Literacy Measures Research Articles

Fearless Woman: Financial Literacy, Confidence, and Stock Market Participation

Women are less financially literate than men, and it has been difficult to determine whether this gap reflects a lack of knowledge or, rather, a lack of confidence. To address this important research question, we designed two survey modules that enable us to calculate the extent to which confidence matters for both financial literacy and behavior. We developed and estimated a model that provides a new measure of financial literacy and disentangles confidence from knowledge. We find that confidence accounts for about 30% of the gender difference in financial literacy. Moreover, both financial knowledge and confidence are linked to stock market participation. We also provide researchers with a method to account for confidence in regressions. This paper was accepted by Bo Becker, finance. Funding: This work was supported by the European Investment Bank Institute (n/a), which is gratefully acknowledged. The findings and views presented in this article are entirely those of the authors and should not be attributed in any manner to the European Investment Bank or its Institute or to the European Central Bank, the Eurosystem, or De Nederlandsche Bank. Supplemental Material: The online appendix and data files are available at https://doi.org/10.1287/mnsc.2023.00425 .

A comparison of health literacy measurement tools in a sample of college students

A comparison of health literacy measurement tools in a sample of college students

A Study on the Development and Validation of Generative AI Literacy Measurement Tool for Elementary and Secondary Teachers

A Study on the Development and Validation of Generative AI Literacy Measurement Tool for Elementary and Secondary Teachers

Enhancing Science and Climate Literacy in Latin America and the Caribbean

The Intercontinental meeting on Science Literacy 2024 brought together experts, educators, and policymakers to discuss the changing landscape of science and climate literacy in Latin America and the Caribbean. This document synthesizes the ideas shared at the conference and aims to serve as a resource to promote science literacy measures. Key topics include the impact of digital transformation on education, the integration of climate literacy into school curricula, the importance of cultural relevance, and the challenges of accessibility and misinformation. Opportunities to improve scientific literacy through collaborative networks, public engagement, and supportive policies are also highlighted. The white paper presents strategies to integrate digital tools, promote inclusion, and promote lifelong learning. These recommendations will be integrated into the ongoing development of the Declaration on Science and Climate Literacy, initially published in 2021 by the Andean Road Countries for Science and Technology and its collaborators.

Measurements of traditional Chinese medicine health literacy regarding chronic pain: a scoping review

Chronic pain is a prevalent health condition that imposes a significant burden on the global health system. Health literacy is a determinant of the quality of pain management which directly impacts public and individual health. However, the existing health literacy measurements have predominantly focused on medical models stemmed from Western culture and the knowledge of non-Western health models has largely been neglected. This review scopes refereed health literacy publications with regard to traditional Chinese medicine and chronic pain to explore and identify 1) the conceptual basis underlying the development of traditional Chinese medicine health literacy in this area, and 2) measurement tools used in this area and their associated psychometric qualities. Twenty-eight journal articles were assessed and the results showed that most studies’ conceptual frameworks were unable to cover three key health literacy aspects defined by the World Health Organization (access, understand, and apply). Furthermore, the identified health literacy measurement tools generally lacked rigorous psychometric evaluation. Future studies should focus on exploring a comprehensive model that encompasses various health models and developing measurement tools with more culturally representative psychometric assessments.

THE ROLE OF FINANCIAL LITERACY IN IMPROVING THE LEVEL OF FINANCIAL KNOWLEDGE, FINANCIAL SKILLS AND RESPONSIBILITIES AMONG NON-GOVERNMENT ORGANISATIONS FINANCIAL MANAGERS IN KWAZULU-NATAL

The lack of empirical evidence on key drivers of financial illiteracy among financial managers within non-governmental organisations (NGOs) sector can be the trigger of the current rate of NGOs collapsing in South Africa. Using a quantitative research strategy, this study investigated the role of financial literacy in improving the level of financial knowledge, financial skills and financial responsibility among 53 NGOs finance staff who were purposively and conveniently sampled. The respondents comprise financial managers, accountants, and senior managers and project managers. Data generated were analysed using descriptive and inferential statistics. The results of the study revealed that all the independent variables of the study correlated between .247 and .569. The findings of the study revealed that the ability to prepare a strategic business plan and the respondents’ capability to cope with their organisations’ financial shortfalls have a positive and significant relationship with their level of financial literacy. The study further found that (1) dealing with financial diversification (2) comparing their organisations’ financial performance against the financial objectives (3) writing financial objectives and (4) their ability to raise funds from different funders for their organisations have a positive and significant influence with their financial literacy. This article is the first to explore the financial literacy status among NGOs financial managers in KwaZulu-Natal (KZN). Relying on these empirical findings for the financial literacy variables. This study will fill a gap in understanding the variables identified that drive the financial literacy of NGOs financial managers. These findings will help NGOs financial managers to choose the financial literacy practices model to improve their financial knowledge, skills and responsibilities and eventually enhance the financial viability and sustainability of their entities. This study contributes to the current body of knowledge and further offer insight into constructs for measures of financial literacy among NGOs context.

Development and Preliminary Evaluation of a Food Literacy Measure for Use With Young People in Canada

BackgroundThis article presents the culmination of a multiyear research project aimed at creating a comprehensive food literacy framework and corresponding measure. Specifically, this article documents the development and validation of a food literacy measure for young people facing social inequities. ObjectivesThis study aimed to identify items to measure 12 attributes of food literacy; test the measure with the identified target groups, considering attribute, face, and content validity, inter-rater reliability and test-retest reliability; and refine the measure. DesignThe study’s design consisted of a 5-phase approach that included drafting the food literacy measure, expert review, cognitive interviews, pilot testing, and validity and reliability testing. Participants and settingSeven international experts provided feedback on the measure and 25 individuals aged 16 to 25 years participated in cognitive interviews. Two hundred fifty-five young people completed the test survey and 147 completed a retest survey 2 weeks later. These surveys identified food literacy factors. To further evaluate the validity of these factors. One hundred ninety-three participants completed a confirmatory test that was used for confirmatory factor analysis to assess the final model’s fit. Interview participants were recruited from local programs and services from across Ontario, Canada, whereas survey participants were recruited from across Canada via social media. The research study was conducted between January 2018 and December 2019. Main outcome measuresThe main outcome measures were validity and reliability scores for a food literacy measurement tool that consisted of 50 questions across 10 attributes of food literacy. Statistical analyses performedInterview analyses were guided by the four stages of cognitive processing. Exploratory factor analysis was used to identify the factors that improved the Cronbach alpha of the food literacy measure. Test-retest reliability was assessed using percent agreement, Cohen kappa, and weighted kappa. Confirmatory factor analysis was used to produce an acceptable final model with a root mean square error of approximation estimate. ResultsThe final food literacy measure consisted of 50 questions addressing 10 food literacy attributes. Exploratory factor analysis showed an improvement in Cronbach alpha when compared with the initial attribute construction. Test-retest reliability showed percent agreement ranging from 64% to 97%, with most items having fair (0.21 to 0.40) to moderate (0.41 to 0.60) kappa values. Confirmatory factor analysis produced an acceptable final model with a root mean square error of approximation estimate of 0.0437. ConclusionsThe food literacy measure is a comprehensive tool for assessing food literacy among young people. Additional research is needed to explore the measure's modularity, its use as an evaluation tool, and its suitability for use with diverse samples, including individuals from varied gender, geographic locations, ethnicities, and cultural backgrounds.

Does School Education Improve Children’s Health Literacy? Evidence from a Performance-Based Survey

Abstract Background Children begin using digital sources of health information at a young age and are quickly exposed to a variety of unmoderated health content. Health literacy helps children navigate, understand, evaluate, and act on this content. But is the educational system preparing young people for these tasks? This study develops a validated, performance-based measure of health literacy and applies it to a sample of 9- to 13-year-old children (grades 4 to 7). Methods A performance-based tool to measure children’s health literacy was developed through expert consultation and qualitative and quantitative pretesting. The tool uses vignettes and quizzes and captures three dimensions of health literacy: nutrition, physical activity, and psychosocial health. The validated tool was then used in a cross-sectional survey of Austrian children aged 9 to 13 years (n = 780): Diet, Physical Activity, and Psychosocial Health. Results Results show that the performance-based health literacy scores do not correlate with self-reported scores. Girls (vs. boys) and native speakers perform better on the performance-based literacy test, while boys and children reporting more robust financial backgrounds overestimate their literacy on self-reported questions. Most importantly, the data do not show meaningful increases in performance-based health literacy across grade levels. For nutrition literacy, the study even shows a slight negative trend across grade levels. Conclusions This study questions the heavy reliance on self-reported health literacy, which is often confounded with self-efficacy and social environment. Performance-based instruments are needed to measure health literacy as an educational outcome. This study presents one of the first validated instruments. Most importantly, the study shows that the current educational system may not produce meaningful increases in performance-based health literacy, calling for deeper educational reforms. Key messages • Performance-based health literacy is a distinct concept from the subjective health literacy measures that dominate current health literacy research. • Performance-based health literacy did not increase with grade level, indicating a poor performance of the education system in strengthening health literacy.

Generating qualitative evidence of the validity of the Health Literacy Questionnaire Parent

Abstract Background Health literacy refers to the skills needed to access, understand, and navigate health information and services. The Health Literacy Questionnaire (HLQ) is a widely used validated measure of health literacy capturing nine distinct domains. The HLQ-Parent is a recent adaption of the HLQ which has been designed to capture the nuanced health literacy skills required by primary care givers of children. Generating qualitative evidence of validity of such tools is an important element of the validation process as it captures understanding and interpretation of items which is not achievable by quantitative methods alone. Therefore, the purpose of this study was to generate qualitative evidence of the validity of the HLQ-Parent. Methods A qualitative study implementing the HLQ-Parent during face-to-face cognitive interviews with concurrent probing was conducted. Primary carers of children aged 16 or under living in England were recruited via voluntary organisations supporting families. Qualitative data analysis was conducted on the audio recordings in the form of text summaries. Parents’ chosen HLQ-Parent responses were compared to their narrative responses and coded by the researcher as match, no match or unclear. Parents’ narrative responses were also compared to the HLQ-Parent item intent descriptions and coded as concordant, discordant, or unclear. Results Overall, participants (n = 9, mean age 40 years, 88.9% female) narrative responses matched to their chosen HLQ-Parent response, while their narrative responses were concordant with the HLQ-Parent item intent descriptions. Two participants narratives did not match their responses for the item:’ I have enough information to help me deal with my child’s health’. Conclusions The qualitative data provided evidence that participants understood and answered the HLQ-Parent items as intended. Study results contribute validity evidence for the use of HLQ-Parent to measure parental health literacy. Key messages • This study contributes evidence to the validity of the HLQ-Parent. • Qualitative methods provide valuable insights that enhance the overall understanding of health literacy measurement tools.

How to measure Organizational Vaccine Literacy: an exploratory cross-country survey

Abstract Background The project AcToVax4NAM (Grant No. 101018349-3° EU Health Programme) aims to ensure equal and guaranteed access to vaccination services for Newly Arrived Migrants (NAMs). The working group developed a tool that measured the level of Organizational Vaccine Literacy (OVL), defined as an organizational effort to make the Health System easier to access and navigate, thereby facilitating informed decision-making regarding vaccinations for individuals, families and communities. Methods A systematic literature review was undertaken to identify validated tools for measuring OVL, but none was found. Consequently, the review was broadened to include tools for assessing Organizational Health Literacy, which were then adapted to define OVL. A questionnaire consisting of 22 questions divided into 7 sections was developed, utilizing a scale of 1 to 5 to gauge OVL. The survey was then distributed among healthcare services in 8 countries of the AcToVax4NAM consortium. Results We received 88 responses, mainly from Italy (26%), Spain (23%) and Greece (12%), encompassing 17 facilities, primarily vaccination centers and health prevention departments. Questions about the clarity and easy access to vaccination information provided by organizations had high mean scores, except the questions on the navigability of websites for foreign patients (mean scores < 3). Notably, responses related to the issue of cross-sectoral collaboration between health services and other partners (e.g., patient associations, NGOs), had a mean score of 2.56. Low scores were observed in the area related to the perception of possible individual contribution to systemic organizational efforts. Conclusions Shifting to an approach in which organizations prioritize equity and address complex needs, rather than leaving it to individuals to navigate the complex world of healthcare providers, could bring benefits to population groups, particularly those at risk of not accessing prevention services, such as NAMs. Key messages • After conducting a systematic review to identify validated instruments for the measure of Organizational Vaccine Literacy (OVL), a tool consisting of 22 questions was developed to measure OVL. • Shifting to an approach where organizations prioritize equity and address complex needs, rather than leaving it to individual responsibility, could significantly benefit vulnerable population.

1.K. Scientific session: Health literacy of children and adolescents across Europe

Abstract Health literacy is developed throughout the life course. Enhancing health literacy at an early age is especially important since it may impact both current and future health skills and outcomes. Low health literacy in child and adolescent populations has been linked to worse health outcomes and health disparities in Europe, making health literacy of children and adolescents an important public health topic. Developing and delivering targeted interventions and services for these age groups requires insight and data on the development and state of health literacy in early age. However, child and adolescent health literacy is still an under-researched topic. This is partly due to a lack of appropriate measurement instruments and methods to involve children in research. In the past years, new studies on child and adolescent health literacy have emerged in several European countries. In this workshop, innovative studies from Germany, the Netherlands and the UK on HL in childhood and adolescence are introduced and discussed. Both methodological findings as well as empirical data will be presented. In Germany, an instrument to measure child health literacy was developed and validated for primary school children. This instrument, the HLS-Child-Q15, has been used both in Germany and in the Netherlands to study the relationship between children’s health literacy and their health behaviors and outcomes. In the UK, methods of involving primary school children in health literacy research were studied. Experiences with a Children’s Advisory Group will be shared. Another study in the Netherland focuses on the health literacy profiles and needs of adolescent patients with rheumatic diseases. The format of this workshop will be 4x10-minute presentations (including questions) followed by a 20-minute interactive discussion, reflecting on the relevance of these results to further research, health promotion and health services. which will be followed by Q&A and an open discussion with the audiences. This workshop offers a forum for researchers, health educators, practitioners and policy-makers interested in health literacy measurement and research in children and adolescents. Key messages • Child and adolescent health literacy is an important, yet under-researched public health topic. • Child health literacy is an important predictor of their health behavior and outcomes.

Public Health Literacy: a concept to develop – Qualitative study among public health professionals

Abstract Background Health literacy can be defined as individuals’ motivation and skills to access, understand, evaluate, and utilize information to make decisions about their health. Despite Sorensen’s widely used definition encompassing both individual and population levels, also known as Public Health Literacy, it remains poorly detailed and is rarely taken into account by measurement tools. As evidenced by the Covid-19 health crisis, limited public health literacy impacts reluctance to accept government recommendations, vaccine hesitancy, and fosters mistrust of science and conspiracy theories in the health field. The main objective of this study was to derive specific public health knowledge and skills from public health professionals for the general population constituted the first step of the development of a public health literacy measurement tools. Methods A qualitative study, based on ten semi-structured interviews with public health professionals from various settings (academic, hospital, health prevention, and promotion), working across various public health fields (nutrition, sexual health, mental health), has been conducted since March 2024. Results Preliminary analysis identified three main themes: (1) fundamental concepts including identification of health determinants, epidemiology and the purpose of public health interventions, (2) critical skills including the assessment of the level of evidence and reliability of public health information, and (3) civic orientation including environmental impact on health and community approach to interventions. Conclusions These detailed insights will guide the creation of a valid measurement tool for public health literacy. This will facilitate the investigation of specific impacts on people’s adherence to public health interventions or messages and the development of actions targeting literacy in a more holistic manner. Key messages • Specific public health dimensions have been identified to enrich the existed definition of health literacy. • Public health concepts, reliability of public health information and community approach constitute the core of public health literacy.

Development and Validation of an AI Literacy Scale

Amidst rapid advancements in artificial intelligence (AI), acquiring AI-related skills has become essential for societal development. Assessing the public’s AI literacy is thus critical for enhancing overall societal competitiveness. This study aimed to develop an evaluation index system for measuring public AI literacy, encompassing five dimensions with 15 specific indicators: application ability, cognitive ability, morality, critical thinking, and self-efficacy. Data were collected through surveys, and quantitative analysis validated the system’s rationality. The constructed AI literacy measurement tool provides a reliable foundation for evaluating core competencies in the AI era, filling a research gap with practical and theoretical significance.

Meta AI literacy scale: Further validation and development of a short version

The concept of AI literacy, its promotion, and measurement are important topics as they prepare society for the steadily advancing spread of AI technology. The first purpose of the current study is to advance the measurement of AI literacy by collecting evidence regarding the validity of the Meta AI Literacy Scale (MAILS) by Carolus and colleagues published in 2023: a self-assessment instrument for AI literacy and additional psychological competencies conducive for the use of AI. For this purpose, we first formulated the intended measurement purposes of the MAILS. In a second step, we derived empirically testable axioms and subaxioms from the purposes. We tested them in several already published and newly collected data sets. The results are presented in the form of three different empirical studies. We found overall evidence for the validity of the MAILS with some unexpected findings that require further research. We discuss the results for each study individually and also together. Also, avenues for future research are discussed. The study's second purpose is to develop a short version (10 items) of the original instrument (34 items). It was possible to find a selection of ten items that represent the factors of the MAILS and show a good model fit when tested with confirmatory factor analysis. Further research will be needed to validate the short scale. This paper advances the knowledge about the validity and provides a short measure for AI literacy. However, more research will be necessary to further our understanding of the relationships between AI literacy and other constructs.

Early Oral Language and Cognitive Predictors of Emergent Literacy Skills in Arabic-Speaking Children: Evidence From Saudi Children With Developmental Language Disorder.

Although children with developmental language disorder (DLD) are known to have difficulties with emergent literacy skills, few available studies have examined emergent literacy skills in Arabic-speaking children with DLD. Even though Arabic language characteristics, such as diglossia and orthographic structure, influence the acquisition of literacy in Arabic-speaking children, research shows that oral language skills, such as vocabulary, and cognitive skills, such as verbal short-term memory (VSTM), predict literacy in Arabic-speaking children. Moreover, linguistic and memory abilities are impaired in children with DLD, including Arabic-speaking children. The current study examines the relationships between oral language, VSTM, and emergent literacy skills in Arabic-speaking typically developing (TD) children and children with DLD. Participants were 40 TD children (20 girls; aged 4;0-6;11 [years;months]) and 26 children with DLD (nine girls, aged 4;0-6;11). All participants were monolingual Arabic speakers and matched on age and socioeconomic status. A set of comprehensive Arabic language (vocabulary knowledge, morphosyntactic, and listening comprehension skills), VSTM, and emergent literacy (phonological awareness and letter knowledge skills) tests were administered. The DLD group scored significantly lower than the TD group on language, VSTM, and emergent literacy measures. Results revealed that the contributions of oral language and VSTM to emergent literacy skills across TD and DLD groups were different. In the TD group, VSTM predicted emergent literacy skills, whereas in the DLD groups, both vocabulary knowledge and VSTM predicted emergent literacy skills. This study represents an important first step in understanding emergent literacy skills and their relationships to language and memory in Arabic-speaking children with and without DLD. The implications of these findings for clinical and education provision are discussed.

The Relation of Linguistic Awareness Skills to Reading and Spelling for Autistic and Non-Autistic Elementary School-Age Children.

For non-autistic children, it is well established that linguistic awareness skills support their success with reading and spelling. Few investigations have examined whether these same linguistic awareness skills play a role in literacy development for autistic elementary school-age children. This study serves as a first step in quantifying the phonological, prosodic, orthographic, and morphological awareness skills of autistic children; how these skills compare to those of non-autistic children; and their relation to literacy performance. We measured and compared the phonological, prosodic, orthographic, and morphological awareness skills of 18 autistic (with average nonverbal IQs) and 18 non-autistic elementary school-age children, matched in age, nonverbal IQ, and real-word reading. The relations between linguistic awareness and the children's word-level literacy and reading comprehension skills were examined, and we explored whether the magnitude of these relations was different for the two groups. Regression analyses indicated the relative contribution of linguistic awareness variables to performance on the literacy measures for the autistic children. The non-autistic children outperformed the autistic children on most linguistic awareness measures. There were moderate-to-strong relations between performances on the linguistic awareness and literacy measures for the non-autistic children, and most associations were not reliably different from those for the autistic children. Regression analyses indicate that the performance on specific linguistic awareness variables explains unique variance in autistic children's literacy performance. Although less developed than those of their non-autistic peers, the linguistic awareness skills of autistic elementary school-age children are important for successful reading and spelling.

Librarians' AI Literacy

ABSTRACTGenerative Artificial intelligence (GenAI) chatbots, e.g., ChatGPT, are emerging and gradually becoming pivotal tools in various domains, including libraries. Accordingly, AI literacy definitions, skills, and measures are developed. This research aims to delve into the various factors that are associated with librarians' AI literacy. The study measures included the AI literacy Scale and four sub‐scales of AI Device Usage Acceptance (AIDUA): social influence, hedonic motivation, willingness to accept AI usage, and positive emotions toward AI. 107 librarians answered an online questionnaire. Findings reveal that librarians with high AI technology acceptance, which includes social influence, hedonic motivation, willingness to use AI, and positive emotions towards AI, tend to have higher AI literacy, suggesting that these factors can be utilized to promote librarians' AI literacy.

Health literacy after traumatic brain injury: characterisation and control comparison.

Background Little is known about health literacy in traumatic brain injury (TBI) survivors. The aims of this study were to compare health literacy in individuals with TBI with that of a control group; to examine the association between health literacy in individuals with TBI and demographic, injury, and cognitive factors; and compare the relationship between health literacy and physical and mental health outcomes. Methods A cross-sectional observational study design was used. Adults (≥18years) were recruited from an outpatient research centre in Victoria, Australia. There were 209 participants with a complicated mild to severe TBI at least 1year previously (up to 30years 6months) and 206 control participants. Results Individuals with TBI did not have poorer health literacy than controls (IRR=1.31, P =0.102, CI95% [0.947, 1.812]). Further analysis could not be completed due to the highly skewed Health Literacy Assessment Using Talking Touchscreen Technology - Short Form (Health LiTT-SF) data. Conclusion Health literacy performance in individuals with TBI was not significantly different to controls. Premorbid education may provide a critical cognitive reserve upon which TBI survivors can draw to aid their health literacy. These findings are specific to the Health LiTT-SF measure only and require replication using more comprehensive health literacy measures in culturally diverse samples.

Health literacy, nutrition literacy, and B vitamins status in patients with recurrent ischemic heart disease episodes: A hospital-based cross-sectional study

Background: In Oman, ischemic heart disease (IHD) is the most common type of cardiovascular disease, and there are multifactorial causes, including nutritional deficiencies of B vitamins (folate and B12) and health illiteracy. Objective: This study aimed to characterize the health literacy, nutrition literacy, and B-vitamin (folate and B12) status of patients with recurrent episodes of IHD. Methods: This cross-sectional study was conducted over a period of 5 months from February to June 2022. The enrolled study participants had an angiographically proven recurrence of IHD, and they were interviewed using a study questionnaire to identify their sociodemographic data, health status, and nutrition status. Folate and B12 were measured in the sera of the study participants. Results: Most participants were in their middle age (62%), and the frequency of the IHD recurrence was noticed among men, married, and unemployed. The serum values of folate and vitamin B12 were within the normal range among the IHD patients. Health literacy categories were affected by the employment status (χ2 1 = 6.05, P = 0.01), and the binary logistic regression confirmed the statistical significance between employment status and health literacy (odds ratio; 1.7, P = 0.005). Nutrition literacy had a significant difference regarding the education variable (χ2 1 = 8.34, P = 0.004), and the sociodemographic variables were not associated with nutrition literacy. Conclusion: The investigated health and nutrition literacy measures might be used for assessing IHD patients’ literacy and detecting any deficits that needed to be improved.

The Impact of Financial Literacy on Investment Decisions: The Moderating Role of Financial Technology

This study investigates the impact of financial literacy on investment decisions and explores the moderating role of financial technology (Fintech). Conducted among small and medium-sized enterprises (SMEs) in Bali Province, Indonesia, the research seeks to understand how financial literacy influences investment choices and how Fintech enhances this relationship. A quantitative approach was used, involving the distribution of questionnaires to 100 SME owners who received business legality through decentralization funds. The data, collected via primary sources and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) 4.0, included measures of financial literacy, investment decisions, and Fintech usage. The findings reveal that higher financial literacy positively impacts investment decisions, with SMEs demonstrating better investment management and decision-making capabilities. Additionally, Fintech was found to strengthen this relationship by providing real-time data and advanced analytical tools that enhance investment decisions for those with strong financial literacy. However, the benefits of Fintech were more significant for individuals with higher financial knowledge, indicating that technology alone cannot replace the need for financial education. This study underscores the importance of integrating financial literacy with technological tools to improve investment outcomes and suggests that future research should explore diverse geographic contexts and longitudinal studies to better understand the evolving dynamics between financial literacy, Fintech, and investment decisions