The Effect of Digital Literacy on Financial Literacy

Year 2024, Volume: 8 Issue: 2, 210 - 227, 31.12.2024

Elif Çetin , Arif Tumiçin Kızılaslan

https://doi.org/10.35342/econder.1586729

Cited By: 1

https://izlik.org/JA32GT46NT

Abstract

Digital literacy and financial literacy are two fundamental skills that are of great importance for individuals to manage both their personal and professional lives more effectively. Digital literacy is the ability of individuals to use digital tools and technologies effectively, safely and consciously. Financial literacy is a skill set that allows individuals to have financial knowledge, understand this knowledge and apply it effectively. The aim of this study is to determine how the digital literacy levels of university students affect their financial literacy levels. In the study, an online survey was applied to Bolu Abant İzzet Baysal University students and 416 students participated in the study. The obtained data were analyzed using T-test, ANOVA test and structural equation modeling with the help of SPSS and AMOS programs. According to the analysis findings, it was observed that the digital literacy level had a significant effect on the financial literacy level.

Keywords

Digital Literacy , Financial Literacy , Structural Equation Model , 21 st Century Skills , University Student

Dijital Okuryazarlığın Finansal Okuryazarlığa Etkisi

https://izlik.org/JA32GT46NT

Abstract

Dijital okuryazarlık ve finansal okuryazarlık, bireylerin hem kişisel hem de profesyonel yaşamlarını daha etkin bir şekilde yönetebilmeleri için büyük önem taşıyan iki temel beceridir. Dijital okuryazarlık, kişilerin dijital araçları ve teknolojileri etkili, güvenli ve bilinçli bir şekilde kullanabilme becerisidir. Finansal okuryazarlık ise, bireylerin finansal bilgiye sahip olmalarını, bu bilgiyi anlamalarını ve etkili bir şekilde uygulamalarını sağlayan bir beceri setidir. Bu çalışmanın amacı üniversite öğrencilerinin dijital okuryazarlık düzeylerinin finansal okuryazarlık düzeylerini ne şekilde etkilediğini tespit etmektir. Çalışmada Bolu Abant İzzet Baysal Üniversitesi öğrencilerine internet ortamında anket uygulanmış ve 416 öğrenci araştırmaya katılmıştır. Elde edilen veriler SPSS ve AMOS programları yardımıyla T-testi, ANOVA testi ve yapısal eşitlik modellemesi kullanılarak analiz edilmiştir. Analiz bulgularına göre dijital okuryazarlık düzeyinin finansal okuryazarlık düzeyi üzerinde anlamlı bir etkisinin olduğu gözlemlenmiştir.

Keywords

Dijital Okuryazarlık , Finansal Okuryazarlık , Yapısal Eşitlik Modeli , 21. Yüzyıl Becerileri , Üniversite Öğrencileri

References

• Amagir, A., Groot, W., van den Brink, H. M., & Wilschut, A. (2020). Financial literacy of high school students in the Netherlands: knowledge, attitudes, self-efficacy, and behavior. International Review of Economics Education, 34, 100185.
• Anbar, A. (2020). Finansal Okuryazarlığın Girişimcilik Niyeti Üzerindeki Etkisi.
• Avello Martínez, R., López Fernández, R., Cañedo Iglesias, M., Álvarez Acosta, H., Granados Romero, J., & Obando Freire, F. (2013). Evolución de la alfabetización digital: Nuevos conceptos y nuevas alfabetizaciones. MediSur, 11(4), 450–457.
• Bawden, D. (2008). Origins and concepts of digital literacy. Digital literacies: Concepts, policies and practices, 30(2008), 17-32.
• Belshaw, D. (2012). What is' digital literacy'? A Pragmatic investigation (Doctoral dissertation, Durham University).
• Byrne, B. M. (2010). Structural Equation Modeling With AMOS: Basic Concepts, Applications And Programming. 2nd Edition, New York: Routledge Taylor and Francis Group.
• Çetiner, M., & Çilingirtürk, A. M. (2019). Sosyal Ağların Finansal Okuryazarlık Üzerine Etkisi. Sosyoekonomi, 27(41), 41-56.
• Esteve-Mon, F. M., Llopis-Nebot, M. Á., & Adell-Segura, J. (2020). Digital teaching competence of university teachers: A systematic review of the literature. IEEE revista Iberoamericana de Tecnologías del aprendizaje, 15(4), 399-406.
• European Commission. (2019). Key competences for lifelong learning. Publications Office. Retrieved from https://data.europa.eu/doi/10.2766/569540
• Gilster, P. (1997). Digital literacy. New York: Wiley.
• Hamutoğlu, N. B., Güngören, Ö. C., Uyanık, G. K., & Erdoğan, D. G. (2017). Dijital okuryazarlık ölçeği: Türkçe’ye uyarlama çalışması. Ege Eğitim Dergisi, 18(1), 408-429.
• Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E. ve Tatham, R. (2006). Multivariate Data Analysis. Uppersaddle River.
• Harrington, D. (2009). Confirmatory factor analysis. Oxford university press.
• Hu, L‐T., Bentler, P. M. (1999). Cutoff Criteria for Fit Indexes in Covariance Structure Analysis: Conventional Criteria Versus New Alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55.
• Koç, S., & İzer, B. C. (2024). Sosyal Medya Kullanımının Finansal Okuryazarlığa Etkisi: Sivas İli Örneği. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (60), 65-89.
• Koskelainen, T., Kalmi, P., Scornavacca, E., & Vartiainen, T. (2023). Financial literacy in the digital age—A research agenda. Journal of Consumer Affairs, 57(1), 507-528.
• Marín, V. I., & Castaneda, L. (2023). Developing digital literacy for teaching and learning. In Handbook of open, distance and digital education (pp. 1089-1108). Singapore: Springer Nature Singapore.
• Martin, A. (2005). DigEuLit–a European framework for digital literacy: a progress report. Journal of eLiteracy, 2(2), 130-136.
• Méndez Prado, S. M., Zambrano Franco, M. J., Zambrano Zapata, S. G., Chiluiza García, K. M., Everaert, P., & Valcke, M. (2022). A systematic review of financial literacy research in Latin America and the Caribbean. Sustainability, 14(7), 3814.
• Mulyono, M. (2023). The Impact of Digital Literacyon Fintech Service Usage Through Financial Literacy. In E3S Web of Conferences (Vol. 426, p. 02003). EDP Sciences.
• Munari, S. A. L. H., & Susanti, S. (2021). The effect of ease of transaction, Digital Literacy, and Financial Literacy on the Use of E-Banking. Economic Education Analysis Journal, 10(2), 298-309.
• Ng, W. (2012). Can We Teach Digital Natives Digital Literacy?, Computers & Education, 59(1), 1065-1078.
• Noctor, M., Stoney, S., & Stradling, R. (1992). Financial literacy: a discussion of concepts and competences of financial literacy and opportunities for its introduction into young people’s learning. National Foundation for Educational Research.
• Nunnally, J.C. & Bernstein, I.H. (1994). Psychometric Theory. 3rd Edition, New York: McGraw-Hill Inc. Organisation for Economic Co-operation and Development (OECD), 2014. PISA 2012 Results: Students and Money: Financial Literacy Skills for the 21st Century (Vol. VI). OECD Publishing, In PISA. Paris. https://doi.org/10.1787/9789264208094-en. Retrieved from.
• Park, H., Kim, H. S., & Park, H. W. (2021). A scientometric study of digital literacy, ICT literacy, information literacy, and media literacy. Journal of Data and Information Science, 6(2), 116-138.
• Purnomo, B. R. (2019). Artistic orientation, financial literacy and entrepreneurial performance. Journal of Enterprising Communities: People and Places in the Global Economy, 13(1/2), 105-128.
• Reddy, P., Sharma, B., & Chaudhary, K. (2020). Digital literacy: A review of literature. International Journal of Technoethics (IJT), 11(2), 65-94.
• Sarıgül, H. (2015). Finansal Okuryazarlik Tutum Ve Davraniş Ölçeği: Geliştirme, Geçerlik Ve Güvenirlik. Journal of Management and Economics Research, 13(1), 200-218.
• Schumacker, R. E. & Lomax, R. G. (2004). A Beginner's Guide To Structural Equation Modelling. 2nd Edition, New Jersey: Lawrence Erlbaum Associates.
• Tohara, A. J. T. (2021). Exploring digital literacy strategies for students with special educational needs in the digital age. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(9), 3345-3358.
• Turhan, G. T. (2021, October). Dijital okuryazarlığın finansal okuryazarlığa etkisi: üniversite öğrencileri örneği”. In 12th SCF International Conference on “Contemporary Issues in Social Sciences (pp. 292-302).