This study compares the financial knowledge of Korean (N = 1006) and German (N = 1346) university students. The country-specific adaptations of the US-American Test of Financial Literacy was used to assess financial knowledge. Financial knowledge can be divided into three areas (everyday money management; banking; insurance). German students show a slightly higher knowledge of everyday money management and insurance. Korean students tend to be stronger in the area banking. The paper examines the impact of gender on financial knowledge and the role of financial information gathering. A gender difference is determined in Germany, but not in Korea. Male students in Germany score higher than female students. An analysis of variance shows that Korean as well as German students who inform themselves more frequently about financial topics achieve a higher financial knowledge score. The article shows that it is possible to validly measure financial knowledge in Germany and Korea, which have different economic systems.

Much research has been done showing the difficulty people have with word problems. This has been shown to be true for many types of word problems and for different demographics. Questions have remained unanswered regarding the reasons for this difficulty. It has been unclear if the word problems were hard because the people had forgotten or had not yet learned how to do the math calculations involved or for some other reason. This study deals with high school students who are currently in a high school level math class. They were given an assessment involving word problems and number-only problems. The results demonstrate that these students can do the math calculations needed for the problems but that the difficulty lies in their ability to formulate the word problems into correct mathematical expressions. Among the students in math classes higher than Secondary 2, it cannot be shown that those who have passed Financial Literacy demonstrate a significantly higher ability to do word problems with p > 0.05.

В данном диссертационном исследовании рассматриваются теоретические основы проектной деятельности как подхода к управлению общеобразовательным учреждением, разрабатываются пути реализации проекта «Финансовая грамотность» в рамках Программы развития общеобразовательного учреждения через взаимодействие образовательных учреждений. / This dissertation research examines the theoretical foundations of project activity as an approach to the management of a General education institution, develops ways to implement the project «Financial literacy» within the framework Of the program for the development of a General education institution through the interaction of educational institutions.

The low financial literacy among young adults affects individuals’ financial decisions, which impact their well-being and societal welfare. To understand what influences young adults’ financial decisions, it is essential to develop knowledge in elements that give existence to financial literacy. Known factors which influence financial literacy are attitudes about money and socialization sources. The purpose of this thesis is to explore socialization sources’ influence on attitudes towards money and in which way attitudes about money influence young adults’ financial literacy. A theoretical framework regarding these constructs was developed. Based on the Money Attitude Scale (MAS) and socialization source theories, 12 semi-structured interviews were conducted, which were thematically analyzed by developing codes and themes connected to the research questions. The findings from the collected data indicate that young adults are influenced in childhood by how they were raised, their environmental values, and the society and its values that they were brought up in. Findings also indicate that young adults are influenced by trends, media, friends, and their own experiences later in life. The collected data also showed that young adults become more financially literate because of their distrust of banks, the desire to be successful and the best version of themselves, and fear of ending up in challenging financial situations. Some findings pointed to why young adults had low financial literacy, which was connected to fear of being judged, low interest in the subject and still being financially dependent on their parents. This study suggests that policymakers need to develop financial education programs that are directed to socialization sources that influence young adults’ attitudes towards money. Policymakers should also develop trends that actively influence young adults to become more financially literate. / Den låga finansiella läskunnigheten hos unga vuxna påverkar deras finansiella beslut vilket i sin tur har en påverkan på deras välmående samt välfärden i hela samhället. För att förstå vad som influerar unga vuxnas finansiella beslutsagande är det viktigt att få förståelse för faktorer som skapar finansiell läskunnighet. Attityder till pengar samt socialiserings-källor är identifierade faktorer som influerar finansiell läskunnighet. Syftet med denna avhandling är att utforska hur socialiserings-källors influerar attityder till pengar och på vilket sätt dessa attityder till pengar influerar unga vuxna att bli finansiellt läskunniga. Ett teoretiskt ramverk baserat på tidigare teorier inom forskningsområdet var framtaget. Baserat på MAS samt teorier för socialiserings-källor, utfördes 12 semistrukturerade intervjuer, vilka var tematiskt analyserade genom att utveckla koder och teman kopplade till frågeställningarna. Resultatet från insamlad data indikerade att unga vuxna är influerade från barndomen baserat på hur de var uppfostrade, omgivningens värderingar samt värderingar baserade på samhället de växt upp i. Det pekade också på att de unga vuxna blev influerade av trender, media, deras vänner samt deras egna erfarenheter senare i livet. Resultatet från insamlad data indikerar att unga vuxna blev influerade att bli mer finansiellt läskunniga för att de misstrodde banker, hade mål att vara framgångsrika, att bli den bästa versionen av dem själva samt i rädsla för att hamna i svåra situationer. Resultat förklarade också varför de unga vuxna inte är finansiellt läskunniga, vilket var sammanlänkat till rädsla att bli dömd, lågt intresse av ämnet samt att de unga vuxna fortfarande var beroende av sina föräldrar. Baserat på resultatet har denna studie dragit slutsatsen att politiska beslutfattare bör ta fram utbildningar som är riktade till socialiseringskällorna som influerar unga vuxna. Politiska beslutfattare bör också skapa trender som influerar unga vuxna att aktivt bli mer finansiellt läskunniga.

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Esta investigación fue realizada en la Universidad Católica Santo Torio de Mogrovejo de Chiclayo, pues se tomó como muestra a los docentes universitarios profesionales que laboraron en la universidad hasta el periodo 2022 – II, pues en su malla curricular no se incluye ningún curso ya sea de alguna carrera profesional o algún curso complementario de inversiones en el mercado de valores. En respuesta a esto, se midió el nivel de alfabetización financiera y también el nivel de perfil de riesgo de cada docente con el propósito de elaborar estrategias para cada perfil bajo esta información. El objetivo general fue analizar la alfabetización financiera y perfiles de riesgo para estrategias de inversión en docentes de la USAT - Chiclayo. El diseño de la investigación fue no experimental, transversal, descriptivo. Como técnica de recolección de datos se utilizó la observación y el instrumento fue el Análisis documental, porque se crearon estrategias de inversión de acuerdo con los perfiles de riesgo y nivel de alfabetización financiera de los docentes, también se usó como otra técnica la encuesta y como instrumento el cuestionario porque se midió el perfil de riesgo y el nivel de alfabetización financiera de los docentes de la USAT - Chiclayo. Se determinó que, en su mayoría, los docentes cuentan con bajo y regular nivel de alfabetización financiera y un moderado perfil de riesgo. / This research was carried out at the Santo Torio Catholic University of Mogrovejo in Chiclayo, since the professional university teachers who worked at the university until the period 2022 - II were taken as a sample, since their curricular mesh does not include any course either some professional career or some complementary investment course in the stock market. In response to this, the level of financial literacy and also the level of risk profile of each teacher was measured with the purpose of developing strategies for each profile based on this information. The general objective was to analyze financial literacy and risk profiles for investment strategies in teachers at USAT - Chiclayo. The research design was not experimental, transversal, descriptive. Observation was used as a data collection technique and the instrument was Document Analysis, because investment strategies were created according to the risk profiles and level of financial literacy of the teachers. The survey was also used as another technique and as the questionnaire was used because the risk profile and level of financial literacy of the teachers at USAT - Chiclayo were measured. It is determined that, for the most part, teachers have a low and regular level of financial literacy and a moderate risk profile.

Trust is essential for individuals. We want others to keep their promises and meet our expectations (Dan der Cruijsen et al., 2020, p.680-681). This also applies to banks. For many individuals, trusting their bank is essential to ensure financial security. The interest rate increases between 2022 and 2023, and the increased bank profits, as a result, caught the attention of many individuals. Could two events like these possibly disrupt individuals' trust toward banks? As a result of the high inflation in Sweden in recent years, interest rates increased significantly between 2022 and 2023 which shocked many individuals. Furthermore, banks' profits increased because of the increased interest rates. While banks are profit-making companies, they need to be cautious not to lose the trust of their customers.  This study is based on theories fundamental to answering the study's research questions and purpose. The purpose is to provide an understanding of the factors that affect individuals trust toward their main bank. In addition, the study analyzes factors that may influence the disruption of trust toward banks. The focus will be on whether the interest rate increases and banks' increased profits between 2022 and 2023 have disrupted individuals' trust. The theories used to respond to the purpose are the anchoring effect, point of reference, financial literacy, asymmetric information, and overconfidence.  A quantitative method was adapted for this study to collect data through a questionnaire. By building the questionnaire on appropriate theories, we could examine how our results were consistent with previous research. Later, a linear regression analysis was conducted in Stata based on our collected data. Correlation, multicollinearity, and heteroscedasticity were tested to obtain proper values.  The results from this study show several factors that affect individuals' trust toward banks. Also, it indicates that the sudden interest rate increases and the increased bank profits between 2022 and 2023 disrupt individuals' trust toward banks. Some factors that affect the level of trust are whether the individual has experience of incorrect financial advice, lives in a small city, and feels that they do not receive enough information from the bank. These factors can be linked to previous research on asymmetric information. Other factors that affect trust are how easily individuals generally trust other people and whether individuals visit a bank office for banking affairs. These factors can be linked to previous research on point of reference. Furthermore, individuals having an elementary school degree as the highest education level and unemployed individuals are factors affecting trust that can be linked to financial literacy. These mentioned factors are only a few, the remaining ones are to be found in the result.  This study provides a better insight into trust and trust disruption because of the two events, increased interest rates, and increased bank profits. The results are beneficial both for individuals and banks.

This paper explores factors related to self-assessed risk tolerance, focusing on its relationship to wealth, financial literacy, financial well-being relative to parents’ financial well-being at the respective age, and financial well-being relative to one’s historical self. Additional predictors included age and education. The analyses were conducted using data from the Federal Reserve Board’s 2019 Survey of Household Economics and Decision-making (SHED). The measure of financial literacy was constructed from several survey items assessing knowledge of investing and interest rates. A multinomial logistic regression model confirmed that all of the abovementioned variables are indeed significant contributors to the prediction of self-assessed risk tolerance. Wealth is positively related to self-assessed risk tolerance, as predicted by Bernoullian utility theory. Age exhibits a non-linear relationship with risk tolerance. Both financial well-being relative to parents’ financial well-being at the same age and financial well-being relative to one’s historical self exhibit a positive relationship with risk tolerance. Lastly, those with higher financial literacy scores tend to have higher risk tolerance, as did those with more education. Some implications of the findings are discussed.