Document Type

Article

Date of Original Version

2024

Department

Human Development and Family Science

Abstract

This study examines the association between financial education and budgeting behavior among college students. Under the guidance of the extended theory of planned behavior, we use a comprehensive measure of budgeting behavior and explore mediating factors between financial education and budgeting behavior. Financial education was measured by both frequency and intensity of taking courses in finance and economics in college. Data from a sample of college students across China were analyzed using structural equation modeling and serial mediation analysis to explore the mediating roles of attitudes, subjective norms, perceived control, and budgeting intentions in this relationship between financial education and budgeting behavior. Budgeting intentions alone did not mediate the relationship between financial education and budgeting behavior. However, the serial mediation involving attitudes, subjective norms, and budgeting intentions was significant. The findings of this study have significant implications for financial educators, universities, governments, and families. Financial educators should prioritize budgeting in curricula and aim to enhance students' budgeting attitudes and intentions. Universities should enhance their financial education offerings, while governments and families should foster supportive environments and positive norms and attitudes around budgeting. This research contributes a nuanced measurement of budgeting, analyzes the link between financial education and budgeting behavior among college students, and highlights the roles of various components of the theory of planned behavior. It extends the theory by identifying how financial attitudes, subjective norms, and budgeting intentions mediate the relationship between financial education and budgeting behavior.

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