Affiliation:
1. Faculty of Economics and Business Hoa Sen University Ho Chi Minh City Vietnam
2. School of Business University of Management and Technology Ho Chi Minh City Vietnam
3. School of Planning and Public Affairs and Public Policy Center University of Iowa Iowa Iowa USA
4. Department of Finance Auckland University of Technology Auckland New Zealand
5. School of Management University of Economics Ho Chi Minh City Ho Chi Minh City Vietnam
Abstract
AbstractUsing survey data from 730 undergraduates in Vietnam, we find that learning motivation and its components, especially self‐efficacy, finance learning value, and achievement goals, significantly correlate with students' financial literacy performance. In addition, these correlations are moderated by student characteristics, among which academic seniority, university type, parents' education, and extra math study during high school matter the most. Our results raise significant implications to policymakers, researchers, and educators that include understanding the role of motivation and incorporating it in financial literacy education and intervention programs and considering the moderation roles that individuals' characteristics play in the motivation‐financial literacy link. We encourage more research in these areas.
Funder
University of Economics Ho Chi Minh City
Subject
General Economics, Econometrics and Finance,Sociology and Political Science
Cited by
4 articles.
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