Lietuvoje iki šiol nėra atliktas į studentus orientuotas finansinio raštingumo vertinimas, o taip pat itin trūksta kompleksinių minėto raštingumo ir iracionalios finansinės elgsenos ryšio tyrimų. Todėl šio darbo tikslas yra parengti finansinio raštingumo lygio vertinimo metodiką, nustatyti studentų finansinio raštingumo lygį, išskirti pagrindinius jį lemiančius veiksnius ir ištirti finansinio raštingumo lygio ir iracionalios finansinės elgsenos ryšį. Pirmoje darbo dalyje atlikta šios tematikos mokslinių tyrimų analizė. Antroje dalyje sudaryta finansinio raštingumo lygio vertinimo metodika, išskirti pagrindiniai, galimai įtaką darantys, veiksniai ir iracionalios finansinės elgsenos elementai. Trečioje darbo dalyje, taikant sudarytą metodologiją, apskaičiuota, jog Vytauto Didžiojo universiteto studentų finansinio raštingumo lygis yra vidutinis. Atskleistos mažiausiai studentams žinomos sritys: kredito unijų veikla, finansinių instrumentų rizika, sudėtinių palūkanų principas, euro įvedimo pasekmės. Nustatyta, jog pinigų kaupimas pensijų fonde, studijavimas ekonomikos ir vadybos fakulteto studijų programose, kursas, vyriška lytis ir amžius teigiamai siejasi su finansinio raštingumo lygiu, o darbo ir skolinimosi kredito įstaigoje patirtys – reikšmingos įtakos neturi. Taip pat nustatyta, jog finansinio raštingumo lygio augimas nemažina iracionalios finansinės elgsenos pasireiškimo. / Currently in Lithuania there is no assessment which was aimed to evaluate students' financial literacy level, also there is a critical shortage of complex financial literacy and irrational behavior relation research. Therefore, the aim of this paper is to develop a financial literacy assessment methodology to determine students' level of financial literacy, to highlight its main determinants and to investigate the relation between financial literacy level and irrational financial behavior. Researches of this finance field are analyzed in the first part of this paper. Financial literacy assessment methodology is created, main financial literacy factors and irrational financial behavior elements are chosen in the second part of this work. Applied methodology results are shown in the third part of this work. It is estimated that students‟ financial literacy level is average at Vytautas Magnus University. The least known areas for students are revealed: activity of credit union, financial instruments risk, principle of compound interest, consequences of euro establishment. It was found that the accumulation of money in a pension fund, studying at Economics and Management Faculty, year of study, male gender and age are positively related to the level of financial literacy. Work and borrowing from credit institution experiences have no impact. It was also found that the growth of financial literacy level does not reduce the occurrence of irrational financial behavior.

Financial planning has often been thought of as the most useful financial resource for the average American family. Prior to the Great Recession of 2008, research on factors that influence financial literacy has been scarce in academic journals. Very few resources are available to help guide household finance. The purpose of this dissertation was to determine factors that influenced financial literacy in U.S. households. Using existing financial literacy quiz questions, a personal financial literacy quiz was given to a sample of Debtors and Non-debtors in the Middle District of North Carolina. An average quiz score was developed for each participant, and was used as the dependent variable for the study. Various survey questions were used to develop 149 independent variables broken up into demographic factors, psychological factors, and financial behaviors for the same participant. Regression analyses were used to determine which of the 149 independent variables were significantly related to financial literacy. Factor analysis was also used to determined factors of financial literacy. The study found 125 significant factors of financial literacy in 16 different categories including: demographic factors, psychological factors, financial actions, financial attitudes, planning actions, mortgage decisions, budgeting habits, goal planning, retirement planning, credit management, income planning, insurance planning, mortgage debt ratios, savings planning, investment planning, and financial self-control. Future studies can expand the sample size to include all 50 states, and to help determine which factors of financial literacy should be used in building a personal financial planning model that all professionals and families can use to maximize personal financial success.