جستجوی مقالات مرتبط با کلیدواژه « سواد مالی » در نشریات گروه « علوم تربیتی »

The aim of the current research is to analyze the effect of economics education on financial literacy and decision-making of students with the moderating role of the socio-economic status of the family. In terms of practical purpose, the research is based on structural equation modeling according to the method of descriptive-correlation data collection. The statistical population studied is students studying in Urmia University in two faculties of Economics and Management and Literature and Human Sciences in the academic year of 2021-22 in the number of 1632 people, of which 313 people were selected by stratified random sampling method. Data collection was done using questionnaires of risk-taking, social norms, probabilistic thinking, financial literacy and socio-economic status of the family, and to analyze the data, firstly, the indicators of the research variables were analyzed using the analysis method. Multiple correspondence was calculated with XLSTAT 2019 software and then the desired model was estimated using generalized structural equation modeling with Stata 17 software. The findings indicate that economics education has a positive and significant effect on students' financial literacy and decision-making, and economics education through financial literacy has a significant effect on students' risk preferences, social preferences and probabilistic beliefs, and the moderating role of socio-economic status in relation to education. Economics and financial literacy were approved. The results of the present research support the effectiveness of policies promoting general and specific economics education and emphasize the distributive and egalitarian nature of such policies.

The present study was conducted with the aim of investigating the status of financial literacy components among students of Farhangian University. The research method was descriptive and cross-sectional survey. The statistical population of this research included all graduate students of Farhangian University of Ardabil province, numbering 1314 people 278 of whom were selected as the sample using available sampling method following Morgan's Table. The data collection tool was a researcher-made questionnaire, whose validity was confirmed using the AVE index and face validity. The value of the AVE index for each of the components of financial literacy (financial knowledge, financial attitude and financial behavior) was greater than 0.5, and in terms of formal validity, the questionnaire was reviewed and confirmed by subject experts. Also, the reliability was estimated through two combined reliability indices and Cronbach's alpha coefficient yielding a value above 0.7 for each of the components of financial literacy (financial knowledge, financial attitude and financial behavior). To analyze the data, a one-sample t-test was used via SPSS 22 software. The results showed that parents' education, student's income, place of residence and gender respectively have the greatest effect on the behavior, attitude and financial knowledge of students of Farhangian University.

AbstractThe present study was conducted with the aim of investigating researches related to financial literacy in the curriculum of Iranian schools. The method of qualitative research and meta-analysis and the statistical community included 1650 source works, firstly, 80 sources were selected based on the abstract, then 25 sources were selected based on the content, and finally 18 sources were selected as related sources as a statistical sample. Studies and researches have been carried out in different cities of Iran, which have been the most frequent at the national level and in Tehran province. The criteria of the field of researchers are the responsible authors, 55.6% of their fields of study are educational sciences. including financial empowerment, financial communication, financial knowledge, financial supervision, financial trust, financial behavior education, financial literacy curriculum design, measuring students' financial literacy, income and expenses, prioritizing financial literacy components, credit and debt management, risk management, Needs assessment of students' financial literacy curriculum, examination of students' financial literacy status, appropriate solutions to improve students' financial literacy, analysis of financial literacy components in textbooks, financial literacy decision-making through curriculum, relationship between financial literacy and demographic characteristics of students.

The purpose of this study is to present the status of financial literacy in the education system. This study is a descriptive type of systematic review. Research has been published in such a way that this information is collected from Iran, Normsg, Academic Jihad, Irandak, Google Scholor, Since Direct, Springer, and in magazines and textbooks, financial curriculum, component. Financial curriculum, financial literacy, economic literacy and hybrids were searched between 2017 and 2020. With the targeted sampling method, of the 172 articles and thesis reviewed 24 articles were selected. Then, according to the components of the financial curriculum in the education system, the relevant articles were extracted and arranged in structural form. The results of this study show that, given the role of financial and economic literacy in today's world, more emphasis on financial and economic literacy components in textbook content seems more necessary and active teaching approaches in education. These concepts are expected. The teacher has a guide and facilitator and can use a variety of resources.

Financial literacy and understanding its concepts is of particular importance for students; because the behavioral and financial decisions taken by them will have a significant impact on their financial and job status in the future. Based on this, the aim of the present study is to investigate the causal relationship between economics education and financial literacy, decision-making skills and entrepreneurial intention of students. In terms of purpose, the present research is applied, and according to the way of data collection, it is descriptive-correlational, based on structural equation modeling. The statistical population under study is 2733 students of technical and engineering faculty of Urmia University, of which 338 were selected by stratified random sampling. The research data collection tool is a questionnaire, and to analyze the data, firstly, the indicators of the research variables are calculated by the multiple correlation analysis method using the XLSTAT 2019 software, and then the desired model is estimated using the Stata 17 software.  The findings of the research showed that economics education has a positive and significant effect on students’ financial literacy, and economics education through financial literacy has an effect on students’ decision-making skills and entrepreneurial intention. Therefore, higher education decision-makers are advised to consider economics-related course units in the curriculum of engineering courses, and by teaching financial literacy, provide the basis for improving students’ financial-social decision-making and economic growth and sustainable development of society.

The present study has been conducted to investigate the effect of education financial literacy on the reduction of consumerism in second-grade primary school female students in the city of Kashan. It is among applicative studies and has been conducted following the quasi-experimental method and using Solomon four-group design. According to the research method, 60 students were selected in four groups of fifteen. Financial literacy education course was administered for both experimental groups after administering the pretest on the first experimental group and the first control group, and finally the posttest was administered for all four groups. The data collection instrument in pretest and posttest included the behavior observation checklist which assessed the student’s consumption behavior by the parents in six areas of stationary, toys, food, energy, hygienic-cosmetics and clothes and also a researcher-made test which assessed the students’ financial literacy according to GISS method in four areas of spending, saving, investing and giving. The findings reveal that education financial literacy through GISS method has had significant effect on the reduction of consumerism in primary school students and the mean scores of consumptions have reduced in all areas. Furthermore, the consumption reduction was significant in the areas of food, energy, and hygienic-cosmetics. Moreover, the score of financial literacy shows a dramatic increase in the experimental group in the posttest and it shows that the financial literacy can be taught from the childhood. Therefore, education financial literacy can be an effective suggestion to solve the issue of the students’ consumerism.

The purpose of this research is to design a financial literacy curriculum model to be used for the elementary school. The paradigm of research is qualitative and was conducted, through research synthesis method, by content analysis and meta-synthesis techniques. The research population included the whole print and electronic sources related to the subject of the research produced between the years 1385 and 1399 (i.e. from 2005 to 2020). This population was chosen by a purposeful sampling of 114 sources including national and international documents, books and articles taken from authentic databases. Qualitative data were analyzed by coding and using ATLAS.ti software. The validation of the designed model was conducted by utilizing the two criteria of Credibility and dependibility. The findings showed that 32 categories were extracted based on 7 general dimensions. Therefore, this research led to a designing a financial literacy curriculum around three axes of philosophical, sociological, and psychological basics, and the four elements of purpose, content, learning activities, and evaluation methods. As the findings showed, considering our country’s economic problems, financial literacy has been one of the missing links in elementary school curriculum, and teaching the basics of financial skills is quite necessary. The results of this research can be used for a revision in elementary school curriculum and for designing some programs for enhancing teachers’ career skills by policy makers, programmers and other officials related to the field of teaching and training. It can be also of significant help to educational officials in having a deep understanding of the trainees’ financial literacy.

The aim of this study was to design a financial literacy curriculum model for elementary school students. To this aim, the qualitative method was used for analysis. In addition, 12 professors and specialists in the field of curriculum planning and primary education, economics and finance of Tehran universities with the academic rank of associate professor and professor were interviewed in 2020. And external audit method was used to determine the validity of the findings. The proposed model was designed consisting of five factors including curriculum context, objectives, content, method and characteristics of learners, and its theoretical basis is "Tyler rationale". The results of this study was the design of a valid curriculum model for teaching financial literacy to elementary school students, which has 21 characteristics as objectives, 26 characteristics for content, 19 characteristics for teaching methods and 8 characteristics for curriculum evaluation methods. The designed template can guide the process of planning, implementing and evaluating the curriculum.

The present study was conducted with the aim of explaining the background and strategies for implementing a financial literacy curriculum for the elementary school. Using the Foundationchr  Grounded Theory method, 12 experts in the field of curriculum planning and primary education, economics and finance were interviewed. Findings showed that social, economic, educational and cultural needs, policies and goals are the basis for developing and implementing a financial literacy curriculum in elementary school. The most important strategies for implementing financial literacy curriculum include educational and structural measures such as curriculum enrichment, providing access to educational resources, teacher participation in curriculum production, creating a platform for cooperation between financial organizations and the education organization, exchange of educational ideas between classes and schools, cooperation of organizations in the development of educational innovations in the field of literacy, continuous interaction with educational centers in the field of finance and development of financial education equipment.

In 2015, OECD supported a study that was launched by PISA to assess students’ “financial literacy” and their ability to make financial decisions. Based on the results of this study, the OECD provided some guidance for the education systems at large regarding financial education and helping students to become conscious citizens taking part in their economic life and making appropriate decisions. As well, “Jumpstart” has presented a set of standards regarding mathematical literacy. Considering the importance of financial literacy the present research was conducted in Iran and mathematics textbooks of 90’s solar years (2010’s AC) were analyzed to trace the financial education. The qualitative content analysis was chosen as research method. The review of 1960s and 1970s indicated that financial education” was integrated as part of mathematics curriculum. On the other hand, financial literacy has been considered as a tool to teach numbers and some other related concepts in the 2010s mathematics textbooks. The research is concluded that integrating historical lessons and new international recommendations would be appropriate way of designing literacy education within the mathematics textbooks.

The purpose of this study is to introduce the status of financial literacy inthe world's new educational system and to evaluate the factors affecting itamong high school students of Shahreza city. The research method isdescriptive-analytic. The statistical population consisted of all students of the8th grade of secondary school in Shahreza city, and the sample size was 328by the Cochran formula. To collect data, a researcher-made questionnaire isused that combines financial knowledge tests of the US National EconomicEducation Council and national standards for Personal Financial of Jumpstartmodel, which is adjusted with the requirements of Iranian students. Validityand reliability of the questionnaire was confirmed by professors and expertsof the economics department of Isfahan University and Ministry of Educationand calculating Cronbach's alpha 0.75. Descriptive statistics (mean,percentage and frequency) and inferential statistics (Probit model) were usedto study and analyze the data. The results show that the students average scoreis 90 from 154 that is low. Furthermore, among the examined variables, mathscore of student, family Socioeconomic status, have a housewife or employedmother and the degree of her education are influenced the financial literacyof the student in 95% confidence level. Also the results show that there isn'tany difference in financial performance of boys and girls.

The aim of this very study is investigating the components of financial and economic literacy in the contents of the primary-school textbooks in Iran. The research method is of the content analysis type and the research population is the primary- school textbooks of the academic year 1391-1392. The sample size includes all the contents of the mathematic books (grade 1 to 6), social studies books (grade 6), and social teaching books (grade 3) as well as the civil parts of the social teaching books (grade 4& 5). In order to gather the required data, encoded content analysis forms with focus on the four fundamental components of financial literacy and four fundamental components of economical literacy are used. The face and content validity of the instruments have been verified by the experts of the field. Based on Holsti's method, the reliability of the instrument is also estimated as 95% for economic literacy and 93% for financial literacy. The results reveals that the components of economic and financial literacy are differently paid attention in these textbooks; in that, the economic literacy components are considered more than financial literacy components. According to results of this study and the prominent role of the financial and economical literacy in these days, more emphasis on financial and economic components in the contents of the primary school textbooks is required.