2023/01/01 by Trang M. T. Phung, Phùng Thái Minh Trang, Quoc N. Tran +4
Business, Management and Accounting · Economics, Econometrics and Finance · Medicine · Psychology · #Business #Finance #Financial Literacy, Pension, Retirement Analysis #Financial literacy #Grit, Self-Efficacy, and Motivation #Intervention (counseling) #Mathematics education #Medical education #Medicine #Microfinance and Financial Inclusion #Moderation #Pedagogy #Political science #Psychology #Seniority #Social psychology #Vietnamese
paper · pdf · doi:10.1111/joca.12511
crossref issued 2023/01/01 · crossref published 2023/01/01 · crossref published-print 2023/01/01 · openalex publication_date 2023/01/01 · crossref created 2023/01/26 · crossref published-online 2023/02/01 · crossref deposited 2024/10/13 · openalex created_date 2025/10/10 · crossref indexed 2026/08/03 · openalex updated_date 2026/08/04
Abstract Using survey data from 730 undergraduates in Vietnam, we find that learning motivation and its components, especially self‐efficacy, finance learning value, and achievement goals, significantly correlate with students' financial literacy performance. In addition, these correlations are moderated by student characteristics, among which academic seniority, university type, parents' education, and extra math study during high school matter the most. Our results raise significant implications to policymakers, researchers, and educators that include understanding the role of motivation and incorporating it in financial literacy education and intervention programs and considering the moderation roles that individuals' characteristics play in the motivation‐financial literacy link. We encourage more research in these areas.