Financial literacy among Finnish adolescents in PISA 2018 : the role of financial learning and dispositional factors
Silinskas, G., Ahonen, A. K., & Wilska, T.-A. (2021). Financial literacy among Finnish adolescents in PISA 2018 : the role of financial learning and dispositional factors. Large-Scale Assessments in Education, 9, Article 24. https://doi.org/10.1186/s40536-021-00118-0
Published inLarge-Scale Assessments in Education
DisciplineResurssiviisausyhteisöPsykologiaSosiologiaKoulutuksen tutkimuslaitosSchool of Resource WisdomPsychologySosiologyFinnish Institute for Educational Research
© 2021 the Authors
The aim or the present study was to examine the relative importance of financial education in school and families and dispositional factors (competitiveness, work mastery, meta-cognition) in predicting financial literacy among Finnish adolescents. The data on the 4328 Finnish 15-year-olds was drawn from the PISA 2018 assessment. Financial literacy was measured by tests, and financial education and dispositional factors were assessed by adolescent questionnaires. First, the results showed that financial education in school was positively associated with adolescents’ financial literacy skills, whereas parental involvement in financial matters did not relate or related negatively to financial literacy scores. Second, dispositional factors, such as competitiveness, work mastery, and meta-cognition (effective strategies to understand/remember information, to summarize information, and to evaluate source credibility) were the strongest positive predictors of the financial literacy scores. Overall, the present study emphasizes that certain social factors (schools and families) and especially dispositional characteristics (personality/motivation and critical thinking/learning strategies) may shape the development of the financial skills of adolescents. ...
Publication in research information system
MetadataShow full item record
Related funder(s)Academy of Finland
Funding program(s)Research costs of Academy Research Fellow, AoF; Research post as Academy Research Fellow, AoF; Postdoctoral Researcher, AoF; Strategic research programmes, AoF
Additional information about fundingThis study is part of the DigiConsumers research project funded by the Strategic Research Council (SRC) established within the Academy of Finland. Grant Numbers: #327237, #327242. The Academy of Finland has also funded the corresponding author by the Academy Research Fellow Grants #331525, #336148, and #296082.
Showing items with similar title or keywords.
Energy Drink Consumption Among Finnish Adolescents : Prevalence, Associated Background Factors, Individual Resources, and Family Factors Puupponen, Maija; Tynjälä, Jorma; Tolvanen, Asko; Välimaa, Raili; Paakkari, Leena (Swiss School of Public Health, 2021)Objectives: Energy drink consumption among adolescents has become a notable global phenomenon, and has been associated with numerous negative health outcomes. In order to understand the popularity of energy drinks among ...
Laine, Kati; Ahonen, Arto K.; Nissinen, Kari (Opetus- ja kulttuuriministeriö, 2020)PISA-tutkimusohjelma (Programme for International Student Assessment) toteutettiin vuonna 2018 seitsemännen kerran. Taloudellisen yhteistyön ja kehityksen järjestön OECD:n (Organisation for Economic and Cultural Development) ...
Rautopuro, Juhani; Nissinen, Kari (Palkansaajien tutkimuslaitos, 2020)Julkisuudessa on vuosien varrella arvosteltu suomalaisten ja etenkin nuorten talousosaamista ja taloudellista lukutaitoa. Heikon osaamisen on katsottu aiheuttavan ylivelkaantumista ja muita ongelmia. Syitä tilanteeseen on ...
Equity and excellence : evidence for policy formulation to reduce the difference in PISA performance between Swedish speaking and Finnish speaking students in Finland Brink, Satya; Nissinen, Kari; Vettenranta, Jouni (University of Jyväskylä, Finnish Institute for Educational Research, 2013)
The relationship between ICT use and reading literacy : focus on 15-year-old Finnish students in PISA studies Leino, Kaisa (University of Jyväskylä, Finnish Institute for Educational Research, 2014)