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Denna studie ämnar att undersöka vad som skiljer sig mellan unga kvinnors och mäns finansiella tankesätt i form av mottagligheten för kognitiva snedvridningar, samt huruvida dessa snedvridningar är relaterade till sparbeteende. Som följd av en mansdominerad finansmarknad tillsammans med andra faktorer har kvinnors och mäns ägande genom åren, och fram tills idag skiljt sig åt. Att kvinnor sparar mindre än män, vilket visar sig redan vid ung ålder, ger avtryck i deras framtida ekonomi. Det förstärker även fördomar om kvinnors finansiella beteenden vilket kan bli en bromskloss för kvinnors avancemang på finansmarknaden. “Girl math” är ett fenomen som trendar på sociala medier och handlar om kvinnors finansiella kognitiva snedvridningar och förstärker befintliga fördomar. Frågan som vi ställer oss är hur väl dessa girl math-påståenden om kvinnors finansiella beteende stämmer överens med verkligheten, är girl math sanning eller konsekvens? De kognitiva snedvridningar som undersöks i studien är mental accounting, sunk cost fallacy och opportunity cost neglect. För att studera detta utformade vi en onlinestudie riktad till individer inom åldersspannet 18-30 år. Deltagarna fick svara på frågor kopplade till tre kognitiva snedvridningarna som är framträdande inom girl math samt deras sparbeteende. Tillvägagångssättet för analysen var genom en OLS-regression med flera förklaringsvariabler mot de beroende variablerna. Resultaten indikerar att unga kvinnor är mer mottagliga för mental accounting jämfört med unga män, något som går i linje med tidigare forskning. Däremot kan variabeln kön inte förklara mottagligheten för sunk cost fallacy eller opportunity cost neglect. Det finns inte heller något signifikant samband mellan mottagligheten för våra tre kognitiva snedvridningar och könsskillnader i sparande. Våra resultat mynnar ut i att fenomenet girl math delvis är sanning som troligen uppstått som konsekvens av samhällets finansiella normer och stereotyper. / This study aims to investigate the differences between young women's and men's financial mindsets in terms of susceptibility to behavioral biases, and whether these biases are related to savings behavior. As a result of a male-dominated financial market, along with other factors, women's and men's ownership has diverged over the years, and until today. The fact that women save less than men, which is already evident at a young age, has an impact on their future finances. It also reinforces prejudices about women's financial behavior, which can become a barrier to women's advancement in the financial market. “Girl math” is a phenomenon trending on social media that addresses women's financial behavioral biases and reinforces existing prejudices. The question we ask is how well do these girl math claims about women's financial behavior match reality, is girl math truth or consequence? The behavioral biases examined in the study are mental accounting, sunk cost fallacy and opportunity cost neglect. To study this, we designed an online study aimed at individuals in the age range 18-30 years. Participants were asked to answer questions related to three behavioral biases prominent in girl math and questions about their savings behavior. The approach to the analysis is through an OLS regression with several explanatory variables against the dependent variables. The results indicate that young women are more susceptible to mental accounting compared to young men, which is in line with previous research. However, the variable gender cannot explain the susceptibility to sunk cost fallacy or opportunity cost neglect . There is also no significant relationship between susceptibility to the three behavioral biases and gender differences in savings. Our results conclude that the phenomenon of girl math is partly true and has probably arisen as a consequence of societal financial norms and stereotypes.

The purpose of this study is to examine the investment behaviour of women during the current recession and how demographic factors impact psychological biases related to investment behaviour. This research aims to examine the impact of age, marital status, education, income, cultural background and financial literacy on various biases such as overconfidence, confirmation bias, herding behaviour, representativeness bias, anchoring bias, risk- and loss aversion.  A questionnaire was conducted to collect data, resulting in a dataset of 558 observations. Using a deductive approach, based on theories of thirty-six hypotheses was tested using ordered logistic regression analysis. The primary findings revealed multiple connections between the demographic profiles of female investors and their investment behaviours, concerning psychological biases. Furthermore, this paper contributes to the ongoing debate about the relationship between investment behaviour and economic recession and provides stakeholders with valuable insights to tailor their communications and strategies to engage female investors. By analysing existing behavioural finance theories and empirical data, the study aims to improve understanding of women's investment preferences and attitudes across different demographic groups. Finally, the study aims to increase women's interest in managing their wealth and improving their financial decisions.

Made available in DSpace on 2015-12-03T18:33:16Z (GMT). No. of bitstreams: 1 Marcos_Vinicius_Godoi_Milan.pdf: 518316 bytes, checksum: 61b59ff897148b678a62ffb9f197f66d (MD5) Previous issue date: 2015-08-27 / The absence of financial education throughout the K-12 experience results in most undergraduate students lacking the financial literacy needed to make better financial decisions. Studies by the OECD and Serasa Consumidor, together with other studies cited throughout this work, show there is still a long way to go to implement a strong policy for Financial Education. This study assesses the levels of financial literacy of the undergraduate students at FECAP using a questionnaire similar to the one developed by the OECD. The survey has been carried out with 564 students who attend the evening courses and are either in the first or in the last semester of undergraduate degree programs. I investigate the relations between sociodemographic variables and courses and the level of Financial Literacy. The results indicate that FECAP s students have a high level of Financial Literacy up to 2.39 points in a scale whose maximum is 3 points. That represents a performance of 79%. This result is 19 percentage points above that of a study conducted by Serasa Consumidor and IBOPE (2014), which found that individuals with higher education had a performance of 60% . Students in the senior year of college have more Financial Knowledge than the freshmen. Students of Accounting, who comprise most of the sample with 166 individuals, presented the best results regarding Financial Knowledge.This study indicates that sociodemographic factors, such as gender, age and religion are related to Financial Literacy / A aus??ncia de t??picos relacionados a Alfabetiza????o Financeira na educa????o b??sica faz com que boa parte dos jovens cheguem ao ensino superior sem a bagagem de Alfabetiza????o Financeira necess??ria para lidar com as finan??as cotidianas. Estudos da OECD, Serasa Consumidor, al??m de da literatura citada ao longo deste estudo, apontam ainda um longo caminho a ser percorrido no que se refere ?? implanta????o de uma forte pol??tica de ensino em Alfabetiza????o Financeira. O presente trabalho mensura a Alfabetiza????o Financeira e seus fatores indicadores (Conhecimento e Comportamento Financeiros e Atitude) de alunos dos cursos da FECAP, em pesquisa aplicada a 564 etudantes do per??odo noturno, do primeiro e ??ltimo anos de gradua????o, com base no question??rio desenvolvido pela OECD. Tamb??m s??o investigadas as rela????es entre vari??veis sociodemogr??ficas e os cursos com os n??veis de Alfabetiza????o Financeira. Os resultados apontam que os alunos da FECAP possuem um elevado n??vel de Alfabetiza????o Financeira, chegando a 2,39 pontos em uma escala com pontua????o m??xima de 3,00 pontos, o que representa um aproveitamento de 79%. Este resultado est?? 19 pontos percentuais acima de uma pesquisa realizada pela Serasa Consumidor e IBOPE (2014), em que foi verificado um aproveitamento de 60% em indiv??duos com curso superior. A an??lise realizada mostra que os alunos dos ??ltimos anos t??m maior n??vel de Alfabetiza????o Financeira que os dos primeiros anos. O estudo mostra ainda que fatores sociodemogr??ficos, como g??nero, faixa et??ria e religi??o est??o relacionados ao n??vel de Alfabetiza????o Financeira

This study aimed to identify how the beneficiaries of the “Minha Casa Minha Vida” Program (PMCMV), belonging to the Central-western Mesoregion of Rio Grande do Sul, manage their financial resources, including the payment of PMCMV funding, and how PMCMV, Attitude to Indebtedness, Financial Literacy, Financial Well-Being and Financial Management influence their Satisfaction with Life. For this, were applied 561 questionnaires, analyzed using descriptive statistics, confirmatory factor analysis, mean difference tests and regression analysis. The main results reveal that most of them have good financial habits, however, they have difficulty in saving money, have debts and have already had the name linked to the negative register. Majority of beneficiaries consider reasonable the value of the home financing payment. Among the beneficiaries of Range 1, most have already had or have arrears of the household, unlike those in Range 2 and Range 3. The main reason for default is that the installment money has been used for unexpected expenses (illness, unemployment). Individuals were satisfied with PMCMV, believing that life in general, the relationship with the neighborhood and financial life improved. Time spent with locomotion, the access to public health institutions and collective transportation, social work accomplishment and problems related to violence in the neighborhood are aspects that prevent greater satisfaction. Many have medium-to-high Financial Knowledge, develop good Financial Attitudes in relation to the concern with the financial future and savings, and good behavior regarding control and planning of expenses. They feel an intermediate level of Financial Well-Being and have a positive perception of Satisfaction with Life. The validity of all proposed behavioral constructs was confirmed; however, the scales of Satisfaction with PMCMV, Attitude to Indebtedness and Financial Attitude were quite reduced. It was found that individuals with monthly incomes between R$ 3.275,01 and R$ 5.000,00 have a higher Attitude to Indebtedness. The beneficiaries belonging to Ranges 2 and 3, men, married, with higher levels of schooling, civil servants and with income above R $ 5,000.00 have higher Financial Literacy and Financial Well-being. In relation to Satisfaction with Life, the beneficiaries of Ranges 2 and 3, men, who do not have dependents, over 48, widowed, retired, regular self-employed and public employees, with income above R$ 5.000,00 are the most satisfied. It was identified that the variables: Financial Well-Being, Financial Attitude and possessing a credit carnet exert a positive influence on Satisfaction with Life. However, the Financial Knowledge, having debts and being defaulted in PMCMV have a negative impact. Emphasis is placed on the need for greater investments in transportation and health around housing, and to offer to the beneficiaries an opportunity to learn about the importance of financial control, timely payment and savings, as well as a greater awareness that, once the beneficiaries gained the opportunity to own a house, with low installments, they need to pay the installments on time. More research is proposed on the individuals with potential to be beneficiaries and that have effective payment conditions. / O objetivo do estudo foi identificar como os beneficiários do Programa Minha Casa Minha Vida pertencentes à Mesorregião Centro-ocidental Rio-Grandense gerem seus recursos financeiros, incluindo o pagamento do financiamento do PMCMV e como o PMCMV, a Atitude ao Endividamento, a Alfabetização Financeira, o Bem-estar Financeiro e o Gerenciamento Financeiro influenciam sua Satisfação com a Vida. Para tanto foram aplicados 561 questionários, analisados através de estatística descritiva, análise fatorial confirmatória, testes de diferença de média e análise de regressão. Os principais resultados revelam que grande parte deles possui bons hábitos financeiros, contudo apresentam dificuldade para poupar, possuem dívidas e já tiveram o nome ligado ao cadastro negativo. A maioria considera o valor da prestação do financiamento da casa razoável. Entre os beneficiários da Faixa 1, a maioria já teve ou tem prestações da casa atrasadas, diferentemente daqueles das Faixas 2 e 3. O principal motivo da inadimplência é o dinheiro da parcela ter sido utilizado em despesas inesperadas (doença, desemprego). Os indivíduos demonstraram-se satisfeitos com o PMCMV, acreditam que a vida no geral, a relação com a vizinhança e a vida financeira melhoraram. O tempo gasto com locomoção, o acesso às instituições de saúde pública e transporte coletivo, realização de trabalho social e problemas de violência no bairro são aspectos que impedem uma maior satisfação. Muitos possuem de médio a alto Conhecimento Financeiro, desenvolvem boas Atitudes Financeiras em relação à preocupação com o futuro financeiro e poupança, e bom comportamento em relação ao controle e planejamento de gastos. Sentem um nível intermediário de Bem-estar Financeiro e apresentam uma percepção positiva quanto a Satisfação com a Vida. Confirmou-se a validade de todos os construtos comportamentais propostos, contudo, as escalas de Satisfação com o PMCMV, Atitude ao Endividamento e Atitude Financeira foram bastante reduzidas. Constatou-se que os indivíduos com rendimentos mensais entre R$3.275,01 e R$5.000,00 possuem maior Atitude ao Endividamento. Os beneficiários pertencentes às Faixas 2 e 3, homens, casados, com maiores níveis de escolaridade, funcionários públicos, com renda acima de R$ 5.000,00 possuem maior Alfabetização Financeira e Bem-estar Financeiro. Em relação à Satisfação com a Vida, os beneficiários das Faixas 2 e 3, do gênero masculino, que não possuem dependentes, com mais de 48 anos, viúvos, aposentados, autônomos regulares e funcionários públicos, com renda superior a R$ 5.000,00 são os mais satisfeitos. Identificou-se que as variáveis: Bem-estar Financeiro, Atitude Financeira e possuir carnê de crediário exercem influência positiva na Satisfação com a Vida. Todavia, o Conhecimento Financeiro, possuir dívidas e ser inadimplente no PMCMV, impactam negativamente. Destaca-se a necessidade de maiores investimentos em transporte e saúde no entorno das moradias, e oferta aos beneficiários de oportunidade de aprenderem sobre a importância do controle financeiro, do pagamento das contas em dia e de pouparem, além de uma maior conscientização de que como ganharam a oportunidade de possuírem a casa, com prestações baixas, precisam pagar as parcelas em dia. Propõe-se uma maior investigação sobre os indivíduos com potencial para serem beneficiários e que tenham condições efetivas de pagamento.

CAPES / Este trabalho apresenta uma proposta de sequência didática para o ensino de Educação Financeira, com conteúdos do Ensino Fundamental e do Ensino Médio. A abordagem está alinhada à Estratégia Nacional de Educação Financeira, às tecnologias educacionais e sociais desenvolvidas pela Associação de Educação Financeira do Brasil e às recentes discussões e definições da Base Nacional Comum Curricular, que reconhece definitivamente a Educação Financeira como tema relevante e que deve ser ensinado nas escolas brasileiras. Parte desta sequência didática foi aplicada em um minicurso ministrado pelo autor para estudantes do 3º ano do Ensino Médio, experiência cujos resultados também são relatados. / This work presents a proposal for a didactic sequence for the teaching of Financial Education, with contents of Elementary and Secondary Education. The approach is aligned with the National Financial Education Strategy, the educational and social technologies developed by the Brazilian Financial Education Association and the recent discussions and definitions of the National Curricular Common Base, which definitively recognizes Financial Education as a relevant subject and that must be taught in Brazilian schools. Part of this didactic sequence was applied in a mini-course taught by the author to students of the 3rd year of High School, an experiment whose results are also reported.

CAPES / Este trabalho apresenta uma proposta de sequência didática para o ensino de Educação Financeira, com conteúdos do Ensino Fundamental e do Ensino Médio. A abordagem está alinhada à Estratégia Nacional de Educação Financeira, às tecnologias educacionais e sociais desenvolvidas pela Associação de Educação Financeira do Brasil e às recentes discussões e definições da Base Nacional Comum Curricular, que reconhece definitivamente a Educação Financeira como tema relevante e que deve ser ensinado nas escolas brasileiras. Parte desta sequência didática foi aplicada em um minicurso ministrado pelo autor para estudantes do 3º ano do Ensino Médio, experiência cujos resultados também são relatados. / This work presents a proposal for a didactic sequence for the teaching of Financial Education, with contents of Elementary and Secondary Education. The approach is aligned with the National Financial Education Strategy, the educational and social technologies developed by the Brazilian Financial Education Association and the recent discussions and definitions of the National Curricular Common Base, which definitively recognizes Financial Education as a relevant subject and that must be taught in Brazilian schools. Part of this didactic sequence was applied in a mini-course taught by the author to students of the 3rd year of High School, an experiment whose results are also reported.

MCom (Economics) / Department of Economics / This study assesses the level of financial literacy and its impact on financial decision making exercised by the tertiary students in South Africa, using the University of Venda (Univen) as a case study. The study does this in three steps. First, it provides the financial literacy levels of students at Univen assessed through an evaluation score that the sampled students responded to. Second, it analyses the relationship between the demographic and socio-economic characteristics of students and their financial literacy levels. Third, it assesses the possible effects of financial literacy on financial decision making among students using correlation and regression analysis. The study uses primary data gathered by the author from the University of Venda registered students in the form of questionnaires. A stratified random sampling method was used to identify the students to form the sample of the study, which is 373. Percent slightly above 50 per cent of these students were found to be financially literate and there were more female students who were financially literate compared to male counterparts. Using the odds ratios, the study compared the financial literacy levels of all schools to the school of Management Sciences, respectively. Only students in Environmental Sciences and Law have higher literacy levels, which are statistically significant, compared to the students in the school of Management Sciences. The results also show that the age and the parent’s educational background have a statistically significant relationship with the student being financial literate. Furthermore the results indicate that there is a statistically significant relationship on good financial decision making (that is, budgeting, savings and investments) and being financial literate, compared to being financial illiterate. This result is not true when borrowing is used as a measure of financial decision making. / NRF

The principal objective of this thesis is the comprehension of students' mental processes while solving verbal math problems about money. There searchis focused on pupils in the first stage of primary school and in particular verbal math problems, in which nominal value of coins, quantity of coins and their total particular verbal math problems, in which nominal value of coins, quantity of coins and their total sum play a key role. There fore, the objective of this diploma thesis is to lay out classify mony-related exprecises in thee currently used lies of elementary school mathematics text books for grade. The theoretical part consist of demarcation of early school age, a certain number of fanticipate dacts by RVP ZV for the first and second educational period, numeracy, literacy, verbal math problems, various strategies on how to solve such problems, basic is sues pipils encounter whilw solving those problems, coments on the topic of verbal math problems which appear in theree volume soft text books in tended for primary schools (Prodos, Taktic, H-mat). Their division into three types (a total sum of coins, nominal value of coins and number of coins) and their mutual comparision. The goal of the practial part is to analyse thought processes of and grade pupils when solving word problems about...

The rising costs of college attendance and changes in financial aid packages leave students with little option other than to incur a debt of some amount. Unfortunately, colleges often fail to provide adequate financial literacy and student loan information so prospective students planning to attend college can make informed decisions. Student loans may seem attractive in the short term because, unlike other loans, repayment does not begin immediately. However, the accrual of student loan debt leads to long-term financial consequences, including the opportunity to build economic wealth after graduation. Utilizing a basic qualitative research design, I explored first-generation community college students’ experiences with financial aid, financial literacy, and the challenges and individual circumstances of using student loans to fund expenses related to their postsecondary enrollment. A human capital framework supported students informed financial decision-making experiences to effectively persist confidently in pursuing their educational goals. Collectively, students’ detailed statements provided a powerful voice for first-generation students accessing financial resources at the community college. The six themes included (a) Student-Centered, (b) Understanding Consequences of Student Loans, (c) Development of Financial Aid Literacy, (d) Student-Connection, (e) Simplifying Financial Aid Access for Students, and (f) Support From Campus-Based Programs. Findings provide helpful insights for community college practitioners and financial aid administrators.