• 가족자원경영과 정책
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• 제11권1호
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• pp.1-20
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• 2007

This study identified financial management patterns of college students, and compared socioeconomic characteristics among different groups of financial management patterns. Also, the study examined the level of financial knowledge of college students, and compared it among the groups of financial management patterns. Data fur this study were from a questionnaire completed by 4-year college students (n=364), and were analyzed by factor analysis, cluster analysis, chi-square test, and ANOVA. The findings of this study were as follows: First, the financial management patterns were categorized by four groups: rational management group, future-oriented group, active management group, and present-oriented group. Secondly, younger students were more likely to be in the present-oriented group, while older students were likely to be in the future-oriented or active management group. Male students were likely to be the active managers, but female were likely to be the rational managers. Students' income was higher for future-oriented or active management groups, and their part-time jobs and their experiences of financial education were also significant variables. Thirdly, the average score of college students' financial knowledge was 49.9 on a 100 point basis. The part of financial assets and investment had only 47 points. The group of rational managers and active managers received higher points than the other groups.

• 한국생활과학회지
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• 제15권6호
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• pp.999-1014
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• 2006

The purpose of this study were to develop a financial management educational program for college students and to evaluate the effect of this program. In order to achieve this aims, a fundamental work to select the educational contents was preceded with a survey of learners' needs, preceding studies. After choice of educational contents, learners' demands on how to manage the educational program was executed in advance. The participants in this study were 500 students, resulting in 460 with usable data. Second, reflection the above mentioned educational contents, a concrete financial management educational program was built. This program consists of 9 domains: financial planning, careers and income, consumer spending, credit use and Credit cards, Managing Taxes, investment planning, risk management and insurance, retirement and estate planning, contribution. The participants for this program implementation were 68 students. Third, to evaluate the effects of the financial management educational program, paired t-test was conducted in using the SPSS package. The result suggested that financial management educational program has a positive effect on financial knowledge, financial attitude and financial management behavior. Several implications based on the findings were suggested.

• 대한가정학회지
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• 제42권5호
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• pp.161-174
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• 2004

Using a sample size of 643 college students, this study examined the level of financial stress and financial problems of college students and investigated the factors related to stresses and problems. A majority of the students had experienced financial stress that interfered their study. Among the financial problems, spending problems were the most problematic. The results of the study indicated that financial knowledge and practice were important determinants of students' financial stress and problems. Some of the demographic variables, such as family income, were also important in predicting the students' spending problems. It was suggested that good financial practices of expenditure and maintenance of those practices were important to reduce or prevent financial problems and distress. Financial educators and parents should provide their support in helping students handle their finances responsively.