Abstract
Community college students report higher financial challenges while in college and experience higher default rates on their student loans when compared to students at 4-year institutions. This study implements a series of short digital learning objects during the Autumn semester at a large, urban community college. The results of pre- and post-intervention surveys show that the intervention increases the financial knowledge of community college students and, if targeted to specific student sub-populations, affects financial attitude as well as budgeting and savings intentions and behaviors. Implications for educators and researchers are discussed.
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