Teen Financial Knowledge, Self-Efficacy, and Behavior: A Gendered View

13 Pages Posted: 4 Mar 2013

See all articles by Sharon M. Danes

Sharon M. Danes

University of Minnesota - Twin Cities - Department of Family Social Science

Heather Haberman

University of Minnesota - Twin Cities - Department of Family Social Science

Date Written: 2007

Abstract

A social constructionist perspective was taken in the current investigation of 5,329 male and female high school students. Gender differences were investigated in financial knowledge, self-efficacy, and behavior after studying a financial planning curriculum. Females gained more knowledge on credit, auto insurance, and investments, although males had more knowledge entering the course. Females believed that managing money affected their future more than males, but males felt more confident making money decisions. After studying the curriculum content, males reported achieving financial goals more than females, whereas females reported using budgets, comparing prices, and discussing money with family more than males. In sum, male teens reinforced their existing knowledge, whereas female teens learned significantly more about finances in areas in which they were unfamiliar with prior to the curriculum.

Keywords: evaluation, financial behavior, financial knowledge, gender, self-efficacy, teens

Suggested Citation

Danes, Sharon M. and Haberman, Heather, Teen Financial Knowledge, Self-Efficacy, and Behavior: A Gendered View (2007). Journal of Financial Counseling and Planning, Vol. 18, No. 2, 2007, Available at SSRN: https://ssrn.com/abstract=2228406

Sharon M. Danes (Contact Author)

University of Minnesota - Twin Cities - Department of Family Social Science ( email )

1985 Buford Ave.
McNeal Hall Room 290
St. Paul, MN 55108
United States
612-625-9273 (Phone)
612-625-4227 (Fax)

Heather Haberman

University of Minnesota - Twin Cities - Department of Family Social Science ( email )

1985 Buford Ave.
McNeal Hall Room 290
St. Paul, MN 55108
United States

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