Abstract
This study analyzes the data collected through the Financial Literacy project conducted in the fall semester of 2010 at a land grant research university in the Midwest. A survey instrument, which includes 43 items that measure constructs such as parental influence, financial knowledge and behaviors, and working experience of students while attending a college, was used for the project. The authors examined differences in factors that influence transfer and nontransfer students' financial literacy on academic outcome by employing hierarchical multiple regression analyses. The financial nexus model and the notion of social capital were used to develop two regression models to predict financial well-being and academic success among transfer and nontransfer students who participated in the study. Implications for scholarly contributions, policy, and practice are also discussed.
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