Abstract

The study sought to understand the relationship between the type of state mandate for financial education and 18-24-year-olds' financial literacy and financial capability. Using extant data from national surveys about financial literacy and financial capability in 2015 and 2018, this study determined there was rarely a significant difference in young adults' financial literacy and financial capability as related to the level of financial education they received in high school. For 2015 literacy, the education mandate as a main effect within ethnicity was p = .025. Within certain demographic main effects, there were significant results. In 2015, ethnicity and educational attainment were each significant for financial literacy p = .000. In 2018, gender, ethnicity and educational attainment were each significant for financial literacy, p = .000, while income was significant p = .005. In 2015, ethnicity was significant for financial capability p = .001, while educational attainment and income were each p = .000. In 2018, gender was significant for financial capability p = .016, while ethnicity, educational attainment, and income were each significant p = .000. Interaction effects existed in some cases, with 2015 financial literacy at gender by education mandate p = .008 and income by education mandate p = .040; for 2015 capability, gender by education mandate p = .019; for 2018 capability, educational attainment by education mandate p = .024. Understanding how demographic factors influence financial literacy and financial capability and can influence how policymakers and educators address these differences to provide effective financial education for all students.

Notes

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Graduation Date

2020

Semester

Spring

Advisor

Eadens, Daniel

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Educational Leadership and Higher Education

Degree Program

Educational Leadership; Executive Track

Format

application/pdf

Identifier

CFE0007930; DP0023064

URL

https://purls.library.ucf.edu/go/DP0023064

Language

English

Release Date

May 2020

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

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