数学自我效能和ESCS对财经素养的影响
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- 英文论文题名：The Effect of Mathematics Self-Efficacy and ESCS on Financial Literacy
- 论文作者：何其卓 ; 陈启山
- 英文论文作者：He Qizhuo ; Chen Qishan ; School of Psychology ; South China Normal University
- 年：2015
- 作者机构：华南师范大学心理学院;
- 论文关键词：数学自我效能 ; ESCS ; 财经素养 ; PISA
- 英文论文关键词：Mathematics Self-Efficacy ; ESCS ; Financial Literacy ; PISA
- 会议召开时间：2015-10-16
- 会议录名称：第十八届全国心理学学术会议摘要集——心理学与社会发展
- 英文会议录名称：Proceedings of the 18th National Academic Congress of Psychology
- 语种：中文
- 分类号：G447
- 学会代码：ZGXG
- 会议名称：第十八届全国心理学学术会议
- 会议地点：中国天津
- 主办单位：中国心理学会
- 学会名称：中国心理学会
- 页数：2
- 文件大小：785k
- 原文格式：D
- 会议级别：全国
摘要
财经素养,是一种关于财经概念和风险的知识和理解力,以及运用这些知识和理解力的技能、动机和信心,以便在广泛的财经背景中做出有效决策、提高个人和社会经济利益、并能够参与经济生活。在经济日益全球化的今天,个体的财经素养成为社会各界关注的问题,也得到了研究者的持续关注和深入探讨。前人关于学生的学生素养的研究发现,学生的数学能力可以正向预测其财经素养。同时,家庭经济社会文化地位(ESCS)也对学生财经素养有着很大的影响。本研究主要是探讨数学自我效能和家庭经济社会文化地位对财经素养的影响,并通过建立调节模型来探讨其作用方式。本研究使用PISA(Program for International Student Assessment)2012年在上海对15周岁在校学生进行测试所得的数据,进行数据分析。结果显示:(1)家庭经济社会文化地位和数学自我效能均与财经素养呈现显著正相关,家庭经济社会文化地位和数学自我效能也呈现显著的正相关。这说明数学自我效能高的学生有较高的财经素养,并且家庭经济社会文化地位状况也会对学生财经素养造成正面的影响;(2)在控制了数学自我概念,毅力和开放性问题解决能力之后,家庭经济社会文化地位在数学自我效能影响财经素养的关系中起到显著的调节作用。即数学自我效能对财经素养的影响会随着学生家庭经济社会文化地位的不同而不同,家庭经济社会文化地位越高,数学自我效能对财经素养的影响越明显。本研究综合考虑了个体的数学自我效能和家庭经济社会文化地位对学生财经素养的影响,深化我们队财经素养影响因素的认识,对财经教育的教学实践具有指导意义和参考意义。
Financial literacy is a knowledge and comprehension about the concept of economics and the risk, a skill, motivation and confidence about using this knowledge and comprehension. To make effective decisions in a wide range of financial background, increase in personal and socioeconomic interests and people be able to participate in economic life. In today's increasingly globalized about economy, individual financial literacy becomes an issue concerned of the community. It has continued for further investigation by researchers. Previous studies on students' financial literacy found that math skills of students can positively predict its financial literacy. Meanwhile, the index of economic, social and cultural status(ESCS) also has a great impact of its financial literacy. This study is to explore the impact of mathematics self-efficacy and index of economic, social and cultural status on financial literacy by making a moderator model to explore its mode of action. In this study we use the date from the PISA 2012 in Shanghai for 15 years students in school to analyze. The results show:(1) index of economic, social and cultural status and mathematics self-efficacy shows a significant positive correlation between financial literacy. Index of economic, social and cultural status and mathematics self-efficacy show a significant positive correlation too. This shows that high mathematics self-efficacy of students will have a high financial literacy. Index of economic, social and cultural status shows a positive impact on student's financial literacy.(2)After controlling the mathematics self-concept, perseverance and openness for problem solving, index of economic, social and cultural status plays a significant role in the regulation of mathematics self-efficacy and financial literacy's relation. The impact of mathematics self-efficacy on financial literacy will vary with the index of economic, social and cultural status. The higher index of economic, social and cultural status will make the more obvious qualities of financial literacy. This study took into account the influence of the impact of individual mathematics self-efficacy and index of economic, social and cultural status on students' financial literacy. This study will deepen our comprehension of the factors about financial literacy and show the guiding significance and reference for teaching practice of financial education.
Financial literacy is a knowledge and comprehension about the concept of economics and the risk, a skill, motivation and confidence about using this knowledge and comprehension. To make effective decisions in a wide range of financial background, increase in personal and socioeconomic interests and people be able to participate in economic life. In today's increasingly globalized about economy, individual financial literacy becomes an issue concerned of the community. It has continued for further investigation by researchers. Previous studies on students' financial literacy found that math skills of students can positively predict its financial literacy. Meanwhile, the index of economic, social and cultural status(ESCS) also has a great impact of its financial literacy. This study is to explore the impact of mathematics self-efficacy and index of economic, social and cultural status on financial literacy by making a moderator model to explore its mode of action. In this study we use the date from the PISA 2012 in Shanghai for 15 years students in school to analyze. The results show:(1) index of economic, social and cultural status and mathematics self-efficacy shows a significant positive correlation between financial literacy. Index of economic, social and cultural status and mathematics self-efficacy show a significant positive correlation too. This shows that high mathematics self-efficacy of students will have a high financial literacy. Index of economic, social and cultural status shows a positive impact on student's financial literacy.(2)After controlling the mathematics self-concept, perseverance and openness for problem solving, index of economic, social and cultural status plays a significant role in the regulation of mathematics self-efficacy and financial literacy's relation. The impact of mathematics self-efficacy on financial literacy will vary with the index of economic, social and cultural status. The higher index of economic, social and cultural status will make the more obvious qualities of financial literacy. This study took into account the influence of the impact of individual mathematics self-efficacy and index of economic, social and cultural status on students' financial literacy. This study will deepen our comprehension of the factors about financial literacy and show the guiding significance and reference for teaching practice of financial education.
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