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对RBL-STEM应用在提高学生财务素养,控制消费行为方面的分析
Sumarno1, Gimin1, Eddy Noviana1
1Universitas Riau, Indonesia.
Heliyon
|July 2, 2024
概括
RBL-STEM学习模式显著提高了大学生的财务素养,帮助他们控制消费行为. 然而,在本研究中,风险管理技能并没有直接影响他们的消费习惯.
科学领域:
- 教育教育教育教育教育教育.
- 行为经济学是一种行为经济学.
- 教学教育学 在教学上
背景情况:
- 学生的财务素养对于管理消费行为至关重要.
- 现有的学习模式可能无法充分解决财务素养及其行为影响.
- RBL-STEM模型为综合学习提供了一个潜在的框架.
研究的目的:
- 分析RBL-STEM学习模式在提高学生财务素养方面的有效性.
- 确定提高财务素养对控制消费行为的影响.
- 研究特定金融素养组成部分与消费行为之间的关系.
主要方法:
- 混合方法方法结合了定性和定量数据.
- 参与了来自瑞乌大学的110名本科生.
- 用部分最小方程 (PLS) 的结构方程建模 (SEM) 用于对九个假设的数据分析.
主要成果:
- RBL-STEM学习模式显著提高了财务素养.
- 提高金融素养对控制消费行为产生了积极的影响.
- 直接将风险管理与消费行为联系在一起的假设被拒绝.
- 外部模型显示出良好的可靠性和有效性 (CR > 0.7,AVE > 0.5).
结论:
- RBL-STEM学习模式有效地提高了学生的财务素养.
- 提高财务素养是缓解过度消费行为的关键因素.
- 可能需要进一步的研究来探索风险管理对消费习惯的影响的细微差别.
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