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Aprea, C. Finanzielle Bildung in der Schule oder am Arbeitsplatz? Eine Synthese und kritische Würdigung aktueller Forschungsbefunde. Vierteljahrshefte zur Wirtschaftsforschung, 90(1), 45-60. https://doi.org/10.3790/vjh.90.1.45
Aprea, Carmela "Finanzielle Bildung in der Schule oder am Arbeitsplatz? Eine Synthese und kritische Würdigung aktueller Forschungsbefunde" Vierteljahrshefte zur Wirtschaftsforschung 90.1, 2021, 45-60. https://doi.org/10.3790/vjh.90.1.45
Aprea, Carmela (2021): Finanzielle Bildung in der Schule oder am Arbeitsplatz? Eine Synthese und kritische Würdigung aktueller Forschungsbefunde, in: Vierteljahrshefte zur Wirtschaftsforschung, vol. 90, iss. 1, 45-60, [online] https://doi.org/10.3790/vjh.90.1.45

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Finanzielle Bildung in der Schule oder am Arbeitsplatz? Eine Synthese und kritische Würdigung aktueller Forschungsbefunde

Aprea, Carmela

Vierteljahrshefte zur Wirtschaftsforschung, Vol. 90 (2021), Iss. 1 : pp. 45–60

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Article Details

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Carmela Aprea, Universität Mannheim, Fakultät für Betriebswirtschaftslehre

References

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  6. Aprea, Carmela, Julia Schultheis und Kathleen Stolle (2018): Instructional Integration of Digital Learning Games in Financial Literacy Education. In: Thomas A. Lucey und Kathleen S. Cooter (Hrsg.): Financial Literacy for Children and Youth (S. 69 – 88). New York: Peter Lang.  Google Scholar
  7. Aprea, Carmela, Eveline Wuttke, Klaus Breuer, Noi Keng Koh, Peter Davies, Bettina Greimel-Fuhrmann und Jane S. Lopus (2016): Financial Literacy in the twenty-first Century. In: Aprea, Carmela, Eveline Wuttke, Klaus Breuer, Noi Keng Koh, Peter Davies, Bettina Greimel-Fuhrmann und Jane S. Lopus (Hrsg.): International Handbook of Financial Literacy (S. 1 – 4). Singapore: Springer.  Google Scholar
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  38. Amagir, Aisa, Wim Groot, Henriëtte Maassen van den Brink und Arie Wilschut (2018): A Review of Financial-Literacy Education Programs for Children and Adolescents. Citizenship, Social and Economics Education, 17 (1), 56 – 80.  Google Scholar
  39. American Psychological Association (APA) (2015): Stress in America: Paying with our Health. Retrieved from https://www.apa.org/news/press/releases/stress/2014/stress-report.pdf.  Google Scholar
  40. Schultheis, Julia und Carmela Aprea (im Druck): Applying Insights from Behavioral Finance and Learning Theory in Designing a Financial Education Serious Game for Secondary School Students. In: Carmela Aprea und Dirk Ifenthaler (Hrsg.): Game-based Learning Across the Disciplines. Cham: Springer.  Google Scholar
  41. Smith, Barbara A. (2016): Addressing the Retirement Savings Crisis in the United States: The Role of Employer- Provided Financial Education. The Journal of Retirement, 3 (4), 67 – 76.  Google Scholar
  42. Organisation for Economic Co-operation and Development (OECD) (2014): Financial Education for Youth: The Role of Schools, OECD Publishing.  Google Scholar
  43. Miller, Margaret, Julia Reichelstein, Christian Salas und Bilal Zia (2015): Can You Help Someone Become Financially Capable? A Meta-Analysis of the Literature. World Bank Research Observer, 30 (2), 220 – 246.  Google Scholar
  44. Lutter, Andreas (2017): Zielfiguren finanzieller Bildung – Begriffe – Konzepten – Herausforderungen. Vierteljahrshefte zur Wirtschaftsforschung, 86, 17 – 25.  Google Scholar
  45. Lusardi, Annamaria, Andrea Hasler und Paul J. Yakoboski (2020): Building up Financial Literacy and Financial Resilience. Mind & Society, https://doi.org/10.1007/s11299-020-00246-0.  Google Scholar
  46. Lusardi, Annamaria (2015): Financial Literacy Skills for the 21st Century: Evidence from PISA. The Journal of Consumer Affairs, 49 (3), 639 – 659.  Google Scholar
  47. Kim, Jinhee (2016): Financial Issues of Workers. In: J. J. Xiao (Hrsg.): Handbook of Consumer Finance Research (S. 239 – 249). New York: Springer.  Google Scholar
  48. Kaiser, Tim und Lukas Menkhoff (2020): Financial Education in Schools: A Meta-Analysis of Experimental Studies, Economics of Education Review, 78, Article 101930.  Google Scholar
  49. Kaiser, Tim und Lukas Menkhoff (2017): Does Financial Education Impact Financial Literacy and Financial Behavior, and if so, When? World Bank Economic Review, 31 (3), 611 – 630.  Google Scholar
  50. Hannon, Geraldine, Meredith Covington, Mat R. Despard, Ellen Frank-Miller und Michael Grinstein-Weiss (2017): Employee Financial Wellness Programs: A Review of the Literature and Directions for Future Research (CSD Working Paper No. 17 – 23). St. Louis, MO: Washington Retrieved from https://openscholarship.wustl.edu/csd_research/596/.  Google Scholar
  51. Grohmann, Antonia und Kornelia Hagen (2017): Finanzkompetenz für alle Lebenslagen: Finanzielle Bildung – Wird die Jugend für die Zukunft gewappnet? Vierteljahrshefte zur Wirtschaftsforschung, 86, 5 – 16.  Google Scholar
  52. Gale, William, Benjamin H. Harris und Ruth Levine (2012): Raising Household Saving: Does Financial Education Work? Social Security Bulletin, 72 (2), 39 – 48.  Google Scholar
  53. Frisancho, Veronica (2020): The impact of financial education for youth. Economics of Education Review, 78, Article 101918.  Google Scholar
  54. Fernandes, Daniel, John G. Lynch Jr. und Richard G. Netemeyer (2014): Financial literacy, financial education, and downstream financial behaviors. Management Science, 60 (8), 1861 – 1883.  Google Scholar
  55. Consumer Financial Protection Bureau (CFPB) (2014): Financial wellness at work: A review of promising practices and policies. Retrieved from http://files.consumerfinance.gov/f/201408_cfpb_report_financial -wellness-at-work.pdf.  Google Scholar
  56. Collins, J. Michael und Collin M. O’Rourke (2010): Financial Education and Counseling – Still Holding Promise. The Journal of Consumer Affairs, 44 (3), 483 – 498.  Google Scholar
  57. Child and Youth Finance International (CYFI) (2012): Children and Youth as Economic Citizens: Review of Research on Financial Capability, Financial Inclusion, and Financial Education. Research Working Group Report. Amsterdam: CYFI.  Google Scholar
  58. Calderone, Margherita (2014): The Role of Financial Literacy and of Financial Education Interventions in Developing Countries. DIW Roundup – Politik im Fokus. Retrieved from https://www.diw.de/documents/publikationen/73/diw_01.c.481136.de/diw_roundup_34_en.pdf.  Google Scholar
  59. Blue, Levon, Peter Grootenboer und Mark Brimble (2014): Financial Literacy Education in the Curriculum: Making the Grade or missing the Mark? International Review of Economics Education, 16, 51 – 62.  Google Scholar
  60. Aprea, Carmela, Eveline Wuttke, Klaus Breuer, Noi Keng Koh, Peter Davies, Bettina Greimel-Fuhrmann und Jane S. Lopus (2016): Financial Literacy in the twenty-first Century. In: Aprea, Carmela, Eveline Wuttke, Klaus Breuer, Noi Keng Koh, Peter Davies, Bettina Greimel-Fuhrmann und Jane S. Lopus (Hrsg.): International Handbook of Financial Literacy (S. 1 – 4). Singapore: Springer.  Google Scholar
  61. Aprea, Carmela, Julia Schultheis und Kathleen Stolle (2018): Instructional Integration of Digital Learning Games in Financial Literacy Education. In: Thomas A. Lucey und Kathleen S. Cooter (Hrsg.): Financial Literacy for Children and Youth (S. 69 – 88). New York: Peter Lang.  Google Scholar
  62. Aprea, Carmela, Viviana Sappa und Ralf Tenberg (2020) (Hrsg.): Konnektivität und lernortintegrierte Kompetenzentwicklung in der beruflichen Bildung. Zeitschrift für Berufs- und Wirtschaftspädagogik, Beiheft 29. Stuttgart: Steiner Verlag.  Google Scholar
  63. Aprea, Carmela (2020): Financial Literacy in der beruflichen Bildung: Ein kompetenzorientierter Zugang. bwp@ Profil 6: Berufliches Lehren und Lernen: Grundlagen, Schwerpunkte und Impulse wirtschaftspädagogischer Forschung. Digitale Festschrift für Eveline Wuttke zum 60. Geburtstag, hrsg. von Karin Heinrichs, Kristina Kögler und Christin Siegfried. Online: https://www.bwpat.de/profil6_wuttke/aprea_profil6.pdf.  Google Scholar
  64. Aprea, Carmela (2018): Instruktionsdesign und Unterrichtsplanung. In: Helmut Niegemann und Armin Weingärtner (Hrsg.): Lernen mit Bildungstechnologien: praxisorientiertes Handbuch zum intelligenten Umgang mit digitalen Medien (S. 1 – 19). Berlin: Springer.  Google Scholar

Abstract

Against the backdrop of current social, political and economic developments and the associated demands on financial decision-making skills, the financial education of broad sections of the population is accorded great importance in the current political and academic debate. However, as this is a relatively new field of research, it has not yet been conclusively clarified whether and under what conditions financial education can make a substantial contribution to better financial decisions. Among other things, it is still unclear which is a suitable place of learning and, in this context, a good time for financial education interventions, whereby the two places of learning ’school’ and ’workplace’ are being discussed in particular. This article deals with this issue and aims to summarize current conceptual and empirical findings on financial education in schools and at the workplace, and to critically assess them in order to draw conclusions for research and policy.