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This study aims to analyze financial well-being as well as the factors affecting the financial well-being of Vietnamese students. The study surveyed 658 students in Vietnam via email and Facebook groups with suitable survey subjects in the period from May to June, 2021. The study also collected demographic information and the status of independence or financial dependence of students participating in the survey in Vietnam. The study analyzes the direct and indirect effects of six groups of independent factors on the financial well-being of Vietnamese students through the PLS-SEM model. Empirical study results show that three factors, such as Financial Attitude, Financial Behavior, and Financial Self-Efficacy, have a direct impact, while two other factors, Financial Knowledge and Financial Skills, have an indirect impact on financial well-being of students in Vietnam. Although there are some limitations in the representative level of students participating in the survey, sampling methods and the number of respondents in the survey, the study achieved its research objectives. This study provides more empirical evidence and insights to the Ministry of Education and Training and economics universities in designing training programs that equip students with knowledge and skills to achieve financial well-being. AcknowledgmentThe author wishes to acknowledge support from the Banking University of Ho Chi Minh City. The author would like to thank all the lecturers and students for their support in sharing the survey, and the students who completed the survey. This study was made possible thanks to all valuable support from relevant stakeholders.

Summary: Financial literacy is very important for social participation. This paper presents an empirical evaluation of the determinants of financial literacy among students at a German university. An additional goal is the identification of gender differences in respect to financial literacy. The evaluation is based on the definition and surveys of financial literacy developed by the OECD, (A. Lusardi & Mitchell, 2014) and (Chen & Volpe, 1998) and the analysis of the “Big Three” questions. The results suggest a rather low level of financial literacy among female students. Additional factors such as a very good mathematics grade and logical thinking have a significantly positive impact on financial literacy. Students in economics are more likely to answer the “Big Three” questions correctly. This finding supports the hypothesis that education in economics helps to acquire knowledge of financial instruments and financial application. Zusammenfassung: Finanzkompetenzen haben für die gesellschaftliche Teilhabe eine hohe Bedeutung. Dieser Beitrag führt eine empirische Evaluation der Determinanten der Finanzkompetenz von Studierenden an einer deutschen Hochschule durch. Ein weiteres Ziel ist auch die Identifizierung der geschlechtsspezifischen Unterschiede bei der Finanzkompetenz. Die Evaluierung basiert auf der Definition und den Erhebungen zur Finanzkompetenz, die von der OECD entwickelt wurden, (A. Lusardi & Mitchell, 2014) und (Chen & Volpe, 1998) sowie auf der Analyse der ”Big Three”-Fragen. Die Ergebnisse deuten auf ein eher geringeres Niveau der Finanzkompetenz unter Studentinnen hin. Weitere Faktoren wie eine gute Mathematiknote und logisches Denken haben signifikant positive Auswirkungen auf die Finanzkompetenz. Studierende der Wirtschaftswissenschaften beantworten die ”Big Three”-Fragen mit höherer Wahrscheinlichkeit richtig. Dieses Ergebnis unterstützt die Hypothese, dass die wirtschaftswissenschaftliche Bildung dazu beiträgt, Kenntnisse über Finanzinstrumente und deren Anwendung zu erwerben.

Adequate financial capability is crucial in everyday life. This capability might, however, not be given to adults with ADHD. The present study aims to determine strengths and weaknesses regarding everyday financial knowledge and judgment skills in adults with ADHD. In addition, the impact of income is explored. Forty-five adults with ADHD (Mage = 36.6, SDage = 10.2) and 47 adults without ADHD (Mage = 38.5, SDage = 13.0) were included and were assessed with the Financial Competence Assessment Inventory. Adults with ADHD showed decreased scores regarding awareness of the arrival of bills, knowledge of own income, having a reserve fund for unexpected expenses, the ability to state long-term financial goals, own preferences for estate management, understanding of assets, legal action for debt, access to financial advice/counseling, and the ability to compare medical insurance plans as compared with adults without ADHD (all p < 0.001). However, no effect of income was found. In conclusion, adults with ADHD have difficulties with many aspects of everyday financial knowledge and skills, which might result in a plethora of personal and legal consequences. It is, therefore, of the utmost importance that professionals who support adults with ADHD proactively ask about everyday financial functioning so that assessment, financial support, and coaching can be provided.

This study aims to determine the level of financial literacy among the millennial generation and to examine the correlation of their financial knowledge, financial attitude, and financial skills with their financial behavior. Multiple choice questions were used to measure financial knowledge with results grouped into three categories: low, moderate, and high. Financial attitude, financial skills, and financial behavior were also grouped using the quartile method into three categories: poor, fair, and good. Chi-squared analysis was used to test the hypotheses, with correspondence analysis conducted to identify the characteristics of the millennial generation and to graphically illustrate the gap. Regarding financial attitude, financial skills, and financial behavior, the proportions of respondents in the 'fair' category, were 70.6%, 66.5%, and 72.2%, respectively. Significant relationships were found not only between financial attitude and financial management behavior, but also between financial skills and financial management behavior. However, the relationship was not significant between financial knowledge and financial behavior.

Zusammenfassung: Die Fähigkeit und das Wissen, Finanzplanungen vorzunehmen und eigene Finanzen zu managen, sogenannte Finance Literacy, haben enorm an Bedeutung zur gesellschaftlichen Teilhabe gewonnen. In diesem Beitrag wird eine empirische Evaluation der Finance Literacy von Studierenden durchgeführt. Der Fragebogen entstand in Anlehnung an die OECD und Lusardi und Mitchell (2014). Die Stichprobe umfasst Studierende mit und ohne Finanzwissen in natur-, sozial- und wirtschaftswissenschaftlichen Studiengängen. Die Ergebnisse zeigen einen geringen Wissensstand zu Financial Literacy von Studierenden, der im internationalen Vergleich knapp unter dem Durchschnitt liegt. Männer zeigen einen rund dreimal höheren Wissensstand als Frauen auf. Einflussfaktoren wie Ausbildung und eine gute Mathe-Note im Abitur haben einen positiven Einfluss auf Financial Literacy. Studierende aus wirtschaftswissenschaftlichen Fachrichtungen weisen keine Erhöhung der Kompetenz in Financial Literacy auf. Summary: The ability and knowledge to make financial plans and manage one's own finances, so-called finance literacy, have gained enormously in importance for social participation. This paper conducts an empirical evaluation of finance literacy of students. The evaluation is based on the instruments developed by the OECD and Lusardi and Mitchell (2014). The data sample includes students with and without financial literacy in natural sciences, social sciences and economics. The results show a low level of knowledge, which is slightly below the international average, on financial literacy among students. Men show around three times higher levels of knowledge relative to women. Factors such as job training or a good grade in high school math have a significantly positive effect on financial literacy. Students in economics do not have a higher competence in financial literacy.

Economic and political changes affect the way that business are managed and require better qualified professionals who have the ability to develop different skill sets. The secretarial professional has the characteristic of possessing general knowledge in different areas. However, we do not find any literature about financial skills required for the profession. Based on this context, the goal on this paper is to contribute to understanding the importance that financial skills play in the routine of the secretarial professional. The application of descriptive statistical technics, exploratory factorial and multiple regression analysis to empirical data gathered from a sampling of 274 professionals, resulted in the identification of eight main elementary financial skills for this profession: 1) request quotes and estimates; 2) negotiate with customers and/or providers, as per the organization financial policies; 3) create reports regarding quotes and prices to assist in decision making 4) create reimbursements reports following the organization financial policy; 5) use of electronic spreadsheets (Excel) for financial calculations; 6) interpret information regarding interest rates and/or price adjustments; 7) use of common calculator (simple operations) and 8) interpret information with discounts. A Financial Skills Scale for Secretarial Professionals was also developed. The contributions are: to facilitate the identification of the main financial skills, helping human resources professionals to identify the best professionals and to guide the universities that offer the secretarial courses to identify if the financial skills mentioned are taught in the courses they provide., As mudanças econômicas e políticas afetam a maneira de gerir das empresas e exigem, cada vez mais, profissionais capacitados e que consigam desenvolver competências distintas. O profissional de secretariado caracteriza-se por apresentar conhecimento generalista em diferentes áreas do conhecimento. Porém, não há, na literatura, um trabalho que explore as competências financeiras desse profissional. Nesse contexto, o anseio do presente artigo é contribuir para a percepção da importância das competências financeiras na rotina do profissional de secretariado, por meio de investigação empírica em uma amostra de 272 profissionais. Foram utilizadas, para tal, técnicas de estatística descritiva, análise fatorial exploratória e regressões múltiplas. Como resultado, foram identificadas as oito principais competências financeiras inerentes a esse profissional: 1ª) solicitar orçamentos e cotações; 2ª) negociar com clientes e/ou fornecedores, considerando a política financeira da organização; 3ª) elaborar relatórios para tomada de decisões com base nos orçamentos e preços; 4ª) elaborar relatórios para reembolso de despesas, considerando a política financeira da organização; 5ª) manusear planilhas eletrônicas (Excel) para cálculos financeiros; 6ª) interpretar informações que contenham juros e/ou acréscimos; 7ª) manusear calculadoras convencionais (operações simples) e 8ª) interpretar informações que contenham descontos. Desenvolveu-se, ainda, uma proposta de Escala de Competências Financeiras para Profissionais de Secretariado. Por fim, as contribuições são: facilitar a identificação das principais competências financeiras, inclusive para a área de recursos humanos, identificando assim profissionais mais preparados e guiar as instituições de ensino que oferecem os cursos de secretariado para identificar se as competências financeiras aqui apontadas são trabalhadas nos cursos.

International Transaction Journal of Engineering, Management, & Applied Sciences & Technologies, 10, 15, 10A15F: 1-11

In modern social reality, well-being of individuals, including their financial well-being, is increasingly becoming a zone of personal responsibility. At the same time, in the Russian context, the majority of people remain almost entirely dependent on wages as the only source of income. This fact, along with a low level of financial literacy, is an actual risk for individuals and the financial system of the country. Consequently, the importance of adequate financial knowledge, skills and actions within the financial education and training system is increasing. This brings to the fore the task of revealing “weak spots” in financial literacy and identifying vulnerable population groups so as to develop effective management decisions; this can be done with the help of well-elaborated tools used to study financial literacy. The goal of our paper is to carry out critical analysis of available theoretical and methodological approaches to the study of people’s financial literacy. It is done, first, to form a reference and information field suitable to be used in scientific and management activity, and second, to put forward a concept of our own methodology for assessing people’s financial literacy. To achieve the goal, we review foreign and domestic studies on people’s financial literacy, systematize approaches to the definition of this category and provide our own understanding of this category as a three-component structure. Moreover, we compare methods for its assessment and substantiate the concept of our own methodology for assessing people’s financial literacy. A distinctive feature of our study is the fact that it appeals not only to widely used approaches to understanding financial literacy and its assessment techniques but also to modern methodological structures that take into account current trends in the development of financial literacy, a dynamic and heterogeneous phenomenon. The findings of our study can be used as a theoretical and methodological basis in scientific research, as well as in the practical activities of authorities and other interested actors involved in improving people’s financial literacy and financial education