Related Studies
The research done by Philippas and Avdoulas (2024), Liaqat, Mahmood, and Ali (2024), and Andreou
and Philip (2024) looks into different parts of financial knowledge among college students. They focus on
what affects students' financial knowledge, how it influences their money habits, and the need to
improve financial education. Philippas and Avdoulas (2024) look at how well Generation Z university
students in Greece understand money matters, their financial stability, and their overall financial health.
They found that many students struggle with financial knowledge, as only 19. 3% are financially literate.
Certain factors like gender, keeping track of spending, and parents' education were linked to better
money skills. Students who knew more about finances were better able to handle unexpected money
problems. They stress the importance of better government actions to improve financial education in
Greece.
Liaqat, Mahmood, and Ali (2024) studied financial knowledge in Pakistan. They found that people
have a moderate understanding of finance but lack important knowledge about basic ideas like the time
value of money, investing, and the relationship between risk and return. Their study looks at how factors
like gender, age, school performance, and parents' income affect Financial Literacy (FIL). They suggest
that universities should include finance classes in all subjects to help students understand money better.
Andreou and Philip (2024) study how much financial knowledge university students in Cyprus have.
They found that many students, only 36. 9%, could answer basic questions about money correctly,
showing that their financial literacy is low. The study shows that knowing about money helps people
understand how to manage credit card debt better and reduces the chances of getting involved in
scams. They also note that things like gender, what you study, and how much money your parents make
can affect how well you understand money. They stress the importance of changing college education to
include lessons on money management and creating bigger plans for teaching financial skills across the
country.
The study "Say NO to Mafifulus and YES to financially fit: Evaluating financial literacy and pathways to
enhancement" points to address a few holes recognized within the investigate by Philippas and
Avdoulas (2024), Liaqat, Mahmood, and Ali (2024), and Andreou and Philip (2024). Whereas these thinks
about look at the components affecting budgetary proficiency, they by and large center more on
statistic, socio-economic, and instructive impacts, without completely tending to the particular
interaction of monetary knowledge, attitude, and behaviors. This new research looks for to bridge this
hole by investigating how money related information, financial attitude, and money related behaviors
such as sparing, budgeting, and budgetary arranging impact money related education and in general
monetary well-being. These behavioral perspectives are basic in forming how understudies oversee their
accounts and make choices, but are regularly neglected within the existing writing.
Furthermore, whereas Philippas and Avdoulas (2024) touch on the link between financial fragility and
financial literacy, they don't dive profoundly into the mental components or enthusiastic components of
monetary decision-making. "Say NO to Mafifulus and YES to financially fit: Evaluating financial literacy
and pathways to enhancement" points to investigate the attitudes and mental frameworks that shape
budgetary decision-making, particularly how money related push, uneasiness, and recognitions of
monetary security affect students' monetary behaviors and well-being. By combining these mental
variables, the study gives a more comprehensive understanding of money related delicacy past the
information shortage, highlighting the significance of a positive budgetary mentality in moving forward
budgetary flexibility.
Additionally, whereas Liaqat et al. (2024) talk about the part of socio-economic variables in forming
monetary information, their thinking does not consider how students' financial attitudes such as their
certainty in overseeing cash or their long-term monetary planning affect their budgetary education. The
new study points to fill this gap by analyzing how particular demeanors, such as chance resistance,
monetary positive thinking, and future introduction, impact budgetary behaviors and eventually
upgrade or prevent money related proficiency.
At long last, in spite of the fact that Andreou and Philip (2024) investigate the relationship between
monetary information and behaviors such as credit card obligation administration and speculation
choices, they don't completely consider the part of financial behaviors in broader money related well-
being. The modern consider will extend on this by not as it were centering on information but moreover
on money related behaviors such as the utilize of money related apparatuses, budgeting hones, and
sparing propensities. By looking at how these behaviors connected with money related information and
demeanors, the ponder will offer a more coordinates viewpoint on how to progress money related
education and cultivate superior money related results among college understudies.
In rundown, "Say NO to Mafifulus and YES to financially fit: Evaluating financial literacy and pathways
to enhancement" specifically addresses these gaps by investigating how financial knowledge, attitudes,
and behaviors associated to impact budgetary proficiency and well-being. The study points to supply
concrete proposals for moving forward money related instruction through behavioral mediations and
noteworthy procedures to advance superior money related propensities and states of mind among
understudies, driving to long-term monetary strengthening.
