International Handbook of Financial Literacy

1. National Orientations of Financial Literacy

   1. Financial Literacy in Germany

      • Felix Frühauf, Thomas Retzmann

      Pages 263-276

   2. Financial Literacy in Indonesia

      • Dwi Sulistyorini Amidjono, John Brock, Ebi Junaidi

      Pages 277-290

   3. Mexico: Financial Inclusion and Literacy Outlook

      • Clemente Ruiz-Durán

      Pages 291-304

   4. Financial Literacy in the Netherlands

      • Anna van der Schors, Olaf Simonse

      Pages 305-320

   5. Financial Education in Romania

      • Maria Liana Lacatus

      Pages 321-328

   6. Financial Literacy in South Africa

      • Arnold Wentzel

      Pages 329-339

   7. Financial Literacy in Switzerland

      • Nicole Ackermann, Franz Eberle

      Pages 341-355

   8. Financial Education in the UK: A Case Study of Practice

      • Steve Stillwell

      Pages 357-368

   9. Youth Financial Literacy in the United States: A Patchwork Approach

      • Julia A. Heath

      Pages 369-380

2. Assessment of Financial Literacy

   1. Front Matter

      Pages 381-382

      PDF

   2. Construct Validity with Structural Equation Modelling

      • Michael Schuhen, Susanne Schürkmann

      Pages 383-396

   3. Financial Literacy of Adolescents and Young Adults: Setting the Course for a Competence-Oriented Assessment Instrument

      • Carmela Aprea, Eveline Wuttke

      Pages 397-414

   4. Children’s Monetary Decision Making: The Role of Metacognition in Everyday Problem Solving

      • Chwee Beng Lee, Noi Keng Koh

      Pages 415-424

   5. Evaluation of Financial Literacy Development of High School Students: A Longitudinal Mixed Methods Study

      • Sharon M. Danes, Veronica Deenanath, Yunxi Yang

      Pages 425-447

   6. Measurement of Young Adults’ Attitudes Towards Money

      • Daniela Barry

      Pages 449-464

   7. Personality and Financial Culture: A Study of Mexican Youths

      • Pablo A. Peña

      Pages 465-493

3. Instructional Interventions for Fostering Financial Literacy

   1. Front Matter

      Pages 495-497

      PDF

   2. Approaches to Teaching Financial Literacy: Evidence-Based Practices in Singapore Schools

      • Noi Keng Koh

      Pages 499-513

   3. Sketching a Possible Learning Progression for the Cognitive Component of Financial Education in the Broader Context of Economic Education

      • Anna Emilia Berti

      Pages 515-530

   4. Educating People About Finance and Economics. Approaching Curriculum Design: An Italian Experience

      • Stefania Farsagli, Umberto Filotto, Francesca Traclò

      Pages 531-543

This Handbook presents in-depth research conducted on a myriad of issues within the field of financial literacy. Split into six sections, it starts by presenting prevalent conceptions of financial literacy before covering financial literacy in the policy context, the state and development of financial literacy within different countries, issues of assessment and evaluation of financial literacy, approaches to teaching financial literacy, and teacher training and teacher education in financial literacy. In doing so, it provides precise definitions of the construct of financial literacy and elaborates on the state and recent developments of financial literacy around the world, to show ways of measuring and fostering financial literacy and to give hints towards necessary and successful teacher trainings. The book also embraces the diversity in the field by revealing contrasting and conflicting views that cannot be bridged, while at the same time making a contribution by re-joining existing materials in one volume which can be used in academic discourse, in research-workshops, in university lectures and in the definition of program initiatives within the wider field of financial literacy. It allows for a landscape of financial literacy to be depicted which would foster the implementation of learning opportunities for human beings for sake of well-being within financial living-conditions. The Handbook is useful to academics and students of the topic, professionals in the sector of investment and banking, and for every person responsible for managing his or her financial affairs in everyday life.

• Approaches to Interventions and Financial Literacy
• Approaches to Teaching and Financial Literacy
• Assessment of financial literacy
• Basic Financial Skills of Adults
• Behavioral Finance and Financial Literacy
• Constructing financial literacy
• Development of financial literacy
• Economic Socialization
• Financial Competences
• Financial Literacy and Policy
• Financial Literacy to Financial Capability
• Financial literacy
• Financial literacy education
• Literacy of the Incomprehensible
• Professional Development and Financial Literacy
• Sociological Perspective on Financial Literacy
• Teacher Education and Financial Literacy
• Teacher Training and Financial Literacy
• Teacher education in financial literacy
• metacognitive approach to financial literacy

• Friedrich Schiller University Jena , Jena, Germany

  Carmela Aprea

• Goethe Universität Frankfurt, Frankfurt, Germany

  Eveline Wuttke

• Johannes Gutenberg Unversity Mainz, Mainz, Germany

  Klaus Breuer

• National Institute of Education Nanyang Technological University, Singapore, Singapore

  Noi Keng Koh

• University of Birmingham, Birmingham, United Kingdom

  Peter Davies

• Vienna University of Economics and Business, Vienna, Austria

  Bettina Greimel-Fuhrmann

• California State University, East Bay, Long Beach, USA

  Jane S. Lopus

Dr. Carmela Aprea is Professor of Business and Economics Education at the Friedrich-Schiller-University in Jena, Germany. She is a member of the OECD International Network on Financial Education Research Committee. Her main research interests include financial literacy assessment and education, curriculum and learning research as well as teacher education and professional development in the domain of business and economics.


Dr. Eveline Wuttke is Professor of Economic and Business Education at the Goethe University in Frankfurt, Germany. She is a member of various international research associations. Her main research interests are in teacher education, professional development of teachers, competence measurement, problem solving and financial literacy. 


Dr. Klaus Breuer is retired Professor of Business Education at the Johannes-Gutenberg University Mainz, Germany. He has been a Senior Professor in the Faculty of Economics andBusiness Administration at the Goethe University Frankfurt. He has served in the boards of the German Educational Research association (DGfE) as well as in the Word Education Research Association (WERA). His main research interests encompass educational technology as well as evaluation and assessment in vocational education.


Dr. Noi Keng Koh is a Senior Lecturer at the National Institute of Education, an institute of the Nanyang Technological University, Singapore. She is also the chair of the Citi-NIE Financial Literacy Hub for Teachers and is Advisor to the NTU Investment Interactive Club.


Dr. Peter Davies is Professor of Education Policy Research and Director of the Centre for Higher Education Equity and Access at the University of Birmingham, UK and affiliated professor at Stockholm University. His recent research has focused on financial literacy, variation theory and choices in education. 


Dr. BettinaGreimel-Fuhrmann is Professor of Business Education at the Vienna University of Economics and Business (WU), and represents WU as an affiliate member of OECD INFE. Her research foci comprise financial education and the measurement of various aspects of financial literacy. 


Dr. Jane S. Lopus is Emeritus Professor of Economics and Director of the Center for Economic Education at California State University East Bay. She is also a director of the Global Economic Education Alliance, which is dedicated to promoting economic and financial literacy throughout the world.

Policies and ethics