Manuel Förster et al. (Hrsg.) (2018)

In: Empirische Pädagogik 2018 – 32 (3+4) [digital]:

Gender, country-level variables, and financial knowledge

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Bibliographische Angaben

Der Beitrag ist in folgendem Heft erschienen
Manuel Förster et al. (Hrsg.)

In: Empirische Pädagogik 2018 – 32 (3+4) [digital]:

Financial literacy of students and young adults

Determinants and impacts

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Herausgeber Manuel Förster
Roland Happ
William B. Walstad
Carlos J. Asarta
Autoren Rebecca G. Chambers
Carlos J. Asarta
Band/Heft 3+4
Erscheinungsjahr 2018
Jahrgang 32
ISBN-13 978-3-944996-55-4
ISBN-10 3-944996-55-0
ISSN 0931-5020
Seiten 245
Sprache Englisch
Dateiformat DRM-freies Portable Document Format (.pdf)

Inhaltsverzeichnis

A gender gap in the financial knowledge of high school students has appeared over time in a variety of different countries, whereby male students tend to have more financial knowledge than female students (Atkinson & Messy, 2012; Lusardi, Mitchell & Curto, 2010). Previous research has attempted to explain this gender gap by exploring links between country-level variables and financial knowledge (Atkinson & Messy, 2012; Jappelli, 2010; Lo Prete, 2013). We built upon previous research by using data from the Programme of International Student Assessment (PISA) Financial Literacy Assessment and focusing on the potential influence that a country’s macroeconomic indicators may have on individual student financial knowledge and the gender gap in financial knowledge. We utilized multilevel modeling procedures to best account for the variance in student performance and find that country-level variables do not seem to explain the gender gap in financial knowledge.

A gender gap in the financial knowledge of high school students has appeared over time in a variety of different countries, whereby male students tend to have more financial knowledge than female students (Atkinson & Messy, 2012; Lusardi, Mitchell & Curto, 2010). Previous research has attempted to explain this gender gap by exploring links between country-level variables and financial knowledge (Atkinson & Messy, 2012; Jappelli, 2010; Lo Prete, 2013). We built upon previous research by using data from the Programme of International Student Assessment (PISA) Financial Literacy Assessment and focusing on the potential influence that a country’s macroeconomic indicators may have on individual student financial knowledge and the gender gap in financial knowledge. We utilized multilevel modeling procedures to best account for the variance in student performance and find that country-level variables do not seem to explain the gender gap in financial knowledge.