Application of the fuzzy DEMATEL approach to undergraduate students’ financial behavior preferences

Yıl 2025, Sayı: 71, 45 - 53, 30.08.2025

Ayşegül Yıldız

https://doi.org/10.18070/erciyesiibd.1664761

Öz

This study aims to determine the financial literacy levels of undergraduate students of Kütahya Dumlupınar University Faculty of Economics and Administrative Sciences, to calculate the factor weights that are effective in financial behavior preferences, and to determine their impact levels. In the OECD INFE (2012) survey applied to 109 students, the financial behavior preferences of the students have been expressed as long-term financial goal setting, timely bill payment, carefully considered purchases, taking responsibility and creating a household budget, keeping watch of personal financial affairs, saving and investment purchases and not borrowing to make ends meet. The findings obtained in the study of the fuzzy DEMATEL method have been applied in calculating the weights, showing that the students’ taking responsibility and creating a household budget status is the factor with the highest weight and has a high effect and relationship level on other factors. On the other hand, it has been determined that timely bill payment has the lowest weight and the lowest relationship level compared to other factors.

Anahtar Kelimeler

Fuzzy DEMATEL , Financial literacy , Financial behavior , Multi-criteria decision-making

Lisans öğrencilerinin finansal davranış tercihlerine bulanık DEMATEL yaklaşımının uygulanması

Öz

Bu çalışmada Kütahya Dumlupınar Üniversitesi İktisadi ve İdari Bilimler Fakültesi lisans öğrencilerinin finansal okuryazarlık düzeyleri tespit edilerek finansal davranış tercihlerinde etkili olan faktörlerin ağırlıklarının hesaplanması ve etki düzeylerinin belirlenmesi amaçlanmıştır. 109 öğrenciye uygulanan OECD INFE (2012) anketinde öğrencilerin finansal davranış tercihleri uzun vadeli finansal hedef koyma, zamanında fatura ödeme, dikkatli alışveriş yapma, gelir gider bütçesinin yapılması, kişisel mali durum takibi, tasarruf ve yatırım alımları ve geçimi sağlamak için borç almama şeklinde ifade edilmiştir. Ağırlıkların hesaplanmasında bulanık DEMATEL yönteminin uygulandığı çalışmada elde edilen bulgular, öğrencilerin gelir gider bütçesi yapma durumlarının diğer faktörler üzerinde yüksek etki ve ilişki düzeyine sahip, en yüksek ağırlıklı faktör olduğunu göstermektedir. Öte yandan zamanında fatura ödemenin ise diğer faktörlere nazaran en düşük ağırlığa ve en düşük ilişki düzeyine sahip faktör olduğu tespit edilmiştir.

Anahtar Kelimeler

Bulanık DEMATEL , Finansal okuryazarlık , Finansal davranış , Çok kriterli karar verme

Kaynakça

• Akın, N. G. (2017). İşletme bölümü öğrencilerinin meslek seçimini etkileyen faktörlerin bulanık dematel yöntemi ile değerlendirilmesi. Uluslararası Yönetim İktisat ve İşletme Dergisi, 13(4), 873-890.
• Alkaya, A., & Yağlı, D. (2015). Finansal okuryazarlık, finansal bilgi, davranış ve tutum: nevşehir hacı bektaş veli üniversitesi iibf öğrencileri üzerine bir uygulama. Uluslararası Sosyal Araştırmalar Dergisi, 8(40), 585-599.
• Altan, Ş., & Aydın, E. K. (2015). Bulanık DEMATEL ve bulanık TOPSİS yöntemleri ile üçüncü parti lojistik firma seçimi için bütünleşik bir model yaklaşımı. Süleyman Demirel Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 20(3), 99-119.
• Atkinson, A., & Messy, F. (2012). Measuring Financial Literacy: Results of the OECD / International Network on Financial Education (INFE) Pilot Study. OECD Working Papers on Finance, Insurance and Private Pensions, No. 15, OECD Publishing, Paris, https://doi.org/10.1787/5k9csfs90fr4-en.
• Ayçin, E. (2019). Çok kriterli karar verme: bilgisayar uygulamalı çözümler (3rd Ed). Nobel Publications.
• Bora, M. A., & Deb, N. (2017). Financial behavior and ınvestment decision: a gender perspective study. SJCC Management Research Review, 1-13.
• Borodich, S., Deplazes, S., Kardash, N., & Kovzik, A. (2010). Comparative analysis of the level of financial literacy among students in the U.S., Belarus, and Japan. Journal of Economics and Economic Education Research, 11(3), 71-86.
• Chang, B., Chang, C. W., & Wu, C. H. (2011). Fuzzy DEMATEL method for developing supplier selection criteria. Expert systems with Applications, 38(3), 1850-1858.
• Channak, A., Chai-Aroon, T., Jiawiwatkul, U., & Lertwatchara, K. (2022). Understanding the financial literacy of undergraduate students at Thai universities. Journal of Business & Finance Librarianship, 27(2), 67-80.
• Coşkun, A., Karaca, H. S., Karahan, C. C. & Ünal, G. (2014). Türkiye’de Finansal Erişim ve Okuryazarlık Retrieved from http://www.teb.com.tr/upload/PDF/foe_endeks_ rapor_2014.pdf.
• De Beckker, K., Compen, B., De Bock, D., & Schelfhout, W. (2019). The capabilities of secondary school teachers to provide financial education. Citizenship, Social and Economics Education, 18(2), 66-81.
• Dinçer, F. C. Y., Yirmibeşoğlu, G., & Alpar, M. Ö. (2021). Lisansüstü eğitimde lojistik alan seçiminin bulanık dematel yöntemi ile değerlendirilmesi. Journal of Mehmet Akif Ersoy University Economics and Administrative Sciences Faculty, 9(3), 1653-1676.
• Dinçer, H., Ersin, İ., & Yüksel, S. (2019). Yerel yönetimlerde yatırım kriterlerinin belirlenmesi: Bulanık DEMATEL yöntemiyle bir analiz. Yönetim ve Ekonomi Dergisi, 26(2), 477-493.
• Gabus, A., & Fontela, E. J. B. G. R. C. (1972). World problems, an invitation to further thought within the framework of DEMATEL. Battelle Geneva Research Center, Geneva, Switzerland, 1(8), 12-14.
• Gabus, A., & Fontela, E. (1973). Perceptions of the world problematique: Communication procedure, communicating with those bearing collective responsibility (DEMATEL report no. 1). Battelle Geneva Research Centre, Switzerland, Geneva.
• Hastings, J. S., Madrian, B. C., & Skimmyhorn, W. L. (2013). Financial literacy, financial education, and economicoutcomes. Annu.Rev. Econ.5(1), 347-373.
• Herawati, N. T., Candiasa, I. M., Yadnyana, I. K., & Suharsono, N. (2018). Factors that influence financial behavior among accounting students in Bali. International Journal of Business Administration, 9(3), 30-38.
• Hess, P., & Siciliano, J. (1996). Management: Responsibility for performance. New York: McGraw-Hill.
• Kadoya, Y., & Khan, M. S. R. (2020). Financial literacy in Japan: New evidence using financial knowledge, behavior, and attitude. Sustainability, 12(9), 3683.
• Li, R. J. (1999). Fuzzy method in group decision making. Computers and Mathematics with Applications, 38(1), 91–101.
• Lin, C. J., & Wu, W. W. (2008). A causal analytical method for group decisionmaking under fuzzy environment. Expert Systems with Applications, 34(1), 205- 213.
• Lusardi, A., & Mitchell, O. S. (2011). Financial literacy around the world: an overview. Journal of Pension Economics & Finance, 10(4), 497-508.
• Lusardi, A., Mitchell, O. S. & Curto, V. (2010). Financial literacy among young. The Journal of Consumer Affairs, 44(2), 358-380.
• Lusardi, A. (2008). Household saving behavior: The role of financial literacy, information, and financial education programs (NBER Working Paper Series No. w13824). National Bureau of Economic Research. https://doi.org/10.3386/w13824
• Mandell, L. & Klein, L. S. (2009). The impact of financial literacy education on subsequent financial behavior. Journal of Financial Counselling and Planning, 20 (1), 15-24.
• Mercan, N., Oyur, E., Altınay, A., & Aksanyar, Y. (2012). Ekonomi okur yazarlığına yönelik ampirik bir araştırma. Ekonomi Bilimleri Dergisi, 4(2), 109-118.
• Nano, D. (2015). The interrelationship between financial attitude, financial behavior and financial knowledge. UBT International Conference, 2015 (Paper No. 15). UBT Knowledge Center. https://knowledgecenter.ubt-uni.net/conference/2015/all-events/15
• Noctor, M., Stoney, S., & Stradling, R. (1992). Financial literacy: A report prepared for the National Westminster Bank, London. IOSR Journal of Business and Management, 18(08), 139-142.
• Organisation for Economic Co-operation and Development. (2015) OECD/INFE Toolkit for measuring financial literacy and financial inclusion. Paris: OECD Publishing.
• Organisation for Economic Co-operation and Development. (2012). OECD INFE Measuring financial literacy: Results of the OECD / International Network on Financial Education (INFE) Pilot Study. Paris: OECD Publishing.
• Opricovic, S., & Tzeng, G. H. (2004). Compromise solution by MCDM methods: A comparative analysis of VIKOR and TOPSIS. European Journal of Operational Research, 156(2), 445–455.
• Organ, A. (2013). Bulanık Dematel yöntemiyle makine seçimini etkileyen kriterlerin değerlendirilmesi. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 22(1), 157-172.
• Rahman, S., & Yuan, Q. P. (2013). A fuzzy DEMATEL approach to assess determinants of efficient kerbside waste management in an urban context. In Proceedings of the People and the Planet Conference 2013: Transforming the Future (pp. 1–14). Global Cities Research Institute, RMIT University.
• Shaari, N. A., Hasan, N. A., Mohamed, R. K. M. H., & Sabri, M. A. J. M. (2013). Financial literacy: A study among the university students. Interdisciplinary journal of contemporary research in business, 5(2), 279-299.
• Shim, S., Xiao, J. J., Barber, B. L., & Lyons, A. C. (2009). Pathways to life success: A conceptual model of financial well-being for young adults. Journal of applied developmental psychology, 30(6), 708-723.
• Si, S. L., You, X. Y., Liu, H. C., & Zhang, P. (2018). DEMATEL technique: a systematic review of the state‐of‐the‐art literature on methodologies and applications. Mathematical Problems in Engineering, 2018(1), 3696457.
• United States Financial Literacy and Education Commission. (2007). Taking Ownership of the Future: The National Strategy for Financial Literacy. U.S. Department of the Treasury. https://www.treasury.gov/about/organizational-structure/offices/Domestic- Finance/ Documents/Strategyeng.pdf.
• Van Rooij, M. C., Lusardi, A., & Alessie, R. J. (2012). Financial literacy, retirement planning and household wealth. The Economic Journal, 122(560), 449-478.
• Wu, W.-W., & Lee, Y.-T. (2007). Developing global managers’ competencies using the fuzzy DEMATEL method. Expert Systems with Applications, 32, 499–50.
• Xiao, J. J., Sorhaindo, B., & Garman, E. T. (2006). Financial behaviours of consumers in credit counselling. International Journal of Consumer Studies, 30(2), 108-121.
• Yahaya, R., Zainol, Z., Osman, J. H., Abidin, Z., & Ismail, R. (2019). The effect of financial knowledge and financial attitudes on financial behavior among university students. International Journal of Academic Research in Business and Social Sciences, 9(8), 22-32.
• Yazdi, M., Khan, F., Abbassi, R., & Rusli, R. (2020). Improved DEMATEL methodology for effective safety management decision-making. Safety science, 127, 104705.