No description available.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.

Doctor of Philosophy / Department of Family Studies and Human Services / Kristy Archuleta / This study explored the factors that affect the capacity of teachers to teach personal finances in the public and private school systems in Puerto Rico. Three hundred sixteen teachers from grades six to 12 completed the on-line survey that included an assessment of demographic variables, socioeconomic variables, teaching variables and personal finance administration variables. To guide this study, the Personal Finance Education Efficacy Model was created using Social Cognitive Theory. Within this model, three research questions were addressed including what are the determinants of: (a) objective financial knowledge, (b) subjective financial knowledge, and (c) high personal finance teaching efficacy. Hierarchical multiple regression analyses were used to test the determinants of both objective and subjective financial knowledge. Results indicated that both models were significant (ρ < .001), in which the model accounted for 10% of the variance of objective financial knowledge and 44% of the variance of subjective financial knowledge. A hierarchical binary logistic regression analysis was used to test the determinants of high level of personal finance teaching efficacy beliefs. Results showed the model was accurate approximately 83% of the time. Additionally, results from Principal Component Analyses indicated the Spanish translated versions of the Teacher Efficacy Scale (TES), the Financial Self-Efficacy Scale (FSES), and the Personal Finance Teaching Efficacy Beliefs Instrument (PFTEBI) demonstrated similar levels of reliability as previously published in the literature. These findings infer that scales may be used in other cultures and be translated into other languages like Spanish. The PFTEBI was created for this study based on the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI) to measure the level of teaching efficacy beliefs of the respondents. PFTEBI was found to be composed of three sub-scales and showed good reliability.

This thesis explores the material and non-material transfers from and to two rural settings in Andean Ecuador. Within the broad realm of the research on remittances, it explores in depth the type, nature, composition, uses, meanings, re-workings and negotiations of the transfers between migrant and non-migrant villagers. Two villages in the Ecuadorian highland provinces of Azuay and Loja are the main research locations. These two provinces receive high remittance transfers, albeit from different origins: remittances to Azuay mainly originate in the US, whereas remittances to Loja are very likely to come from Spain and Italy. Due to very different socio-cultural features and different forms of migrants' integration in the two destination areas, these two highland Ecuadorian provinces provide an excellent comparative context to research material and social remittances. Fieldwork was carried out in migrants' villages of origin as well as in their new places of residence. This multi-sited ethnography was supported by a mixed-method approach involving a questionnaire (to gather information about material remittances), interviews (to shed light on social remittances) and participant observation (to provide the broader context for comprehending nuances in the data). This research incorporates socio-demographic variables, such as gender, family structure and generation, in the analysis of material remittances. The relationship between remittance senders and receivers, that is usually overlooked, is regarded as a very important locus of power and negotiations. A refined typology of material remittances, taking into account remittance senders, receivers and non-receivers, is also provided. Finally, there is a microethnographic account of material remittances' uses which problematizes over-simplistic pictures of remittance expenditure by embedding remittances into broader socio-cultural contexts. Surprisingly, given the large amount of academic work on remittances, there are still unexplored areas. Social remittances are one such area. By systematically researching social remittances, this thesis adds to the limited existing theoretical knowledge on social remittances, providing new information on their creation and content.

Maslow¡¦s famous theory, the demand theory, constitutes a hierarchy of five levels. One can fulfill these demands stage by stage provided one has sufficient money. In Taiwan, more and more people are getting old, but the government hasn¡¦t figured out the welfare system for the aged. Without annuities after retirement, it¡¦s important for one to have an alternative. Financial planning helps one make good use of income to accumulate a considerable amount of money for children¡¦s education and spending after retirement. In this research, I try to establish the patterns of individual and family financial planning in the method of system dynamics, helping people to choose their destiny in their lives. This research shows that system dynamics modeling for the analysis of financial planning can really work. The structure and dynamics of systems enable us to understand and control the complex financial systems. It allows us to design strategies for greater success. This research reaches two achievements: 1. Make causal loop diagrams (CLDs) of financial planning The CLDs eliciting here are suitable for individuals or teams. CLDs enable us to seek endogenous explanations for phenomena , instead of exogenous ones, which may be more lopsided. It can help us to have a whole picture of the interaction of the variables presented. 2. Formulate a simulation model The model built in this research can lead to quantification results, which enable us to compare all kinds of different situations and estimate the long-term influences on different plans . The long-term financial investment planning must be done under an effective management structure. An investment managed in scientific methods can be more effective and create a fortune more easily as well. A well-designed financial planning allows one to understand one¡¦s financial condition, precisely predict the cash flows in the future, and choose the most suitable kind of investment combination. In this way, one can successfully accomplish each goal of one¡¦s life without any concerning for money.

Thesis (M.A.)--Guo li zheng zhi da xue, 1973. / Cover title. On double leaves. Includes bibliographical references.

Dissertation (MA) -- AUT University, 2008. / Includes bibliographical references. Also held in print ( leaves : ill. ; 30 cm.) in the Archive at the City Campus (T 332.7430993 THO)

The purpose of this study was to examine the budgeting behaviors of traditional-aged upper-division college students (juniors and seniors). Budgeting behaviors were operationally defined as students' spending and financial planning behaviors. These behaviors were studied by tracking participant expenditures and income of three weeks and administering electronic survey questions. The study was conducted at a large, public, research university, and was designed to answer the following research questions: 1. How do traditional-aged upper-division students spend their money? 2. What are the budgeting behaviors of traditional-aged upper-division students?> 3. Are there differences in budgeting behaviors between traditional-aged upper-division students who live off campus and those who live on campus? 4. Are there gender differences between budgeting behaviors of traditional-aged upper-division students? A sample of 32 college juniors and seniors who had moved directly from high school to college participated in the study. Participants tracked their expenses and income of a three-week period using computerized spreadsheets. These data were analyzed to determine participants' spending behaviors and to examine differences by gender and place of residence. Participants also responded to five electronic survey questions that investigated their budgeting behaviors. Responses from these questions were analyzed to identify themes about the budgeting behaviors of college juniors and seniors. The results of this study provided some interesting information about college students' budgeting behaviors. Several conclusions were drawn. First, students failed to budget effectively because they spent more than they earned. Across all groups, students' expenditures totaled more than their income. Second, students' comments regarding their budgeting behaviors were found to reflect either good or poor ratings. This suggests that while some students seem to have well-developed financial management skills, others do not. Third, off-campus students differ from on-campus students because they have more budgeting experience. Off-campus students seemed to have developed these budgeting skills by paying monthly bills associated with off-campus living. Finally, female students spent money on clothes and beauty items, relied on gifts as sources of income, and seemed more anxious about budgeting than male students. These kinds of behaviors may reinforce certain stereotypical beliefs about men and women. / Master of Arts

The purpose of this study was to explore how students manage their financial resources. Data consisted of student records of their expenditures and income over a one month period of time, reliable financial documents provided by the respondents (i.e., checkbook registers, credit card statements), and individual interviews. This study was designed to gain a better understanding of the financial behaviors of college students at a large, public, research university. Specifically, this study was designed to explore the following research questions: 1. How do traditional-aged, lower-division college students manage their financial resources? 2. What are the financial management behaviors of freshmen versus sophomore on-campus students? 3. What are the financial management behaviors of on- versus off- campus sophomore students? A stratified purposeful sample of 17 traditional-aged freshman and sophomore students was selected for study. Students who transitioned directly from high school to college were considered traditional-aged students. Students who were in their first or second year of college were considered to be freshman or sophomore students, respectively. The data were analyzed for two purposes. The first purpose was to understand where participants spent their money, on what kinds of items, and their sources of income. This information was collected through a qualitative analysis of documents. The second purpose was to understand how and why the participants made the financial decisions they did during the period under study, and to gain an understanding of their larger financial situations. This information was collected through a qualitative analysis of individual interviews. The results of this research contributed to both practice and research. In terms of practice, the results of this study informed three constituencies. Student affairs professionals might use the results to develop programs and services that assist students in managing their financial resources while in college. Students might benefit from the results by identifying management behaviors to employ, and those to avoid. Parents of traditional-aged students might benefit by assisting their students with management skills before they matriculate. Future researchers might elaborate on the present study and examine financial management skills in relation to other issues in higher education, such as retention and academic success. Additionally, future researchers might examine financial management education programs and services at campuses nationwide, or further examine financial management behaviors of college juniors and seniors. Results revealed several important findings. First, spending patterns can be traced to developmental issues associated with lower division students. For example, freshmen spend more money on food and entertainment than their sophomore counterparts, suggesting that social adjustment and making friends are important issues for first year students. Second, students from families which discuss financial issues have better money management skills. Third, students do not discuss financial matters outside their families, even with close friends. Finally, students spend as much as five times more than they earn in a month. Coupled with the study's other findings, these results suggest campuses need to provide programs and services related to financial management skills if students are to develop sound personal budgeting skills while in college. / Master of Arts

Doctor of Philosophy / Department of Family Studies and Human Services / Sonya L. Britt and Martin Seay / This three essay dissertation examined questions related to personal financial difficulties of military members with the aim of suggesting the most effective focal points for those involved in development of policy or programs or working directly with military members on improving their personal financial condition. The introduction (Chapter 1) describes the nature of the problem, the level of attention it has received within the civilian and military leadership structure, and generally what has been done to address it before presenting an outline of the chapters which follow. The first essay (Chapter 2) relies on theoretical guidance from stress and coping theory to examine determinants of a military member’s choice of problem-focused over emotion-focused coping strategies. The study used primary data collected from a sample of soldiers (n = 688) at a large Midwestern military installation. Its results indicated that military members with an internal locus of control and those who performed positive financial behaviors in response to a financial stressor reported lower levels of financial stress. Taking its theoretical guidance from the theory of planned behavior, the second essay (Chapter 3) examined the relationship of the behavioral antecedents of attitude toward behavior, subjective beliefs, and perceived behavioral control with behaviors related to establishing and maintaining an adequate emergency fund and maintaining positive cash flow, the term used for keeping spending at levels below income over time. The study analyzed primary data from a sample of soldiers at a large Midwestern military installation (n = 93). Of the 11 models analyzed, most were statistically significant, though, individually, the behavioral antecedents themselves did not yield statistical significance as often. Although fewer definitive findings emerged from the cash flow group of models, results of the emergency fund group indicated that attitude toward behavior and perceived behavioral control are positively influential on behaviors related to maintaining an emergency fund. The third essay (Chapter 4) detailed a study which tested the theoretical assumption that better informed consumers make better financial choices. The study examined self-assessed financial knowledge, a self-assessed measure of confidence in day-to-day personal financial management termed financial confidence, and objectively measured financial knowledge as potential determinants of certain positive and negative financial behaviors. The positive behaviors were maintenance of positive cash flow and an adequate emergency fund, and the negative behaviors were engaging in high-cost borrowing through auto title lenders, payday lenders, pawn shops, and rent-to-own stores, collectively termed alternative financial services (AFS). The study analyzed secondary data from a sample of military members collected by the 2012 National Financial Capability Study which yielded a set of 949 responses useable for the study described in this chapter. Subjective knowledge was found to be associated with emergency fund maintenance, but not positive cash flow, while objective financial knowledge and financial confidence were found to be positively associated with positive cash flow, but not emergency fund maintenance. Females and those with higher incomes were found to be more likely to maintain positive cash flow, while those with three or more dependent children and those having experienced a recent income shock were less likely to do so. Females, members with graduate degrees, and members with a higher investing risk tolerance were more likely to maintain emergency funds, though members with two or more children and those having experienced a recent income shock were less likely to do so. Subjective financial knowledge was found to be positively related to AFS use, while objective financial knowledge and financial confidence were found to be negatively associated with AFS use. Members with more dependent children and those having experienced recent income shocks were more likely to have used AFS, while those with higher incomes were less likely to have done so. The conclusion (Chapter 5) summarizes the findings of all three essays, their implications, and suggests directions for future research. It re-emphasizes the unique contributions of the essays to personal finance literature pertaining to military members and its importance for policy makers, military leaders, and anyone involved in developing or administering personal financial improvement programs for the benefit of military members.