NUMERACY, FINANCIAL ARITHMETIC, AND CONSCIOUS CONSUMER BEHAVIOR AMONG VOCATIONAL COLLEGE STUDENTS: EDUCATIONAL IMPLICATIONS FOR FINANCIAL DECISION-MAKING
Öz
Grounded in dual-process theory and self-efficacy theory, this study examines the associations of numeracy, financial arithmetic skills, and cognitive–affective mechanisms (analytical thinking, numerical self-efficacy, and math anxiety) with conscious consumer behavior among vocational college students. Data were collected from 150 first-year associate degree students through convenience sampling. Hierarchical multiple regression indicated that numeracy (β = .24, p < .001), financial arithmetic skills (β = .25, p < .001), analytical thinking (β = .29, p < .001), numerical self-efficacy (β = .23, p < .001), and math anxiety (β = −.26, p < .001) significantly predicted conscious consumer behavior, with the full model explaining 60% of the variance (Cohen's f² = 1.49). By integrating numerical and psychological predictors typically examined in isolation, this study provides an integrated perspective on the cognitive and affective predictors of conscious consumer behavior and highlights the potential educational importance of numeracy-related competencies for financially informed decision-making among vocational college students.
Anahtar Kelimeler
conscious consumer behavior, financial arithmetic, math anxiety, numeracy, vocational education
Destekleyen Kurum
yok
Proje Numarası
yok
Etik Beyan
yok
Teşekkür
yok
Kaynakça
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