Compagnia di San Paolo; CeRP, 125706Collegio Carlo Alberto, Turin, Italy.
118057Utrecht University School of Economics, Utrecht, The Netherlands.
Eval Rev. 2021 Jun-Aug;45(3-4):107-133. doi: 10.1177/0193841X211042515. Epub 2021 Oct 7.
This study examines the effectiveness of a formal financial education program for improving the financial literacy of primary school children and how this effectiveness is influenced by informal financial education provided by parents, such as giving pocket money and discussing money matters. A quasi field experiment was carried out at the Museum of Saving in Turin where children participated in a financial education program (the treatment). The first two out of three classes that arrived at the museum were assigned to the treatment group and the third one to the comparison group. Difference-in-differences models are estimated using financial literacy data from a pretest taken about 1 week before the visit to the museum and a posttest taken on the day of the visit; just before starting with the program at the museum for the comparison group and just after program completion for the treatment group. In line with previous studies, we find that our formal financial education program had a positive effect on the financial literacy of primary school children. The empirical findings provide weak evidence that this effect of formal financial education is stronger for children who received informal financial education from their parents. Our study contributes to the previous literature by presenting further evidence that a short extra-curricular course can be effective in increasing economic and financial literacy among students. Furthermore, we present suggestive evidence-worth of further research-that informal financial education can reinforce the effect of formal financial education.JEL Codes: A29, C93, G40.
本研究考察了正式金融教育计划对提高小学生金融素养的有效性，以及这种有效性如何受到父母提供的非正式金融教育（如给零花钱和讨论金钱问题）的影响。在都灵储蓄博物馆进行了一项准现场实验，孩子们参加了金融教育计划（实验组）。到达博物馆的前两节课中的前两节被分配到实验组，第三节课被分配到对照组。使用参观博物馆前大约一周进行的前测和参观当天进行的后测的金融知识数据，估计了差异中的差异模型；对于对照组，是在博物馆开始该计划之前进行，对于实验组，则是在完成计划之后进行。与之前的研究一致，我们发现我们的正式金融教育计划对小学生的金融素养有积极影响。实证结果提供了微弱的证据表明，对于从父母那里接受非正式金融教育的儿童，这种正式金融教育的效果更强。我们的研究通过提供进一步的证据表明，短期课外课程可以有效提高学生的经济和金融素养，为之前的文献做出了贡献。此外，我们提供了有说服力的证据——值得进一步研究——表明非正式金融教育可以增强正式金融教育的效果。JEL 代码：A29、C93、G40。
