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  1. An entangled history of postcolonial and socialist education
    institutional transfer for educational equality and national development
    Autor*in: Kaiser, Tim; Miethe, Ingrid; Piepiorka, Alexandra; Kriele, Tobias
    Erschienen: 2021

    Standort:
    BBF | Bibliothek für Bildungsgeschichtliche Forschung in Berlin
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe

    Standort:
    Staats- und Universitätsbibliothek Bremen
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    Sprache: Englisch
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    Format: Druck
    Übergeordneter Titel: Enthalten in: Paedagogica historica; Abingdon : Routledge Taylor & Francis Group, 1961; 57(2021), 3, Seite 246-259

    Schlagworte: Arbeiterbildung; Sozialismus; Bildung; Postkolonialismus
    Bemerkung(en):

    Abstract: S. 246 in eng
  2. Financial literacy and intertemporal arbitrage
    Autor*in: Oberrauch, Luis; Kaiser, Tim
    Erschienen: 2020
    Verlag:  DIW Berlin, German Institute for Economic Research, Berlin

    We study the role of financial literacy for inter-temporal decision-making using an adapted version of the Convex Time Budget Protocol (Andreoni and Sprenger 2012). While we find no evidence of dynamically inconsistent preferences in the aggregate,... mehr

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    We study the role of financial literacy for inter-temporal decision-making using an adapted version of the Convex Time Budget Protocol (Andreoni and Sprenger 2012). While we find no evidence of dynamically inconsistent preferences in the aggregate, we document substantial heterogeneity in choice-patterns and estimated parameters at the individual-level: We find that subjects with higher levels of financial literacy are more likely to make patient inter-temporal choices, to allocate the entire budget to a single payment-date, allocate the entire budget to corner choices as interest rates increase, and to show individual discount factors which are in line with extra-experimental market rates. At the same time, financial literacy is uncorrelated with choice consistency and estimated individual error parameters. These results serve as suggestive evidence for inter-temporal arbitrage among financially literate respondents, thereby revealing a potential confound in time-preference elicitation tasks relying on time-dated monetary rewards.

     
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    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/226824
    Schriftenreihe: Discussion papers / Deutsches Institut für Wirtschaftsforschung ; 1912
    Umfang: 1 Online-Ressource (circa 45 Seiten), Illustrationen
  3. Financial education in schools
    a meta-analysis of experimental studies
    Autor*in: Kaiser, Tim; Menkhoff, Lukas
    Erschienen: [2019]
    Verlag:  Collaborative Research Center Transregio 190, Munich, Germany

    We study the literature on school financial education programs for children and youth via a quantitative meta-analysis of 37 (quasi-) experiments. We find that financial education treatments have, on average, sizeable impacts on financial knowledge... mehr

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    We study the literature on school financial education programs for children and youth via a quantitative meta-analysis of 37 (quasi-) experiments. We find that financial education treatments have, on average, sizeable impacts on financial knowledge (+0.33 SD), similar to educational interventions in other domains. Additionally, we document smaller effects on financial behaviors among students (+0.07 SD). When restricting the sample to 18 randomized experiments average effect sizes are estimated to be about 0.15 SD units on financial knowledge and 0.07 SD units on financial behaviors. These results are robust irrespective of the meta-analytic method used and when accounting for publication bias. Subgroup analyses show the beneficial effect of more intensive treatments, albeit with decreasing marginal returns.

     
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    Weitere Identifier:
    hdl: 10419/208087
    Schriftenreihe: Discussion paper / Rationality & Competition, CRC TRR 190 ; no. 187 (September 30, 2019)
    Umfang: 1 Online-Ressource (circa 41 Seiten), Illustrationen
  4. Active learning improves financial education
    experimental evidence from Uganda
    Autor*in: Kaiser, Tim; Menkhoff, Lukas
    Erschienen: March 2022
    Verlag:  CESifo, Center for Economic Studies & Ifo Institute, Munich, Germany

    We conduct a randomized field experiment to study the effects of two financial education interventions offered to small-scale retailers in rural western Uganda. The treatments contrast "active learning" with traditional "lecturing" within... mehr

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    We conduct a randomized field experiment to study the effects of two financial education interventions offered to small-scale retailers in rural western Uganda. The treatments contrast "active learning" with traditional "lecturing" within standardized lesson-plans. After six months, active learning has a positive effect on savings and investment outcomes, in contrast to small or zero effects for lecturing. After four years, estimates come with substantial uncertainty but are generally larger for the active learning group, such as a 60 percent increase in investments. As an adverse outcome, reported late payment on loans increases by about 30 percent for both treatments. The findings suggest that teaching methods can play an important role in affecting how financial education programs impact financial behavior and outcomes.

     
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    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/260791
    Schriftenreihe: CESifo working paper ; no. 9661 (2022)
    Schlagworte: financial behaviour; financial literacy; active learning; lecturing; training method; field experiment
    Umfang: 1 Online-Ressource (circa 51 Seiten), Illustrationen
  5. Is patience malleable via educational intervention?
    evidence from field experiments
    Autor*in: Kaiser, Tim; Menkhoff, Lukas; Oberrauch, Luis
    Erschienen: November 2022
    Verlag:  CESifo, Munich, Germany

    We study the malleability of patience via educational interventions by aggregating evidence from earlier experiments in a meta-analysis and by conducting a field experiment. We find that the average effect of interventions on patience is positive but... mehr

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    Standort:
    Universitätsbibliographie Tübingen
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    We study the malleability of patience via educational interventions by aggregating evidence from earlier experiments in a meta-analysis and by conducting a field experiment. We find that the average effect of interventions on patience is positive but uncertain. The age of students explains a large share of between-study heterogeneity in treatment effects. Thus, we conduct a field experiment covering both youths and adults in Uganda. We find heterogenous effects by age: adults’ patience measured in incentivized tasks is unaffected by the intervention after 15 months follow-up, but we observe large effects on patience and estimated discount factors for youth.

     
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    Weitere Identifier:
    hdl: 10419/267312
    Schriftenreihe: CESifo working papers ; 10080 (2022)
    Schlagworte: patience; time preferences; malleability; field experiment; educational intervention
    Umfang: 1 Online-Ressource (circa 57 Seiten), Illustrationen
  6. Financial education affects financial knowledge and downstream behaviors
    Autor*in: Kaiser, Tim; Lusardi, Annamaria; Menkhoff, Lukas; Urban, Carly
    Erschienen: 08 May 2020
    Verlag:  Centre for Economic Policy Research, London

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    Standort:
    Universitätsbibliothek Mannheim
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    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Schriftenreihe: Array ; DP14741
    Umfang: 1 Online-Ressource (circa 83 Seiten), Illustrationen
  7. An entangled history of postcolonial and socialist education
    institutional transfer for educational equality and national development
    Autor*in: Kaiser, Tim; Miethe, Ingrid; Piepiorka, Alexandra; Kriele, Tobias
    Erschienen: 2021

    Standort:
    BBF | Bibliothek für Bildungsgeschichtliche Forschung in Berlin
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe
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    Format: Druck
    Übergeordneter Titel: Enthalten in: Paedagogica historica; Abingdon : Routledge Taylor & Francis Group, 1961; 57(2021), 3, Seite 246-259

    Schlagworte: Arbeiterbildung; Sozialismus; Bildung; Postkolonialismus
    Bemerkung(en):

    Abstract: S. 246 in eng
  8. Ökonomische Bildung als Allgemeinbildung
    Festschrift zu Günther Seebers 65. Geburtstag
    Beteiligt: Birke, Franziska (Herausgeber); Kaiser, Tim (Herausgeber); Oberrauch, Luis (Herausgeber); Remmele, Bernd (Herausgeber)
    Erschienen: 2023
    Verlag:  Springer Fachmedien Wiesbaden, Wiesbaden

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    Beteiligt: Birke, Franziska (Herausgeber); Kaiser, Tim (Herausgeber); Oberrauch, Luis (Herausgeber); Remmele, Bernd (Herausgeber)
    Sprache: Deutsch
    Medientyp: Ebook
    Format: Online
    ISBN: 9783658385606
    Weitere Identifier:
    9783658385606
    Auflage/Ausgabe: 1. Auflage 2023
    Schlagworte: Ökonomische Bildung; Bildung für nachhaltige Entwicklung; Wirtschaftsdidaktik; Ökonomische Bildung; Computerspiel; Unterricht; Wirtschaftsdidaktik; Lernspiel; Serious game; Berufsbildung
    Weitere Schlagworte: (Produktform)Electronic book text; (BISAC Subject Heading)EDU000000; (BISAC Subject Heading)JN; (BISAC Subject Heading)POL000000; (BISAC Subject Heading)EDU034000; (BISAC Subject Heading)EDU031000; (BIC subject category)JPA; (BIC subject category)JNF; (BIC subject category)JNR; Ökonomische Bildung; Finanzielle Bildung; Wirtschaftsdidaktik; Empirische Bildungsforschung; Berufliche Bildung; (Springer Nature Marketing Classification)B; (Springer Nature Subject Code)SCO00000: Education, general; (Springer Nature Subject Code)SC911000: Political Science; (Springer Nature Subject Code)SCO19000: Educational Policy and Politics; (Springer Nature Subject Code)SCO53020: Career Skills; (Springer Nature Taxonomy)8089: Educational Research; (Springer Nature Taxonomy)7942: Political Education; (Springer Nature Taxonomy)7967: Social Economy; (Springer Nature Taxonomy)3876: Educational Policy and Politics; (Springer Nature Taxonomy)7954: Didactics and Teaching Methodology; (Springer Nature Taxonomy)4512: Career Skills; (Springer Nature Subject Collection)SUCO41171: Education
    Umfang: Online-Ressource
  9. Economic competence in early secondary school
    vidence from a large-scale assessment in Germany
    Autor*in: Oberrauch, Luis; Kaiser, Tim
    Erschienen: [2018]
    Verlag:  ZBW, [Kiel

    We employ a psychometrically validated performance test to study economic competence among a large and representative sample of early secondary school students in Southwest Germany. The rich dataset allows us to study variation in economic competence... mehr

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    We employ a psychometrically validated performance test to study economic competence among a large and representative sample of early secondary school students in Southwest Germany. The rich dataset allows us to study variation in economic competence across school types and observable student characteristics. Our results show that economic competence is significantly lower among female students, migrants, students with parents of low socioeconomic status and those who do not attend the highest track school type. Additionally, quantile regression analyses suggest that the gender gap increases along the distribution of economic competence and that effects of parents with high socio-economic status are more pronounced above the median of the competence distribution. Our analysis sets the stage for a long-term study of economic competence among secondary school students and the impact of a recent curriculum reform introducing mandatory economic education.

     
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    Volltext (kostenfrei)
    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/190763
    Umfang: 1 Online-Ressource (circa 35 Seiten), Illustrationen
  10. Financial education affects financial knowledge and downstream behaviors
    Autor*in: Kaiser, Tim; Lusardi, Annamaria; Menkhoff, Lukas; Urban, Carly
    Erschienen: April 2020
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    We study the rapidly growing literature on the causal effects of financial education programs in a meta-analysis of 76 randomized experiments with a total sample size of over 160,000 individuals. The evidence shows that financial education programs... mehr

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    DS 4
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    We study the rapidly growing literature on the causal effects of financial education programs in a meta-analysis of 76 randomized experiments with a total sample size of over 160,000 individuals. The evidence shows that financial education programs have, on average, positive causal treatment effects on financial knowledge and downstream financial behaviors. Treatment effects are economically meaningful in size, similar to those realized by educational interventions in other domains and are at least three times as large as the average effect documented in earlier work. These results are robust to the method used, restricting the sample to papers published in top economics journals, including only studies with adequate power, and accounting for publication selection bias in the literature. We conclude with a discussion of the cost-effectiveness of financial education interventions.

     
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    Weitere Identifier:
    hdl: 10419/216490
    Schriftenreihe: Discussion paper series / IZA ; no. 13178
    Umfang: 1 Online-Ressource (circa 82 Seiten), Illustrationen
  11. Financial education affects financial knowledge and downstream behaviors
    Autor*in: Kaiser, Tim; Lusardi, Annamaria; Menkhoff, Lukas; Urban, Carly
    Erschienen: 2020
    Verlag:  DIW Berlin, German Institute for Economic Research, Berlin

    We study the rapidly growing literature on the causal effects of financial education programs in a meta-analysis of 76 randomized experiments with a total sample size of over 160,000 individuals. The evidence shows that financial education programs... mehr

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    We study the rapidly growing literature on the causal effects of financial education programs in a meta-analysis of 76 randomized experiments with a total sample size of over 160,000 individuals. The evidence shows that financial education programs have, on average, positive causal treatment effects on financial knowledge and downstream financial behaviors. Treatment effects are economically meaningful in size, similar to those realized by educational interventions in other domains and are at least three times as large as the average effect documented in earlier work. These results are robust to the method used, restricting the sample to papers published in top economics journals, including only studies with adequate power, and accounting for publication selection bias in the literature. We conclude with a discussion of the cost-effectiveness of financial education interventions.

     
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    Sprache: Englisch
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    Weitere Identifier:
    hdl: 10419/218985
    Schriftenreihe: Discussion papers / Deutsches Institut für Wirtschaftsforschung ; 1864
    Umfang: 1 Online-Ressource (circa 82 Seiten), Illustrationen
  12. Financial education affects financial knowledge and downstream behaviors
    Autor*in: Kaiser, Tim; Lusardi, Annamaria; Menkhoff, Lukas; Urban, Carly
    Erschienen: April 2020
    Verlag:  National Bureau of Economic Research, Cambridge, MA

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    Schriftenreihe: Working paper series / National Bureau of Economic Research ; 27057
    Umfang: 39 Seiten, Illustrationen
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    Erscheint auch als Online-Ausgabe
  13. Financial education affects financial knowledge and downstream behaviors
    Autor*in: Kaiser, Tim; Lusardi, Annamaria; Menkhoff, Lukas; Urban, Carly
    Erschienen: [2020]
    Verlag:  Collaborative Research Center Transregio 190, Munich, Germany

    We study the rapidly growing literature on the causal effects of financial education programs in a meta-analysis of 76 randomized experiments with a total sample size of over 160,000 individuals. The evidence shows that financial education programs... mehr

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    We study the rapidly growing literature on the causal effects of financial education programs in a meta-analysis of 76 randomized experiments with a total sample size of over 160,000 individuals. The evidence shows that financial education programs have, on average, positive causal treatment effects on financial knowledge and downstream financial behaviors. Treatment effects are economically meaningful in size, similar to those realized by educational interventions in other domains and are at least three times as large as the average effect documented in earlier work. These results are robust to the method used, restricting the sample to papers published in top economics journals, including only studies with adequate power, and accounting for publication selection bias in the literature. We conclude with a discussion of the cost-effectiveness of financial education interventions.

     
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    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/222137
    Schriftenreihe: Discussion paper / Rationality & Competition, CRC TRR 190 ; no. 240 (April 29, 2020)
    Umfang: 1 Online-Ressource (circa 81 Seiten), Illustrationen
  14. Is patience malleable via educational intervention?
    evidence on the role of age in field experiments
    Autor*in: Kaiser, Tim; Menkhoff, Lukas; Oberrauch, Luis
    Erschienen: August 2023
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    We study the age-dependent malleability of patience via educational interventions designed to foster financial decision-making capabilities and to induce a more future-oriented mindset. We conduct a field experiment covering both youths and adults in... mehr

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    DS 4
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    We study the age-dependent malleability of patience via educational interventions designed to foster financial decision-making capabilities and to induce a more future-oriented mindset. We conduct a field experiment covering both youths and adults in Uganda and aggregate evidence from earlier experiments to study the generalizability of effects. In our field experiment, we find heterogenous effects by age: adults' patience and discount factors are unaffected by the intervention after 15 months follow-up, but we observe large effects on patience and estimated discount factors and field saving behavior for youth. In the meta-analysis, we find that the results are generalizable across contexts.

     
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    hdl: 10419/279097
    Schriftenreihe: Discussion paper series / IZA ; no. 16399
    Schlagworte: patience; time preferences; malleability; field experiment; educational intervention
    Umfang: 1 Online-Ressource (circa 68 Seiten), Illustrationen
  15. Financial literacy and financial education
    an overview
    Autor*in: Kaiser, Tim; Lusardi, Annamaria
    Erschienen: April 2024
    Verlag:  CESifo, Munich, Germany

    This article provides a concise narrative overview of the rapidly growing empirical literature on financial literacy and financial education. We first discuss stylized facts on the demographic correlates of financial literacy. We next cover the... mehr

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    DS 63
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    This article provides a concise narrative overview of the rapidly growing empirical literature on financial literacy and financial education. We first discuss stylized facts on the demographic correlates of financial literacy. We next cover the evidence on the effects of financial literacy on financial behaviors and outcomes. Finally, we review the evidence on the causal effects of financial education programs focusing on randomized controlled trial evaluations. The article concludes with perspectives on future research priorities for both financial literacy and financial education.

     
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    Format: Online
    Weitere Identifier:
    hdl: 10419/296159
    Schriftenreihe: CESifo working papers ; 11070 (2024)
    Schlagworte: financial education; financial literacy; financial behavior
    Umfang: 1 Online-Ressource (circa 42 Seiten)
  16. Digital interventions to increase financial knowledge
    evidence from a pilot RCT
    Autor*in: Oberrauch, Luis; Kaiser, Tim
    Erschienen: February 2024
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    We study the effects of low-intensity digital financial education interventions on undergraduate students' financial knowledge in a small-scale RCT. We test the substitutability or complementarity of two treatments: an online video financial... mehr

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    We study the effects of low-intensity digital financial education interventions on undergraduate students' financial knowledge in a small-scale RCT. We test the substitutability or complementarity of two treatments: an online video financial education treatment and an incentive-based approach where students are issued pre-paid voucher cards worth 50 EUR to register with a broker specializing in roboadvised investment in Exchange Traded Funds (ETFs). Three months after the intervention, the video treatment enhanced financial knowledge scores by more than 50 percent of a standard deviation. Conversely, the vouchers showed no effect. The findings suggest that subsidies encouraging roboadvised investment into ETFs cannot substitute direct financial education in our setting, and there is no evidence for complementarity between these interventions in creating human capital in the domain of financial decision-making.

     
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    Schriftenreihe: Discussion paper series / IZA ; no. 16811
    Schlagworte: digital intervention; financial literacy; financial knowledge; financial education; robo-advisor; ETFs
    Umfang: 1 Online-Ressource (circa 27 Seiten), Illustrationen
  17. Financial literacy and financial education
    an overview
    Autor*in: Kaiser, Tim; Lusardi, Annamaria
    Erschienen: April 2024
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    This article provides a concise narrative overview of the rapidly growing empirical literature on financial literacy and financial education. We first discuss stylized facts on the demographic correlates of financial literacy. We next cover the... mehr

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    This article provides a concise narrative overview of the rapidly growing empirical literature on financial literacy and financial education. We first discuss stylized facts on the demographic correlates of financial literacy. We next cover the evidence on the effects of financial literacy on financial behaviors and outcomes. Finally, we review the evidence on the causal effects of financial education programs focusing on randomized controlled trial evaluations. The article concludes with perspectives on future research priorities for both financial literacy and financial education.

     
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    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/295949
    Schriftenreihe: Discussion paper series / IZA ; no. 16926
    Schlagworte: financial education; financial literacy; financial behavior
    Umfang: 1 Online-Ressource (circa 42 Seiten), Illustrationen
  18. Active learning improves financial education
    experimental evidence
    Autor*in: Kaiser, Tim; Menkhoff, Lukas
    Erschienen: 2018
    Verlag:  Collaborative Research Center Transregio 190, Munich, Germany

    We conduct a randomized field experiment to study the effects of two financial education interventions offered to small-scale retailers in Uganda. The treatments contrast "active learning" with "traditional lecturing" within standardized... mehr

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    DS 553
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    We conduct a randomized field experiment to study the effects of two financial education interventions offered to small-scale retailers in Uganda. The treatments contrast "active learning" with "traditional lecturing" within standardized lesson-plans. We find that active learning has a positive and economically meaningful impact on savings and investment outcomes, in contrast to insignificant impacts of lecturing. These results are not conditional on prior education or financial literacy. Tentative evidence suggests that only active learning stimulates several cognitive and non-cognitive mechanisms; moreover, a social mechanism may be at play as treated individuals join social groups discussing financial matters.

     
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    Format: Online
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    hdl: 10419/194027
    Schriftenreihe: Discussion paper / Rationality & Competition, CRC TRR 190 ; no. 131 (December 20, 2018)
    Umfang: 1 Online-Ressource (circa 75 Seiten), Illustrationen
  19. Financial education in schools
    a meta-analysis of experimental studies
    Autor*in: Kaiser, Tim; Menkhoff, Lukas
    Erschienen: [2018]
    Verlag:  CESifo, Center for Economic Studies & Ifo Institute, Munich, Germany

    We study the literature on school financial education programs for children and youth via a quantitative meta-analysis of 37 (quasi-) experiments. We find that financial education treatment has, on average, a significant and sizeable impact on... mehr

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    We study the literature on school financial education programs for children and youth via a quantitative meta-analysis of 37 (quasi-) experiments. We find that financial education treatment has, on average, a significant and sizeable impact on financial knowledge (+0.25 SD), similar to educational interventions in other domains. Additionally, we document small but still significant effects on financial behaviors (+0.05 SD). These results are robust to restricting the sample to 18 randomized experiments and they hold irrespective of the meta-analytic method used. Metaregressions show the beneficial effect of more intensive treatments and smaller class size, albeit with decreasing marginal returns.

     
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/191420
    Schriftenreihe: Array ; no. 7395 (December 2018)
    Umfang: 1 Online-Ressource (circa 38 Seiten), Illustrationen
  20. Active learning fosters financial behavior
    experimental evidence
    Autor*in: Kaiser, Tim; Menkhoff, Lukas
    Erschienen: 2018
    Verlag:  DIW Berlin, German Institute for Economic Research, Berlin

    We conduct a randomized field experiment to study the effects of two financial education interventions offered to small-scale retailers in Western Uganda. The treatments contrast "active learning" with "traditional lecturing" within standardized... mehr

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    We conduct a randomized field experiment to study the effects of two financial education interventions offered to small-scale retailers in Western Uganda. The treatments contrast "active learning" with "traditional lecturing" within standardized lesson-plans. We find that active learning has a positive and economically meaningful impact on savings and investment outcomes, in contrast to insignificant impacts of lecturing. These results are not conditional on prior education or financial literacy. The active learning intervention seems to be superior as it works via three cognitive and non-cognitive mechanisms, i.e. increased financial knowledge, self-control, and financial confidence, while lecturing only affects financial confidence.

     
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    Sprache: Englisch
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    Format: Online
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    hdl: 10419/181029
    Schriftenreihe: Discussion papers / Deutsches Institut für Wirtschaftsforschung ; 1743
    Umfang: 1 Online-Ressource (circa 70 Seiten), Illustrationen
  21. Does financial education impact financial literacy and financial behavior, and if so, when?
    Autor*in: Kaiser, Tim; Menkhoff, Lukas
    Erschienen: August 2017
    Verlag:  World Bank Group, Development Economics Vice Presidency, Strategy and Operations Team, Washington, D.C.

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    Sprache: Englisch
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    Format: Online
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    Schriftenreihe: Policy research working paper ; 8161
    Schlagworte: Finanzwissen; Finanzwissen; Verhaltensökonomik; Meta-Analyse; Regressionsanalyse; Wirkungsanalyse
    Umfang: 1 Online-Ressource (circa 77 Seiten), Illustrationen
  22. Does financial education impact financial behavior, and if so, when?
    Autor*in: Kaiser, Tim; Menkhoff, Lukas
    Erschienen: 2016
    Verlag:  DIW Berlin, German Institute for Economic Research, Berlin

    In a meta-regression analysis of 115 microeconometric impact evaluation studies we find that financial education significantly impacts financial behavior, and to an even larger extent financial literacy. These results also hold for the subsample of... mehr

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    In a meta-regression analysis of 115 microeconometric impact evaluation studies we find that financial education significantly impacts financial behavior, and to an even larger extent financial literacy. These results also hold for the subsample of RCTs. However, intervention impacts are highly heterogeneous: Financial education is less effective in low- and medium income countries; some target groups, such as low-income clients, or specific behaviors, such as borrowing, are difficult to influence; also mandatory financial education appears to be less effective. Thus, it is even more crucial for success to increase training intensity and offer financial education at a “teachable moment”.

     
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    Sprache: Englisch
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    Format: Online
    Weitere Identifier:
    hdl: 10419/130216
    Schriftenreihe: Discussion papers / Deutsches Institut für Wirtschaftsforschung ; 1562
    Umfang: 1 Online-Ressource (circa 66 Seiten), Illustrationen
  23. Does financial education impact financial literacy and financial behavior, and if so, when?
    Autor*in: Kaiser, Tim; Menkhoff, Lukas
    Erschienen: 2017
    Verlag:  Collaborative Research Center Transregio 190, Munich, Germany

    In a meta-analysis of 126 impact evaluation studies, we find that financial education significantly impacts financial behavior and, to an even larger extent, financial literacy. These results also hold for the subsample of randomized experiments... mehr

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    In a meta-analysis of 126 impact evaluation studies, we find that financial education significantly impacts financial behavior and, to an even larger extent, financial literacy. These results also hold for the subsample of randomized experiments (RCTs). However, intervention impacts are highly heterogeneous: Financial education is less effective for low-income clients as well as in low and lower-middle income economies. Specific behaviors, such as the handling of debt, are more difficult to influence and mandatory financial education tentatively appears to be less effective. Thus, intervention success depends crucially on increasing education intensity and offering financial education at a 'teachable moment'.

     
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    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/185707
    Schriftenreihe: Discussion paper / Rationality & Competition, CRC TRR 190 ; no. 37 (June 8, 2017)
    Umfang: 1 Online-Ressource (circa 89 Seiten), Illustrationen
  24. Does financial education impact financial literacy and financial behavior, and if so, when?
    Autor*in: Kaiser, Tim; Menkhoff, Lukas
    Erschienen: 2017
    Verlag:  DIW Berlin, German Institute for Economic Research, Berlin

    In a meta-analysis of 126 impact evaluation studies, we find that financial education significantly impacts financial behavior and, to an even larger extent, financial literacy. These results also hold for the subsample of randomized experiments... mehr

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    In a meta-analysis of 126 impact evaluation studies, we find that financial education significantly impacts financial behavior and, to an even larger extent, financial literacy. These results also hold for the subsample of randomized experiments (RCTs). However, intervention impacts are highly heterogeneous: Financial education is less effective for low-income clients as well as in low and lower-middle income economies. Specific behaviors, such as the handling of debt, are more difficult to influence and mandatory financial education tentatively appears to be less effective. Thus, intervention success depends crucially on increasing education intensity and offering financial education at a "teachable moment."

     
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    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/161658
    Auflage/Ausgabe: Revised version, May 2017
    Schriftenreihe: Discussion papers / Deutsches Institut für Wirtschaftsforschung ; 1562 rev.
    Umfang: 1 Online-Ressource (circa 90 Seiten), Illustrationen
  25. Essays on financial education and behavioral household finance
    Autor*in: Kaiser, Tim
    Erschienen: 2017

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    Universitätsbibliothek Kiel, Zentralbibliothek
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    Beteiligt: Lutter, Andreas (AkademischeR BetreuerIn)
    Sprache: Englisch
    Medientyp: Dissertation
    Format: Druck
    Schlagworte: Finanzwissen; Private Finanzplanung; Mittelstandsfinanzierung; Theorie; Uganda
    Umfang: ii, 178 Seiten, Illustrationen
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    Dissertation, Christian-Albrechts-Universität zu Kiel, 2017