FİNANSAL DAVRANIŞ İLE FİNANSAL EĞİTİM TALEBİNİN BELİRLEYİCİLERİ ARASINDAKİ İLİŞKİ: ÜNİVERSİTE ÖĞRENCİLERİNE YÖNELİK BİR UYGULAMA

Year 2025, Issue: 49, 429 - 442

Kutlu Ergün

https://doi.org/10.18092/ulikidince.1740330

Abstract

Bu çalışmanın amacı, finansal davranışlar ile finansal eğitim talebinin belirleyicileri arasındaki ilişkiyi incelemektir. Bu çalışmada nicel araştırma yöntemi kullanılmış olup veriler çevrimiçi anket yöntemiyle toplanmıştır. Çalışma, Romanya ve Türkiye'den üniversite öğrencilerinin katılımıyla yapılmıştır. Her iki ülkeden toplam 673 yanıt istatistiksel analize dahil edilmiş olup, elde edilen bu verilere göre finansal davranış puanları hesaplanmıştır. Finansal davranış puanları ile finansal eğitim talebini etkileyen faktörler arasındaki ilişkiyi incelemek için bağımsız örneklem t-testi kullanılmıştır. Bu çalışmanın bulguları, Romanya ve Türkiye üniversite öğrencileri arasında, pozitif finansal davranış düzeyi açısından bir farklılık olmadığını ortaya koymuştur. Diğer yandan bu araştırma, kişisel finans hakkındaki yeterli bilginin, finansal davranışı olumlu yönde etkilediğini göstermiştir. Ayrıca bulgular, Romanya'daki öğrencilerin finansal eğitim talebinin Türkiye'deki öğrencilerden önemli ölçüde yüksek olduğunu belirlemiştir. Çalışmanın sonucunda, pozitif finansal davranış düzeyi arttıkça finansal eğitime olan talebin de arttığı sonucuna ulaşılmıştır. Bu araştırma finansal eğitim talebine ilişkin belirleyicileri ortaya koyarak, politika yapıcıların ve eğitim otoritelerinin finansal okuryazarlığı artırmak için daha etkili programlar geliştirmelerine katkı sağlamaktadır.

Keywords

Finansal Davranış , Finansal Eğitim , Finansal Okuryazarlık , Finansal Karar

THE RELATIONSHIP BETWEEN FINANCIAL BEHAVIOR AND DETERMINANTS OF FINANCIAL EDUCATION DEMAND: AN APPLICATION TO UNIVERSITY STUDENTS

Abstract

The purpose of this research is to explore the relationship between financial behaviors and the determinants of demand for financial education. This study uses a quantitative approach and collects data through an online survey method. The study was conducted with the participation of university students in Romania and Türkiye. A total of 673 responses from both countries were included in the statistical analysis, and financial behavior scores were calculated based on these data. To examine the relationship between financial behavior scores and the factors influencing the demand for financial education, an independent samples t-test was applied to find statistical evidence. The findings of this study revealed no significant difference in positive financial behavior levels between student groups from Romania and Türkiye. Besides, the study found that sufficient knowledge of personal finance positively influences financial behavior. Furthermore, it was observed that students in Romania have a significantly higher demand for financial education compared to those in Türkiye. This study concluded that as positive financial behavior increases, the demand for financial education also rises. By identifying the factors influencing the demand for financial education, this research contributes policymakers and educational authorities in creating more effective programs to enhance financial literacy.

Keywords

Financial Behavior , Financial Education , Financial Literacy , Financial Decision

Ethical Statement

The Social and Human Sciences Research Ethics Committee of Balıkesir University approved this research on June 26, 2025, with decision number No. 2025/06-09. With this approval, this research is in compliance with research and publication ethics.

References

• Bernheim, B. D., & Garrett, D. G. (1996). The Determinants and Consequences of Financial Education in the Workplace: Evidence from a Survey of Households. Working Paper 5667. https://doi.org/10.3386/w5667
• Billari, F. C., Gentile, M., Linciano, N., & Saita, F. (2021). Understanding the demand for financial literacy. Global Financial Literacy Excellence Center (GFLEC). https://gflec.org/wp-content/uploads/2021/04/Saita-et-al-Understanding-the-demand-for-financial-literacy-UPDATED-2.pdf
• Davis, B. J., Richardson, D. P., & Seligman, J. S. (2023). Assessing the relative need and demand for financial education programs: A case study of graduate students. Financial Services Review, 31(2/3), 133-150. https://doi.org/10.61190/fsr.v31i2/3.3531
• Ergün, K. (2018)ç Financial literacy among university students: A study in eight European countries. International Journal of Consumer Studies, 42(1), 2-15. https://doi.org/10.111 1/ijcs.12408
• European Banking Authority. (2020). EBA Report on Financial Education 2019/2020, EBA/Rep/2020/12. Available at https://www.eba.europa.eu/activities/information-consumers/financial-education
• European Banking Federation. (2020). Financial Literacy Playbook for Europe. Available at https://www.ebf.eu/wp-content/uploads/2020/11/EBF-Financial-Literacy-Playbook-for-Europe.pdf
• Fabris, N., & Luburic, R. (2016). Financial Education of Children and Youth. Journal of Central Banking Theory and Practice, 5(2), 65-79. https://doi.org/10.1515/jcbtp-2016-0011
• Fisher, P. (2010). Gender Differences in Personal Saving Behaviors. Journal of Financial Counseling and Planning, 21(1). Available at https://ssrn.com/abstract=2803965
• Frisancho, V. (2020). The Impact of Financial Education for Youth. Economics of Education Review, 78, 101918. https://doi.org/10.1016/j.econedurev.2019.101918
• Garcia, M. J. R. (2013). Financial Education and Behavioral Finance: New Insights into the Role of Information in Financial Decisions. Journal of Economic Surveys, 27(2), 297-315. https://doi.org/10.1111/j.1467-6419.2011.00705.x
• Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2019). Multivariate data analysis (8th ed.). Cengage Learning. https://eli.johogo.com/Class/CCU/SEM/_Multivariate%20Data%20An alysis_Hair.pdf
• Hermansson, C., Jonsson, S., & Liu, L. (2022). The Medium is the Message: Learning Channels, Financial Literacy, and Stock Market Participation. International Review of Financial Analysis, 79, 101996. https://doi.org/10.1016/j.irfa.2021.101996
• Ivana Malá, I. (2022). Ageing of the European Population and Deprivation. Economics and Culture, 19(1), 43-53. https://doi.org/10.2478/jec-2022-0004
• Johan, I., Rowlingson, K., & Appleyard, L. (2021). The Effect of Personal Finance Education on the Financial Knowledge, Attitudes and Behaviour of University Students in Indonesia. Journal of Family and Economic Issues, 42, 351-367. https://doi.org/10.1007/ s10834-020-09721-9
• Joo, S. H., & Grable, J. E. (2004). An Exploratory Framework of the Determinants of Financial Satisfaction. Journal of Family and Economic, 25, 25-50. https://doi.org/10.1023/B:JEEI.0 000016722.37994.9f
• Kadoya, Y., & Khan, M. S. R. (2020). Financial Literacy in Japan: New Evidence Using Financial Knowledge, Behavior, and Attitude. Sustainability, 12(9), 3683. https://doi.org/10.3390/ su12093683
• Kaiser, T., & Menkhoff, L. (2017). Does Financial Education Impact Financial Literacy and Financial Behavior, and if So, When? The World Bank Economic Review, 31(3), 611-630. https://doi.org/10.1093/wber/lhx018
• Kim, H. Y. (2019). Statistical Notes for Clinical Researchers: The Idependent Samples t-Test. Restorative Dentistry & Endodontics, 44(3), e26. https://doi.org/10.5395/ rde.2019.44.e26
• Klapper, L., Lusardi, A., & van Oudheusden, P. (2015). Financial Literacy around the World: Insights from the Standard & Poor’s Ratings Services Global Financial Literacy Survey. Available at https://gflec.org/initiatives/sp-global-finlit-survey/
• Liu, H. C., & Lin, J. S. (2021). Impact of Internet Integrated Financial Education on Students’ Financial Awareness and Financial Behavior. Frontiers in Psychology, 12, 751709. https://doi.org/10.3389/fpsyg.2021.751709
• Lusardi, A. (2019). Financial Literacy and the Need for Financial Education: Evidence and Implications. Swiss Journal of Economics and Statistics, 155(1), 1-8. https://doi.org/ 10.1186/s41937-019-0027-5
• Lusardi, A., & Mitchell, O. S. (2007). Financial Literacy and Retirement Preparedness: Evidence and Implications for Financial Education: The Problems are Serious, and Remedies are not Simple. Business Economics, 42, 35-44. https://doi.org/10.2145/20070104
• OECD. (2005). Improving Financial Literacy: Analysis of Issues and Policies. OECD Publishing, Paris. https://doi.org/10.1787/9789264012578-en
• OECD. (2022). Evaluation of National Strategies for Financial Literacy. Available at https://www.oecd.org/financial/education/evaluation-of-national-strategies-for-financial-literacy.htm
• OECD. (2024). PISA 2022 Results (Volume IV): How Financially Smart are Students? OECD Publishing, Paris. https://doi.org/10.1787/5a849c2a-en
• Porto, N., & Xiao, J. J. (2016). Financial Literacy Overconfidence and Financial Advice Seeking. Journal of Financial Service Professionals, 70(4), 78-88. Available at https://ssrn.com/ abstract=4051786
• Remund, D. L. (2010). Financial Literacy Explicated: The Case for a Clearer Definition in an Increasingly Complex Economy. Journal of Consumer Affairs, 44(2), 276-295. https://doi.org/10.1111/j.1745-6606.2010.01169.x
• Robson, J., & Peetz, J. (2020). Gender Differences in Financial Knowledge, Attitudes, and Behaviors: Accounting for Socioeconomic Disparities and Psychological Traits. Journal of Consumer Affairs, 54(3), 813-835. https://doi.org/10.1111/joca.12304
• Sconti, A. (2022). Digital vs. In-Person Financial Education: What Works Best for Generation Z? Journal of Economic Behavior & Organization, 194, 300-318. https://doi.org/10.1016/ j.jebo.2021.12.001
• Șimandan, R., Leuștean, B., & Dobrescu, R. M. (2022). An Uphill Battle: Financial Education in Romania in the Midst of Societal Transformation. Journal of Risk and Financial Management, 15(11), 494. https://doi.org/10.3390/jrfm15110494
• Theodos, B., Kalish, E., McKernan, S. M., & Ratcliffe, C. (2016). Do Financial Knowledge, Behavior, And Well-Being Differ by Gender. Urban Institute, 1-8. Available at https://coilink.org/ 20.500.12592/c2h8rz
• Wagner, J. (2019). Financial Education and Financial Literacy by Income and Education Groups. Journal of Financial Counseling and Planning, 30(1), 132-141. https://doi.org/ 10.1891/1052-3073.30.1.132
• Wagner, J. and Walstad, W.B. (2019). The Effects of Financial Education on Short-Term and Long-Term Financial Behaviors. Journal of Consumer Affairs, 53(1), 234-259. https://doi.org/ 10.1111/joca.12210
• West, T., Butler, D., & Smith, L. (2023). Sludged! Can Financial Literacy Shield Against Price Manipulation at the Shops? International Journal of Consumer Studies, 47(5), 1853–1870. https://doi.org/10.1111/ijcs.12959
• Widyastuti, M., & Hermanto, Y. B. (2022). The Effect of Financial Literacy and Social Media on Micro Capital through Financial Technology in the Creative Industry Sector in East Java. Cogent Economics & Finance, 10(1), 2087647. https://doi.org/10.1080/23322039. 2022.2087647
• Woodyard, A., & Robb, C. (2012). Financial Knowledge and the Gender Gap. Journal of Financial Therapy, 3(1), 1-16. https://doi.org/10.4148/jft.v3i1.1453
• Xiao, J.J. and O'Neill, B. (2016). Consumer Financial Education and Financial Capability. International Journal of Consumer Studies, 40(6), 712-721. https://doi.org/10.1111/ ijcs.12285
• Xiao, X., Li, X., & Zhou, Y. (2022). Financial Literacy Overconfidence and Investment Fraud Victimization. Economics Letters, 212, 110308. https://doi.org/10.1016/j.econlet.2022. 110308
• Yanto, H., Ismail, N., Kiswanto, K., Rahim, N. M., & Baroroh, N. (2021). The Roles of Peers and Social Media in Building Financial Literacy among the Millennial Generation: A Case of Indonesian Economics and Business Students. Cogent Social Sciences, 7(1), 1947579. https://doi.org/10.1080/23311886.2021.1947579
• Yao, M., Rehr, T. I., & Regan, E. P. (2023). Gender Differences in Financial Knowledge among College Students: Evidence from a Recent Multi-Institutional Survey. Journal of Family and Economic Issues, 44(3), 693-713. https://doi.org/10.1007/s10834-022-09860-1