Abstract
This research contributes to the understanding of the level of financial education of high school students from public schools, as well as verifying how their financial knowledge has been generated, providing a view of the gaps in financial education with which these students are able to attend undergraduate courses later. The objective of the research was to determine the level of financial education of high school students from public schools, according to individual, demographic and socializing aspects. The research methodology was characterized as descriptive regarding procedures such as survey and the approach of the quantitative nature of the problem. The research population included 4698 high school students from 14 public schools in the city of Blumenau. In the data processing, the Kruskal–Wallis and chi-square tests were used. The results indicate that there is an effective financial education among young high school students, which can be noticed in findings such as: some of the young are not obliged to explain to parents where they are spending their financial resources; students have acquired, largely, their financial knowledge with parents and relatives, and in day-to-day practices, but there is little dialog in the family on financial matters. The financial knowledge coming from the school is low, requiring an improvement in the quality of this knowledge at this stage or in the future, including undergraduate courses. Finally, potential workers may cause social problems through their inability to manage their resources and/or the expenses of their families.
Highlights
Throughout history, people have daily taken a number of complex financial decisions about expenditures, savings and/or investments
The study included a sample of 1354 students, and the results suggest that a greater personal financial knowledge affects the propensity for the responsible use of credit cards
The research instrument was built in order to absorb information about the financial education level of high school students, incorporating individual, demographic and socializing issues
Summary
Throughout history, people have daily taken a number of complex financial decisions about expenditures, savings and/or investments. The teaching of financial education helps to leverage the knowledge of individuals regarding financial transactions, giving them useful tools for decision-making (Potrich, Vieira, & Mendes-da-Silva, 2016). In this sense, financial education should cover the investment options, and convey the correct understanding of the concepts related to inflation, interest and taxation (Lusardi, 2009). For the application of financial knowledge to provide financial well-being to individuals it is necessary to have a combination of skills, attitudes and behaviors (OECD, 2013) Such complexity makes financial education central to the social and economic context of Brazil, where political and economic reforms, especially in social security and school education patterns, have taken account of the discussion in the National Congress, institutions and organized civil society
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