Knowledge, attitude or risk? What drives the financial literacy gaps of university staff?

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00025950%3A_____%2F25%3AN0000008" target="_blank" >RIV/00025950:_____/25:N0000008 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/25840886:_____/25:N0000024

Výsledek na webu

<a href="https://www.sciencedirect.com/science/article/pii/S2214845025001838?via%3Dihub" target="_blank" >https://www.sciencedirect.com/science/article/pii/S2214845025001838?via%3Dihub</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1016/j.bir.2025.10.032" target="_blank" >10.1016/j.bir.2025.10.032</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Knowledge, attitude or risk? What drives the financial literacy gaps of university staff?

Popis výsledku v původním jazyce

This study examines the extent to which variations in financial knowledge, attitudes and risk preferences shape the educational investment behaviour of academic and non-academic university staff. Our findings revealed distinct patterns. We documented that being armed with a sound financial knowledge significantly influences the educational investment decisions of academic staff, thus facilitating informed decision-making. We also documented that financial attitudes and risk tolerance exert positive impacts, thus indicating that confidence in terms of one's financial management informs educational advancement. Conversely, a sound financial knowledge does not predict the take-up of further education for non-academic staff, while financial attitudes and risk aversion exert negative impacts, thus suggesting that financial constraints and limited careers inhibit investment in higher education. Institutional dynamics and socio-economic conditions further moderate these relationships and expose structural barriers to financial literacy. The findings identified the necessity for tailored financial literacy intervention measures that address the occupational stratifications and institutional constraints that hinder educational progression.

Název v anglickém jazyce

Knowledge, attitude or risk? What drives the financial literacy gaps of university staff?

Popis výsledku anglicky

This study examines the extent to which variations in financial knowledge, attitudes and risk preferences shape the educational investment behaviour of academic and non-academic university staff. Our findings revealed distinct patterns. We documented that being armed with a sound financial knowledge significantly influences the educational investment decisions of academic staff, thus facilitating informed decision-making. We also documented that financial attitudes and risk tolerance exert positive impacts, thus indicating that confidence in terms of one's financial management informs educational advancement. Conversely, a sound financial knowledge does not predict the take-up of further education for non-academic staff, while financial attitudes and risk aversion exert negative impacts, thus suggesting that financial constraints and limited careers inhibit investment in higher education. Institutional dynamics and socio-economic conditions further moderate these relationships and expose structural barriers to financial literacy. The findings identified the necessity for tailored financial literacy intervention measures that address the occupational stratifications and institutional constraints that hinder educational progression.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50200 - Economics and Business

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Borsa Istanbul Review

ISSN

2214-8450

e-ISSN

2214-8469

Svazek periodika

25

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

NL - Nizozemsko

Počet stran výsledku

9

Strana od-do

192-200

Kód UT WoS článku

001637944900010

EID výsledku v databázi Scopus

2-s2.0-105022202201