{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/35407"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/35407","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"Financial Literacy of College Students: Parental and Peer Influences","abstract":"A current national concern is the low financial literacy of college students. College students are not receiving the financial knowledge necessary to be successful in today's fast paced economy. Due to an increasingly complex marketplace, college students need greater knowledge about their personal finances and the economy. The financial decisions made early in life create habits difficult to break and affect students' ability to become financially secure adults. Most recent studies show average personal financial scores declining with average scores close to a failing grade. The College Student Financial Literacy Survey (CSFLS) was created to collect data specifically for this study. The purpose of this descriptive, cross-sectional, on-line survey design study is three fold. First, I investigated the personal financial literacy (knowledge, attitudes and behavior) of a sample of undergraduate and graduate college students using the personal characteristics of gender, class rank, and socioeconomic status (SES). Second, I examined parental and peer influences on the level of financial literacy of college students. Finally, I examined how college students' financial knowledge and attitudes correlated with their financial behavior. The study found that financial knowledge, attitude, and behavior scores were low but that they significantly increased each year from freshman to masters. Further, students who were financially influenced by their parents had higher financial knowledge, attitude, and behavior scores. Finally, students with higher financial knowledge also had higher financial attitude and behavior scores.","abstract_html":"A current national concern is the low financial literacy of college students. College students are not receiving the financial knowledge necessary to be successful in today's fast paced economy. Due to an increasingly complex marketplace, college students need greater knowledge about their personal finances and the economy. The financial decisions made early in life create habits difficult to break and affect students' ability to become financially secure adults. Most recent studies show average personal financial scores declining with average scores close to a failing grade. The College Student Financial Literacy Survey (CSFLS) was created to collect data specifically for this study. The purpose of this descriptive, cross-sectional, on-line survey design study is three fold. First, I investigated the personal financial literacy (knowledge, attitudes and behavior) of a sample of undergraduate and graduate college students using the personal characteristics of gender, class rank, and socioeconomic status (SES). Second, I examined parental and peer influences on the level of financial literacy of college students. Finally, I examined how college students' financial knowledge and attitudes correlated with their financial behavior. The study found that financial knowledge, attitude, and behavior scores were low but that they significantly increased each year from freshman to masters. Further, students who were financially influenced by their parents had higher financial knowledge, attitude, and behavior scores. Finally, students with higher financial knowledge also had higher financial attitude and behavior scores.","abstract_has_math":false,"creators":["Jorgensen, Bryce L."],"institution":"Virginia Tech","degree_name":"Master of Science","degree_level":"masters","degree_discipline":"Human Development","degree_department":"Human Development","school":null,"contributors":[],"advisors":[],"committee_chairs":["Meszaros, Peggy S."],"committee_members":["Hayhoe, Celia Ray","Allen, Katherine R."],"year":2007,"date_issued":"2007-10-02","date_published":"2007-10-02","updated_at":"2026-07-22T22:19:12Z","subjects":["financial literacy","college students","financial influences","family resource management theory","social learning theory","financial knowledge"],"languages":[],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-10162007-143627"],"render_values":[{"text":"etd-10162007-143627","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10919/35407","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Meszaros, Peggy S."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Hayhoe, Celia Ray","Allen, Katherine R."]},{"key":"dc:contributor.department","label":"Department","values":["Human Development"]},{"key":"dc:creator","label":"Author","values":["Jorgensen, Bryce L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2014-03-14T20:46:45Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2014-03-14T20:46:45Z","2007-11-02"]},{"key":"dc:date.issued","label":"Date","values":["2007-10-02"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Human Development"]},{"key":"thesis:degree_level","label":"Degree Level","values":["masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["financial literacy","college students","financial influences","family resource management theory","social learning theory","financial knowledge"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-10162007-143627"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10919/35407"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["A current national concern is the low financial literacy of college students. College students are not receiving the financial knowledge necessary to be successful in today's fast paced economy. Due to an increasingly complex marketplace, college students need greater knowledge about their personal finances and the economy. The financial decisions made early in life create habits difficult to break and affect students' ability to become financially secure adults. Most recent studies show average personal financial scores declining with average scores close to a failing grade. The College Student Financial Literacy Survey (CSFLS) was created to collect data specifically for this study. The purpose of this descriptive, cross-sectional, on-line survey design study is three fold. First, I investigated the personal financial literacy (knowledge, attitudes and behavior) of a sample of undergraduate and graduate college students using the personal characteristics of gender, class rank, and socioeconomic status (SES). Second, I examined parental and peer influences on the level of financial literacy of college students. Finally, I examined how college students' financial knowledge and attitudes correlated with their financial behavior. The study found that financial knowledge, attitude, and behavior scores were low but that they significantly increased each year from freshman to masters. Further, students who were financially influenced by their parents had higher financial knowledge, attitude, and behavior scores. Finally, students with higher financial knowledge also had higher financial attitude and behavior scores."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Master of Science"]},{"key":"dc:title","label":"Title","values":["Financial Literacy of College Students: Parental and Peer Influences"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Meszaros, Peggy S."],"dc:contributor.committeemember":["Hayhoe, Celia Ray","Allen, Katherine R."],"dc:contributor.department":["Human Development"],"dc:creator":["Jorgensen, Bryce L."],"dc:date.accessioned":["2014-03-14T20:46:45Z"],"dc:date.available":["2014-03-14T20:46:45Z","2007-11-02"],"dc:date.issued":["2007-10-02"],"dc:description.abstract":["A current national concern is the low financial literacy of college students. College students are not receiving the financial knowledge necessary to be successful in today's fast paced economy. Due to an increasingly complex marketplace, college students need greater knowledge about their personal finances and the economy. The financial decisions made early in life create habits difficult to break and affect students' ability to become financially secure adults. Most recent studies show average personal financial scores declining with average scores close to a failing grade. The College Student Financial Literacy Survey (CSFLS) was created to collect data specifically for this study. The purpose of this descriptive, cross-sectional, on-line survey design study is three fold. First, I investigated the personal financial literacy (knowledge, attitudes and behavior) of a sample of undergraduate and graduate college students using the personal characteristics of gender, class rank, and socioeconomic status (SES). Second, I examined parental and peer influences on the level of financial literacy of college students. Finally, I examined how college students' financial knowledge and attitudes correlated with their financial behavior. The study found that financial knowledge, attitude, and behavior scores were low but that they significantly increased each year from freshman to masters. Further, students who were financially influenced by their parents had higher financial knowledge, attitude, and behavior scores. 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