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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
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
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  Data: Learning Context When Studying Financial Planning in High Schools: Nesting of Student, Teacher, and Classroom Characteristics
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  Data: <searchLink fieldCode="AR" term="%22Danes%2C+Sharon+M%2E%22">Danes, Sharon M.</searchLink><br /><searchLink fieldCode="AR" term="%22Rodriguez%2C+Michael+C%2E%22">Rodriguez, Michael C.</searchLink><br /><searchLink fieldCode="AR" term="%22Brewton%2C+Katherine+E%2E%22">Brewton, Katherine E.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Financial+Counseling+and+Planning%22"><i>Journal of Financial Counseling and Planning</i></searchLink>. 2013 24(2):20-36.
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  Data: 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
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  Data: 17
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: 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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  Data: As Provided
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  Data: 55
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  Data: 2014
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  Label: Accession Number
  Group: ID
  Data: EJ1043229
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1043229
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 20
    Subjects:
      – SubjectFull: Money Management
        Type: general
      – SubjectFull: Consumer Education
        Type: general
      – SubjectFull: Knowledge Level
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: Teacher Characteristics
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Ethnicity
        Type: general
      – SubjectFull: Geographic Location
        Type: general
      – SubjectFull: Instructional Program Divisions
        Type: general
      – SubjectFull: Financial Support
        Type: general
      – SubjectFull: Employment Level
        Type: general
      – SubjectFull: Debt (Financial)
        Type: general
      – SubjectFull: Competency Based Education
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Student Behavior
        Type: general
      – SubjectFull: Pretests Posttests
        Type: general
      – SubjectFull: Factor Analysis
        Type: general
      – SubjectFull: Hierarchical Linear Modeling
        Type: general
      – SubjectFull: Social Theories
        Type: general
      – SubjectFull: Constructivism (Learning)
        Type: general
      – SubjectFull: Context Effect
        Type: general
      – SubjectFull: Surveys
        Type: general
    Titles:
      – TitleFull: Learning Context When Studying Financial Planning in High Schools: Nesting of Student, Teacher, and Classroom Characteristics
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            NameFull: Danes, Sharon M.
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            NameFull: Rodriguez, Michael C.
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            NameFull: Brewton, Katherine E.
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            – D: 01
              M: 01
              Type: published
              Y: 2013
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              Value: 1052-3073
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              Value: 24
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            – TitleFull: Journal of Financial Counseling and Planning
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