Level of Financial Literacy of Academic Youth from Rural Areas in the Visegrad Group Countries

• Autorzy: Monika Szafrańska

Warianty tytułu

Poziom świadomości finansowej młodzieży akademickiej z obszarów wiejskich w krajach Grupy Wyszehradzkiej

• Języki publikacji: EN

Abstrakty

EN

The aim of the study is to determine the level of financial literacy of academic youth from rural areas in the V4 Group countries, as well as to compare the results obtained with the level of financial literacy of young people from cities. The source of data used for analysis and inference were primary information obtained from own research (PAPI method, 900 people). The research used a set of questions to assess the level of financial literacy of adults proposed by the OECD INFE. In addition to primary sources, secondary sources were also used to achieve the goal. The measures of descriptive statistics and one-way analysis of variance (F) were used. The level of financial literacy was determined at the medium level, which may indicate the low effectiveness of financial education measures implemented at different levels of education. The component of financial literacy where students from rural areas had the lowest scores was basic financial knowledge. Only 43% of people from rural areas achieved the minimum target score.(original abstract)

Cele pracy to określenie poziomu świadomości finansowej młodzieży akademickiej pochodzącej z obszarów wiejskich w krajach Grupy V4 i porównanie uzyskanych wyników z poziomem świadomości finansowej młodych osób pochodzących z miast. Głównym źródłem danych były informacje pierwotne pozyskane z badań własnych (matoda PAPI, 900 respondentów). W badaniach użyto zestawu pytań umożliwiającego ocenę poziomu świadomości finansowej osób dorosłych, zaproponowanego przez OECD INFE. Poza źródłami pierwotnymi wykorzystano również źródła wtórne. Do osiągnięcia celu pracy zastosowano miary statystki opisowej oraz jednoczynnikową analizę wariancji (F). Poziom świadomości finansowej określono jako średni, co może wskazywać na niską efektywność działań z zakresu edukacji finansowej realizowanych na różnych poziomach edukacji. Komponentem świadomości finansowej, w którego przypadku studenci z obszarów wiejskich uzyskali najniższe wyniki, była podstawowa wiedza finansowa. Tylko 43% osób osiągnęło założony rezultat.(abstrakt oryginalny)

Słowa kluczowe

EN

Finance; Students; Rural areas

PL

Finanse; Studenci; Obszary wiejskie

• Czasopismo: Nauki o Finansach / Uniwersytet Ekonomiczny we Wrocławiu
• Rocznik: 2019
• Tom: 24
• Numer: nr 3
• Strony: 46--58

Twórcy

autor

Monika Szafrańska

• University of Agriculture in Cracow, Poland

Bibliografia

• Alessie R., Van Rooij M., Lusardi A., 2011, Financial literacy and retirement preparation in the Nether- lands, Journal of Pension Economics and Finance, 10(5), pp. 527-545.
• Ajzerle S., Brimble M., Freudenberg B., 2013, Is financial capability related to the effective use of debt in Australia?, Australian Accounting Business & Finance Journal, 7/3, pp. 107-128.
• Bański J., 2018, Phases to the transformation of agriculture in Central Europe - selected processes and their results, Agric. Econ. - Czech, 64, pp. 546-553.
• Bendre A., Singh V., 2017, Financial literacy paving the way for financial inclusion in India, International Journal of Engineering Technology Science and Research, 4/12, pp. 359-370.
• Beranová M., Navrátilová M., Šišková J., Stárová M., 2017, Financial literacy of university students in relation to financial security in old age, ERIE, 1, pp. 25-32.
• Botos K., Botos J., Béres D., Csernák J., Németh E., 2012, Financial literacy and risk-taking of households in the hungarian central great plain, Public Finance Quarterly, 3, pp. 267-285.
• Chmeliková B., 2015, Financial literacy of students of finance: An empirical study from the Czech Republic, International Journal of Economics and Management Engineering, 9/12, pp. 4233-4236.
• Citi Handlowy, 2009, The State of Financial Knowledge of Poles. Report of the Kronenberg Foundation at Citi Handlowy, Dom Badawczy Maison, Warszawa.
• Dimeski B., Tosheva E., 2018, Examining rural regions in Hungary after EU accession: Public management of some key performance (2004-2014), Balkan Social Science Review, 12, pp. 7-25.
• Endre D., Nagy A., Székely L., 2011, Financial literacy in the Hungarian civil sector, Civil Szemke 8 (1-2), pp. 1-69.
• Frączek B., Bobenič Hintošová A., Bačová M., Siviček T., 2017, Simultaneous use of the financial literacy level and the financial inclusion degree as a result of financial education efficiency in Visegrad Group countries, Journal of Economics and Management, 27(1), pp. 5-25.
• Gaisina S., Kaidarova L., 2017, Financial literacy of rural population as a determinant of saving behavior in Kazakhstan, Rural Sustainability Research, 38 (333), pp. 32-42.
• Golawska-Witkowska G., Mazurek-Krasodomaska E., Rzeczycka A., 2016, Financial literacy of Technical Universities' Students Using the Example of Gdańsk University of Technology and its Determinants, [in:] Wieteska S., Burzyńska D. (eds.), Granice finansowe XXI wieku - finanse publiczne, rynek finansowy, finanse przedsiębiorstw, Wydawnictwo Uniwersytetu Łódzkiego, Łódź, pp. 35-48.
• Hedvicaková M., Svobodová L., 2018, Web portals used in financial education as a support of financial literacy, Advanced Science Letters, 24/4, pp. 2948-2952(5).
• Hornyák-Gregáňová R., Pietriková M., 2018, Financial literacy of students of the Slovak University of Agriculture in Nitra, Mathematics in Education, Research and Applications, 3/2, pp. 79-84.
• Iwanicz-Drozdowska M. (ed.), 2011, Edukacja i świadomość finansowa, Oficyna Wydawnicza Szkoła Główna Handlowa w Warszawie, Warszawa.
• Karakurum-Ozdemir K., Kokkizil M., Uysal G., 2018, Financial Literacy in Developing Countries. Social Indicators Research, https://doi.org/10.1007/s11205-018-1952-x (25.02.2019).
• Kata R., Walenia A., Pyrkosz D., 2015, Financial exclusion of the rural population in Poland, Journal of Agribusiness & Rural Development, 4(38), pp. 1-10.
• Kieżel E., Burgiel A., 2017, Economic Knowledge of Consumers and the Rationality of their Behaviours, Wydawnictwo C.H. Beck, Warszawa.
• Kubak M., Tkacova A., Androniceanu A., Tvaronavičiené M., Huculova E., 2018, Financial literacy of students in chosen universities - research platform for regulatory processes of the educational system in Slovakia, Finance, 1, pp. 175-190.
• Luksander A., Béres D., Huzdik K., Németh E., 2014, Analysis of the factors that influence the financial literacy of young people studying in higher education, Public Finance Quarterly, 59(2), pp. 220-241.
• Lusardi A., Mitchell O., 2014, The economic importance of financial literacy, theory and evidence, JEconLit, 52(1), pp. 5-44.
• Musiał M., 2018, Personal finance management effectiveness in Poland, Wydawnictwo Naukowe Uniwersytetu Szczecińskiego, Szczecin.
• Musiał M., Świecka B., 2016, Analysis of knowledge and financial skills of the young generation, Acta Universitatis Lodziensis Folia Oeconomica, 6 (326), pp. 203-2016.
• Németh E., Jacovác K., Meszáros A., Kollár P., Váralotai V., 2016, Insight and blight-initiatives on enhancing financial literacy in Hungary, Public Finance Quarterly, 3, pp. 401-422.
• Németh E., Zsóter B., 2018, Characterisation of young people according to their financial attitudes and behaviours - a survey on the financial behaviour and attitudes of students in higher education, Applied Finance and Accounting, 4/1, pp. 31-40.
• OECD INFE, 2011, Measuring Financial Literacy Questionnaire and Guidance Notes for Conducting an Internationally Comparable Survey of Financial Literacy, www.oecd.org/finance/financial-education (15.02.2019).
• OECD INFE, 2016, International Survey of Adult Financial Literacy Competencies, www.oecd.org/finance/financial-education (15.12.2018).
• Pintye A., Kiss M., 2016, Financial literacy of students in business and economics higher education, The Annals of the University of Oradea - Economic Sciences, 25/1, pp. 781-789.
• Santos E., Abreu M., 2013, Financial literacy, financial behaviour and individuals' over-indebtedness, ISEG-DE Working Papers, 11/2013/DE/UECE, pp. 1-31.
• Smyczek S., 2016, Financial literacy of consumers in the Central and Eastern Europe countries, Zeszyty Naukowe Uniwersytetu Ekonomicznego, 303, pp. 24-35.
• Solarz M., 2015, Increasing financial resilience of households as the condition for long-lasting financial inclusion, Annals Universitatis Mariae Curie-Skłodowska, Sectio H - Oeconomia, vol. XLIX,4, pp. 517-525.
• Stanisz A., 2011, Przystępny kurs statystyki, StatSoft Polska Sp z o.o., Kraków.
• Stănculescu M.S., 2010, Analysis of the Financial Literacy Survey in Romania and Recommendations, World Bank, Washington, DC, https://openknowledge.worldbank.org/handle/10986/12874 License: CC BY 3.0 IGO (25.02.2019).
• Straka J., Tuzová M., 2016, Factors affecting development of rural areas in the Czech Republic: A literature review, Procedia - Social and Behavioral Sciences, 220, pp. 496-505.
• Székely V., 2018, Rural development and local action groups in Slovakia: International and international comparison, Acta Geobalcanica, 4, pp. 33-39.
• Xu L., Zia B., 2013, Financial Literacy in the Developing World. World Bank-Development Research Group, https://papers.ssrn.com (25.02.2019).
• Wilkin J., Nurzyńska I., 2018, Rural Poland 2018. The Report on the State of Rural Areas, Scholar, Warszawa.
• Zvariková K., Majerová J., 2014, Financial literacy in the Slovak Republic, Procedia-Social and Behavioral Sciences, 10, pp. 1106-1115.

Identyfikatory

DOI

10.15611/fins.2019.3.05