台中市高中生父母理財教導、理財素養、 理財態度與理財行為路徑關係之研究

Abstract

中文摘要 本研究探討家庭中父母在理財社會化中所扮演的角色，對子女在理財素養與理財行為等關係之影響。先彙整與理財社會化、理財素養與行為等相關理論，再由文獻分析探討父母理財教導、理財素養、理財態度與理財行為等概念之間關係。本文以台中市高中生為研究對象，問卷經專家之意見回饋與修正後，並採描述統計、差異分析、結構方程模式分析及群組分析，獲得本研究之理論模式適於解釋高中生在「父母理財教導」下對其理財素養、態度與行為之研究結果，「父母理財教導」不但對學生「理財行為」有直接效果，也透過「理財素養」與「理財態度」對其「理財行為」有間接效果；「理財素養」對「理財行為」有直接效果，並透過「理財態度」對其「理財行為」有間接效果。 根據研究結果，獲致研究結論如下： 一、在「父母親理財教導」中，「父母理財行為」與「父母直接教導」對子女都有顯著性的影響，但是「父母直接教導」卻比「父母理財行為」有較高的解釋變異，會直接影響到子女的「理財素養」與「理財行為」。 二、在理財社會化中父母扮演關鍵的角色，子女在父母直接與潛化下，正向影 響子女最大是「理財素養」，其次是「理財行為」與「理財態度」。 三、「理財素養」與「理財態度」對「理財態度」的影響皆達顯著性，但是「理 財態度」對「理財行為」之影響未達顯著性。 四、在多群組分析中，以性別、父親學歷與學校城鄉位置等三個變項，對修正 後的理論模式進行群組分析，經驗證結果顯示，在性別上，「父母理財行為」 之「理財責任與決策」項目，女生高於男生；而「理財態度」之「自律性」 則是男生高於女生；「父母理財教導」與「理財素養」之關係上，是女生大 於男生。在父親學歷上，「父母理財教導」對「理財素養」之關係，學生之父親是大學學歷優於父親是國中以下學歷。在學校城鄉位置上，則無顯著差異。Abstract This study discussed the role played by parents in the family in the financial socialization, and their influence on the children in the relationship of financial literacy and financial behavior. First, the theories related to financial socialization, financial literacy and behavior were summarized. Then, literature review was conducted on the relationship between the concepts of parental financial teaching, financial literacy, financial attitude and financial behavior. The research subjects of this study were senior high school students in Taichung City. The questionnaire was modified based on experts’ opinions. The data were analyzed with descriptive statistics, differential analysis, structural equation modeling analysis and group analysis. Based on the results, a theoretical model was developed to explain senior school students’ financial literacy, attitude and behavior towards parents under the “parental financial teaching”. “Parental financial teaching” not only has a direct effect on students’ “financial behavior”, but also has an indirect effect on their “financial behavior” through “financial literacy” and “financial attitude”; “financial literacy” has a direct effect on “financial behavior” and also has an indirect effect on their “financial behavior” through “financial attitude”. Based on the results, the conclusions are as follows: 1. In the “parental financial teaching”, “parental financial behavior” and “parental direct teaching” both have significant influence on children. However, “parental direct teaching” has the higher explained variation than “parental financial behavior”, which can directly influence children’s “financial literacy” and “financial behavior”. 2. Parents play a key role in the financial socialization. Under the parental direct and subtle influence, “financial literacy” has the greatest positive influence on children, followed by “financial behavior” and “financial attitude”. 3. “Financial literacy” and “financial attitude” both have the significant influence on “financial attitude”. However, “financial attitude” has the insignificant influence on “financial behavior”. 4. In the multiple-group analysis, three variables in terms of gender, father’s education background and school’s urban and rural location were used to conduct group analysis over the modified theoretical model. The results showed that in gender, females’ project of “financial responsibility and decision” in “parental financial behavior” is higher than that of males, while males’ “self-discipline” in “financial attitude” is higher than that of females. Females are greater than males in the relationship of “parental financial teaching” and “financial literacy”. In the father’s education background, students’ fathers’ university degree is superior to that of fathers’ junior high school degree or below in terms of the relationship of “parental financial teaching” over “financial literacy”. There is no significant difference in terms of urban and rural location.