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dc.contributor.authorAkben Selçuk, Elif
dc.contributor.authorAltıok-Yılmaz, Ayşe
dc.date.accessioned2019-06-27T08:02:47Z
dc.date.available2019-06-27T08:02:47Z
dc.date.issued2014
dc.identifier.issn0033-2941en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12469/686
dc.identifier.urihttps://doi.org/10.2466/31.11.PR0.115c18z3
dc.description.abstractThis study assessed financial literacy and its correlates among Turkish college students with special emphasis on the role of formal education learning approaches and parental influences. Financial literacy was measured by the College Student Financial Literacy Survey which assesses knowledge in four areas: general financial management saving and borrowing insurance and investing. 853 Turkish university students were administered the survey (416 men 437 women ; M age = 20.3 yr. SD = 0.6). The mean percentage of correct responses was 45% (SD = 12.8%). Regression results showed that formal finance education in college a deep approach to learning and direct financial teaching by parents were significantly associated with higher financial literacy scores.en_US]
dc.language.isoengen_US
dc.publisherAmmons Scientific Ltden_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectN/Aen_US
dc.titleFinancial Literacy among Turkish College Students: The Role of Formal Education, Learning Approaches, and Parental Teachingen_US
dc.typearticleen_US
dc.identifier.startpage351en_US
dc.identifier.endpage371
dc.relation.journalPsychological Reportsen_US
dc.identifier.issue2
dc.identifier.volume115en_US
dc.departmentFakülteler, İşletme Fakültesi, İşletme Bölümüen_US
dc.identifier.wosWOS:000344852900002en_US
dc.identifier.doi10.2466/31.11.PR0.115c18z3en_US
dc.identifier.scopus2-s2.0-84908273165en_US
dc.institutionauthorAkben Selçuk, Elifen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.identifier.pmid25153844en_US


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