The Role of Learning Context in High School Students' Financial Knowledge and Behavior Acquisition

Sharon M. Danes, Katherine E. Brewton

Research output: Contribution to journalArticlepeer-review

13 Scopus citations

Abstract

Using social construction theory, associations between student and classroom characteristics and high school students' financial knowledge and behavior acquisition after studying a financial planning curriculum were examined. Prior to curriculum study, Whites, those growing up in a farm family business, and those who were working had higher financial knowledge; male and female knowledge differed by content. After curriculum study, females, those not growing up in a farm family business, and those who were not working gained most from curriculum study. While Whites, those who were working, and males exhibited more positive behaviors prior to curriculum study, after curriculum study, students living in states having financial mandates and those who did not grow up in a farm family business increased their positive behaviors most.

Original languageEnglish (US)
Pages (from-to)81-94
Number of pages14
JournalJournal of Family and Economic Issues
Volume35
Issue number1
DOIs
StatePublished - Jan 1 2014

Keywords

  • Financial behavior
  • Financial education
  • Financial knowledge
  • Learning context
  • Social construction

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