The thesis addressed the saving behaviour of adolescents within the social context of the family, which has received little attention to date. The research regarded adolescent economic socialization and the development of saving behaviour as an integral part of general socialization and adolescent psychological development. The importance of saving was investigated relative to alternative ways for getting larger sums of money. Three large survey studies with adolescents and one survey study with adolescents and their parents were carried out. In Study 1, 470 students between the ages of 11 and 18 took part. The results of this study revealed that adolescents do think of saving as a means of accumulating larger sums of money. Studies 2 and 3 sampled 290 and 443 students between the ages of 11 and 17 and 13 to 14, respectively, providing empirical evidence of adolescents’ endeavour for independence, reflected by their saving motives as well as the changing of their attitudes towards saving as a skill. The thesis examined a number of significant predictors for adolescents’ general tendency to save. The studies linked adolescent saving with home atmosphere and perceived parenting style empirically for the first time. A path model illustrates the associations that were found between the behaviour and attitudes of the parents and the saving behaviour and attitudes of their adolescent child. It demonstrates that the development of saving behaviour is linked to the power relationship between parent and child. The findings support the behavioural life-cycle hypothesis as well as the benefits of being raised in an ‘authoritative home’ with regard to skills in saving.

Orientador : Orly Zucatto Mantovani de Assis / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-14T08:43:04Z (GMT). No. of bitstreams: 1 Cantelli_ValeriaCristinaBorsato_D.pdf: 3363222 bytes, checksum: 73daa0a00072efdf6972d0833f567227 (MD5) Previous issue date: 2009 / Resumo: A presente investigação inserida na área do Conhecimento Social, no campo da Educação Econômica, caracteriza-se como uma pesquisa básica, seguindo um modelo exploratório e descritivo. Tem por objetivo conhecer os procedimentos utilizados por pais e mães de diferentes estruturas familiares (monoparental, biparental e recomposta) e níveis socioeconômicos para a educação econômica de seus filhos. A coleta de dados teve como base um questionário estruturado, criado exclusivamente para este estudo. Dada a natureza qualitativa-quantitativa da investigação, foram realizadas análises de conteúdo, exploratória e confirmatória para a comparação entre as variáveis (teste Qui- Quadrado, Kruskall-Wallis e Mann-Whitney). Os dados obtidos indicaram que o comportamento econômico das famílias, bem como os procedimentos utilizados para a educação econômica dos filhos são intuitivos e não planejados, envidenciando a falta de informação dos pais sobre o processo de construção das noções sociais relacionadas à compreensão dos eventos econômicos. As famílias acreditam que a educação econômica deva fazer parte da formação das crianças, embora não realizem nenhum esforço sistemático para fomentar hábitos e condutas adequadas para o consumo. Na análise geral do processo de socialização econômica descrito por essa amostra, a variável estrutura familiar não representou significância estatística, sendo que o nível socioeconômico apareceu como um fator de diferenciação entre os grupos na maior parte dos aspectos investigados. Observou-se que os participantes tendem a transmitir os conhecimentos e valores trazidos de suas famílias de origem, evidenciando a influência do meio no processo de socialização econômica. A análise dos resultados à luz da teoria piagetiana e das contribuições da Educação e da Psicologia Econômica legitimam a necessidade de novas propostas educativas sistemáticas que resultem em verdadeira alfabetização econômica tanto para os filhos quanto para os pais. / Abstract: The present inserted inquiry in the area of the Social Knowledge, in the field of the Economic Education, is characterized as a basic research, following a exploratório and descriptive model. It has for objective to know the procedures used for parents and mothers of different familiar structures (monoparental, biparental and recomposta) and levels socioeconômicos for the economic education of its children. The collection of data had as base a structuralized questionnaire, created exclusively for this study. Given the qualitative-quantitative nature of the inquiry, analyses of content, confirmatory exploratória and for the comparison between the 0 variable had been carried through (test Qui-Square, Kruskall-Wallis and Mann-Whitney). The gotten data had indicated that the economic behavior of the families, as well as the procedures used for the economic education of the children intuitivos and are not planned, envidenciando the lack of information of the parents on the process of construction of the related social slight knowledge to the understanding of the economic events. The families believe that the economic education must be part of the formation of the children, even so do not carry through no systematic effort to foment habits and behaviors adjusted for the consumption. In the general analysis of the described process of economic socialization for this sample, the changeable familiar structure did not represent significance statistics, being that the socioeconômico level appeared as a differentiation factor for the most part enters the groups of the investigated aspects. The influence of the way in the process of economic socialization was observed that the participants tend to transmit the knowledge and values brought of its families of origin, evidencing. The analysis of the results to the light of the piagetiana theory and the contributions of the Education and Economic Psychology legitimizes the necessity of new systematic educative proposals that result in such a way in true economic alfabetização for the children how much for the parents. / Doutorado / Psicologia, Desenvolvimento Humano e Educação / Doutor em Educação

Money attitudes modeled in the home are an important part of a child's economic socialization. Although not always labeled as such, earlier literature clearly addressed this type of child learning through observation, interaction, and direct familial involvement (Rettig, 1986). Families operate as one of society's most salient economic socializing agents as they provide environments conducive to human development, information networks, role models, and grants and exchanges (Rettig, 1983). The research reported here addresses the economic socialization of children and their money attitudes as emerging adults. The current study investigated the role of money attitudes (power, anxiety, and distrust) by examining their contribution to impulsive buying among college students. Building on the groundbreaking work of Roberts and Jones (2001), this research also examined credit use and debt avoidance as potential moderators between money attitudes and impulsive buying. Contrary to the way money attitudes have been modeled in previous research, this study found support indicating that the anxiety attitude scale was not an antecedent to impulsive buying. Instead the scale as originally created (Yamauchi & Templar, 1982) was found to consist of two highly correlated subscales, one conceptualized as an antecedent to impulsive buying and the other may be more appropriately modeled as a result of it. Secondly, when tested as moderators, although some of the interaction terms between the money attitudes and behaviors were significant, neither credit use nor debt avoidance was found to be a significant moderator. This indicates a potential need for further research on the relationship between this measure and impulsive buying. Clarification made in the research reported here between anxiety and compulsive buying provides an insight that money attitudes are not all the same. Evidence suggests that some attitudes are precursors to behavior while other attitudes may be the result of behavior. With the passage of time, the drive to seek anxiety relief through impulsive buying may unwittingly fold back to greater rather than less anxiety. Impulsive buying based on anxiety then becomes a belief in relief that is not real. The proposed new attitude-behavioral model acknowledges the difference in money attitudes, that some are best conceptualized as predictors of impulsive buying while others are better conceptualized as a by-product of the behavior. Using this model in future research will acknowledge the potential of a circular relationship between attitude-behaviors and attendant implications for helping individuals and families. For this study, data was collected from students attending ten universities, located mostly in the state of Utah. There were 709 respondents used in this study, substantially more than have been used in similar studies. Demographically, there was a representative mix of male and female respondents and a balanced mix of age groups with a slight shift toward older students. Demographic information also includes respondent's reported race, home state, age, year in school, and family income. In accordance with the research of Roberts and Jones (2001), using ordinary least squares regression, the unconstrained traditional model was tested. Regression analysis of impulsive buying was preformed on money attitudes (anxiety, power, and distrust), controlling for age, gender and income. Following the procedure that Aiken, West, Cohen and Cohen (2003) and Baron and Kenny (1986) outlined, the attitude-behavior relationships between money attitudes and impulsive buying for the potential effects of the two moderating variables-credit use and debt avoidance were also examined. In those models where a significant interaction effect was found, post-hoc analysis was used interpret the significant slope differences in the independent variables.

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 research examined 50 financial education programs within the state of Florida. The purpose of the research was to survey financial education program providers to see how they are evolving to meet the sociological, psychological and behavioral factors that affect individual’s financial decision making. In constructing the survey I referenced articles, journals and publications regarding how certain factors can affect an individual and their ability to apply financial education to their daily life. This review of previous research showed that tailored education, to determine a participant’s means, ability and goals, is the best way to help participants achieve financial independence. In this literature review no specific details were found on how programs are evolving or how existing program offerings are filling the need for tailored financial education. This topic is important because financial decisions that people make will not only affect current generations but also future generations. I contacted 50 agencies with a 27 question survey regarding their basic organizational structure, funding, program details, success determinants, primary program goals and focus, and marketing strategies. 36% of those contacted, or 18 organizations, responded. All responses were compiled and compared to determine relationships among program structures, offerings, and goals. The primary findings were that most organizations opened after 2000, have budgets under $100,000 funded primarily by two main sources, and their main goals are to provide basic knowledge and education to help participants improve financial decisions. In addition, most programs conduct a pre-post survey or get participant feedback to evaluate programs and use the number of participants at meetings as their main success factor. The majority of programs do not collect financial information, however they provide one-on-one counseling to focus on tailoring education to 501+ participants per year. Recommendations for future research are to increase the number of respondents, look deeper into funding requirements, the program lifecycle, marketing strategies employed and their effectiveness, and what specific financial education topics programs are addressing. This will add to existing research by providing a broader view of the financial education landscape and help programs to evolve to meet the need for tailored education.