TY - JOUR
T1 - Learning context when studying financial planning in high schools
T2 - Nesting of student, teacher, and classroom characteristics
AU - Danes, Sharon M
AU - Rodriguez, Michael C
AU - Brewton, Katherine E.
PY - 2013
Y1 - 2013
N2 - Grounded in social construction theory, the current study investigates the learning context when study ingfinancial planning in high school by analyzing the nesting of student, teacher and classroom characteristics. Key findings were that three student characteristics (initial financial knowledge, gender, senior grade level), one teacher variable (use of all curriculum assessments), and two classroom variables (proportion of junior students and students who spent more money per week) were significant predictors of students' financial knowledge gain. Significant predictors of students' behavior gain were one student characteristic (senior grade level), two student access to money variables (employment status, spending per week), and three classroom variables (mean initial financial behavior, proportion of students working part-time, proportion of rural students). Findings indicated that subject matter content alone was not sufficient to create behavior change; learning context must be considered.
AB - Grounded in social construction theory, the current study investigates the learning context when study ingfinancial planning in high school by analyzing the nesting of student, teacher and classroom characteristics. Key findings were that three student characteristics (initial financial knowledge, gender, senior grade level), one teacher variable (use of all curriculum assessments), and two classroom variables (proportion of junior students and students who spent more money per week) were significant predictors of students' financial knowledge gain. Significant predictors of students' behavior gain were one student characteristic (senior grade level), two student access to money variables (employment status, spending per week), and three classroom variables (mean initial financial behavior, proportion of students working part-time, proportion of rural students). Findings indicated that subject matter content alone was not sufficient to create behavior change; learning context must be considered.
KW - Evaluation
KW - Financial behavior
KW - Financial knowledge
KW - Financial literacy
KW - Social construction
KW - Teen finances
UR - http://www.scopus.com/inward/record.url?scp=84892567234&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84892567234&partnerID=8YFLogxK
M3 - Article
AN - SCOPUS:84892567234
VL - 24
SP - 20
EP - 36
JO - Journal of Financial Counseling and Planning
JF - Journal of Financial Counseling and Planning
SN - 1052-3073
IS - 2
ER -