Learning Context When Studying Financial Planning in High Schools: Nesting of Student, Teacher, and Classroom Characteristics
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| Title: | Learning Context When Studying Financial Planning in High Schools: Nesting of Student, Teacher, and Classroom Characteristics |
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| Language: | English |
| Authors: | Danes, Sharon M., Rodriguez, Michael C., Brewton, Katherine E. |
| Source: | Journal of Financial Counseling and Planning. 2013 24(2):20-36. |
| Availability: | Association for Financial Counseling and Planning Education. 1500 West Third Avenue Suite 223, Columbus, OH 43212. Tel: 614-485-9650; Fax: 614-485-9621; Web site: http://afcpe.org |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2013 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Money Management, Consumer Education, Knowledge Level, High School Students, Student Characteristics, Teacher Characteristics, Gender Differences, Ethnicity, Geographic Location, Instructional Program Divisions, Financial Support, Employment Level, Debt (Financial), Competency Based Education, Predictor Variables, Student Behavior, Pretests Posttests, Factor Analysis, Hierarchical Linear Modeling, Social Theories, Constructivism (Learning), Context Effect, Surveys |
| ISSN: | 1052-3073 |
| Abstract: | Grounded in social construction theory, the current study investigates the learning context when studying financial planning in high school by analyzing the nesting of student, teacher and classroom characteristics. Key findings were that three student characteristics (initial financial knowledge, gender, senior grade level), one teacher variable (use of all curriculum assessments), and two classroom variables (proportion of junior students and students who spent more money per week) were significant predictors of students' financial knowledge gain. Significant predictors of students' behavior gain were one student characteristic (senior grade level), two student access to money variables (employment status, spending per week), and three classroom variables (mean initial financial behavior, proportion of students working part-time, proportion of rural students). Findings indicated that subject matter content alone was not sufficient to create behavior change; learning context must be considered. |
| Abstractor: | As Provided |
| Number of References: | 55 |
| Entry Date: | 2014 |
| Accession Number: | EJ1043229 |
| Database: | ERIC |
| Abstract: | Grounded in social construction theory, the current study investigates the learning context when studying financial planning in high school by analyzing the nesting of student, teacher and classroom characteristics. Key findings were that three student characteristics (initial financial knowledge, gender, senior grade level), one teacher variable (use of all curriculum assessments), and two classroom variables (proportion of junior students and students who spent more money per week) were significant predictors of students' financial knowledge gain. Significant predictors of students' behavior gain were one student characteristic (senior grade level), two student access to money variables (employment status, spending per week), and three classroom variables (mean initial financial behavior, proportion of students working part-time, proportion of rural students). Findings indicated that subject matter content alone was not sufficient to create behavior change; learning context must be considered. |
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| ISSN: | 1052-3073 |
