia da fatura de cart??es de credito realizada por 62,44% dos jovens, 62,91% tem a rotina de pagar as contas em dia e 66,9% tem o habito de comparar o pre??o antes de realizar uma compra, porem tamb??m apresentam caracter??sticas contrarias a estes princ??pios como a n??o compara????o da taxa de juros entre as op????es de compra a prazo, identificada em 56,34% da amostra, 50,46% apresentaram tend??ncias a realizar compras por impulso, o que demonstra fortes ind??cios da n??o alfabetiza????o dos jovens universit??rios de massa. Ainda ?? poss??vel observar um percentual significativos de jovens que se mostram a margem da utiliza????o dos princ??pios de educa????o financeira, pois apresentam h??bitos contr??rios a tais, como a utiliza????o do limite do cheque especial constatado em 11,03%, o empr??stimo do nome ?? terceiros relatados por 28% dos entrevistados e a incid??ncia de 30,04% j?? tiveram seu nome cadastrado nos servi??os de prote????o ao credito. O trabalho se torna relevante para os gestores das institui????es de ensino pesquisadas, pois poder?? orient??-los na implementa????o de programas de educa????o financeira para os alunos, visando tornar estes jovens mais capacitados para a tomada de decis??es financeiras, contribuindo na redu????o da evas??o e inadimpl??ncia desses alunos, uma vez que passaram a planejar seus gastos e a distribuir sua renda de acordo com suas demandas pessoais.