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This study examines the antecedents and outcomes of using mobile fintech applications, including mobile banking, mobile payments, mobile transfer and mobile financial money management tools.

This paper examines the antecedents (i.e. financial education and financial literacy) and outcomes (i.e. desirable financial behaviors and financial well-being) of the utilization of mobile fintech. Using data from the 2018 National Financial Capability Study and structural equation modeling techniques, this study provides empirical evidence to show significant direct and indirect relationships among these factors.

The structural equation modeling results revealed that financial education was positively associated with both financial literacy and mobile fintech utilization. Interestingly, financial literacy was negatively associated with mobile fintech utilization and served as a negative mediator between financial education and mobile fintech utilization, while it positively correlated with desirable financial behaviors, enhancing financial well-being. Utilization of mobile fintech was negatively associated with desirable financial behaviors and indirectly and negatively associated with financial well-being. The alternative model highlighted a direct and negative association between mobile fintech usage and financial well-being, and a direct positive association between financial literacy and financial well-being.

This study makes contributions to the literature on financial well-being by examining pathways of antecedents and outcomes of mobile fintech utilization. The findings provide new insights into the rapid evolution of mobile fintech innovations and provide important policy and practical implications.

The purpose of this research is to undertake a bibliometric analysis of financial performance research in of higher education sector. The study examines papers over the last 2 decades and performed performance analysis, co-citation analysis, bibliographic coupling and scientific mapping.

The study examines 616 documents retrieved from the Scopus database using bibliometric analysis, performance analysis and thematic clustering. The study looked at the scientific productivity of papers, prolific authors, most influencing papers, institutions and nations, keyword cooccurrence, thematic mapping, co-citations and authorship and country collaborations. VOS viewer was employed as a tool in the research to conduct the performance analysis and thematic clustering.

This study delves into the recent advancements in financial performance research within higher education, focusing particularly on the year 2023, characterized by a peak of productivity with 46 significant articles. Notable institutions contributing substantially to this discourse include the University of Sussex (UK), and Ratio Institute Stockholm (Sweden), each referenced 227 times. The United Kingdom has emerged as a leader in financial performance research, amassing 3,850 citations from 92 publications. Key journals driving this conversation include “Entrepreneurship: Theory and Practice” and “The British Journal of Political Science.” The most cited study examines the impact of business-university partnerships on innovation and financial outcomes.”

This is the first study that provides a performance analysis and scientific mapping of the financial performance literature in the higher education sector. In addition, this study is the initial one to do a thorough analysis and organized representation of financial performance in the higher education sector, providing an unparalleled understanding of a hitherto uninvestigated area of academic research.

Financial literacy, capability and behavior are crucial factors in personal financial management, which in turn plays a significant role in individual and societal financial well-being. The objective of this investigation is to explain critical factors and dimensions of personal financial management systems by employing a hybrid approach that encompasses a bibliometric analysis and a systematic review of the literature.

The research team carefully evaluated a selection of 606 scholarly articles from the Scopus database and studied the evolution of personal financial management behavior over 38 years (1986–2023). This research adopted several graphical representations and network structures to comprehend publishing tendencies, high-impact papers, theoretical frameworks, intellectual constructs as well as the current state of research collaboration.

Four major clusters were identified in the field of personal financial management behavior: the relationship between financial literacy and financial capability, factors influencing financial behavior, the impact of financial behavior on financial well-being and the financial behavior of different demographic groups. In addition, by performing content analysis on papers published within the last five years, new themes in personal financial management behavior were identified.

This investigation serves to equip financial advisors, policy architects and scholarly investigators with a deeper insight into the intricacies of personal financial management behavior and aids in pinpointing prospective domains for forthcoming research.

This study seeks to address a significant vacuum in the current body of research by providing a thorough bibliometric analysis that specifically examines financial literacy, ability and conduct. To the best of our knowledge, no previous research has conducted such a comprehensive investigation in this field. This research aims to identify important researchers and influential works in the subject by using a mixed-methods approach that combines qualitative and quantitative methodologies, including content analysis. The purpose of doing this is to provide exclusive insights and expertise that can be highly valuable to scholars, practitioners, policymakers and other stakeholders who are interested in furthering the comprehension and encouragement of financial literacy and responsible financial behavior.

This paper aims to examine prospective graduate students' attitudes toward educational loan borrowing in an experimental setting.

Participants were randomly assigned to two treatment groups and one control group. Subjects in experimental group 1 received financial education: a short online course on the economic viability of getting a master's degree and how to finance it with a graduate student loan, while subjects in experimental group 2 received financial education along with information on the availability bias.

Relying on a control group in the assessment of financial literacy education intervention impacts, this research finds positive causal treatment effects on individuals’ attitudes toward debt-financed graduate education. In comparison to the control group, experimental subjects perceived the possibility of going into debt with a graduate loan to complete a master’s degree as less stressful and worrying.

This study has important educational policy implications to prevent students from stopping investing in human capital by perceiving educational loan debt as something stressful or worrying. The results can help potential (and current) grad students develop a feasible financial plan for graduate school by encouraging higher education institutions to implement educational loan information and financial education into university seminar courses for better graduate student loan decision-making.

Student attitudes toward debt have been analyzed in the context of higher education, but only a few researchers internationally have used an experimental design to study personal financial decision-making.

The purpose of this paper is to estimate the effect the five different generations and the key financial inclusion indicators of gender, education and location (rural–urban) in exacerbating disparities in financial inclusion in Kenya. This paper considers whether the five generational cohort groups in Kenya differ on the financial inclusion determinants and behaviour as predicted by common generational stereotypes.

The authors applied a multinomial logistic regression approach to nationally representative household survey data from Kenya to estimate the effect that key financial inclusion indicators have on belonging to one of the five generations: Z, Y, X, baby boomers and traditionalists.

The authors found significant links between all tested variables and financial inclusion. The authors found an access gap between Generations X and Y, with the latter being more prone to access and use financial services and products. These differences are compounded by gender and rurality. People in rural locations and women generally were found to have less access to financial services and products, thus causing significant exclusion of a large proportion of the population.

The research has important implications for governments, financial institutions and educational providers, notably on targeted policies and programmes that strategically aim to eliminate disparities and promote greater financial inclusion, denoting the value of such variables as generational differences and gender inclusivity.

This paper deepens the understanding of differences that can divide generations on financial inclusion.

Youths aged 15–34 make half the population of Middle East and North Africa (MENA) and over one quarter of the labour force. The purpose of this paper is to address the two following questions. Why youths from Egypt, Jordan and Tunisia lack financial inclusion before (2014 and 2017) and during (2021) the COVID-19 pandemic? What are the determinants of their financial inclusion?

Financial inclusion encapsulates account holding at financial institutions and the use of digital services they provide. Two probit regressions address financial inclusion regarding these two dimensions, upon three pooled samples selected from the Global Findex Database, each sample gathering roughly 3,000 households including over two-fifths of youths.

Five results regarding financial inclusion highlight the role of job-status, income, education, gender and age. Prior the pandemic, financial inclusion of young entrepreneurs is affected by (female) gender, (middle) income, (low) education level and country policy. During the pandemic, y women became more financially included; there was no age gap regarding digital services; and despite improvement, digital services remain unsuitable for poorly educated youth. Gender has no effect on the financial inclusion of young employees before and during the pandemic.

Government policy should target youth underserved population to foster financial inclusion, distinguishing voluntary from involuntary reasons of financial exclusion.

To the best of the authors’ knowledge, no paper has addressed yet the determinants of youth financial inclusion, especially the use of digital services, with a focus on job status (entrepreneurs vs employees) in MENA countries, prior and during the pandemic.

This work uses survey data from the Portuguese Securities Market Commission (Comissão de Mercado de Valores Mobiliários – CMVM) to examine financial literacy and literacy bias. The main objective of this study is to shed light on this issue by identifying the individual characteristics that are associated with financial literacy, namely overconfidence and underconfidence, which in turn might help explain individuals' financial decisions. The study distinguishes two groups, i.e. students and nonstudents, and considers several characteristics that are usually employed in this stream of research.

The data are based on a survey conducted by a partnership between the CMVM and a consortium of Portuguese universities. This paper has a three-fold aim. First, it studies the main individual features associated with objective financial literacy. Second, it analyzes the relationship between those variables and the bias between self-perceived and objective literacy, distinguishing overconfidence and underconfidence. Third, and most originally, this framework was also used to examine the differences between students and nonstudents. Those aims are pursued using cross-sectional ordinary least squares (OLS) regressions, except for the study of the literacy bias, for which the authors use an ordered probit.

Literacy is higher in individuals of the male gender who are older, have higher incomes, live in metropolitan areas, are highly educated, have a field of study related to finance and have high self-perceived literacy. Younger people are more overconfident. Unconditionally, women are less overconfident than men, but conditionally, they overestimate their knowledge. People holding securities and with a field of study related to finance are more overconfident. The gender effect is mainly driven by students, and the impact of a field of study and of holding securities on overconfidence decreases and increases, respectively, for students. The results highlight the importance of financial education.

Due to the way that the questionnaire was made available, there is no guarantee that the sample is representative of the Portuguese general population, or, for that matter, representative of the typical Portuguese retail investors or households. Also, there is no guarantee that the same individual did not answer the questionnaire more than once, although this is highly improbable. The link to the online questionnaire was only transmitted within e-mail databases owned by the CMVM and Portuguese universities, so the authors cannot guarantee its unbiasedness.

The authors' results may help the National Plan for Financial Education (the acronym in Portuguese is PNFF) fine-tune the required actions towards different target groups and, most importantly, highlight that different groups may require different approaches aiming to narrow the gap between objective and perceived literacy. The first step should be creating procedures to provide feedback on the objective and perceived literacy of those who enroll in financial formation programs.

The study distinguishes two groups, students and nonstudents, providing additional insights that might guide policymakers on how to structure financial education to enhance individual financial behavior. This is especially important in a country such as Portugal which has the lowest objective financial literacy in the Eurozone.

This study contributes to the financial literacy literature, in particular to the stream of research that focuses on psychological biases, by shedding light on the factors associated with both individual overconfidence and underconfidence. Differentiating between students and nonstudents provides additional insights, which might guide policymakers on how to structure financial education to enhance individual financial behavior.

This study aims to investigate the relationship between financial inclusion and household expenditure behaviour among Ghanaian households, by taking into account both formal and informal financial inclusion channels.

Propensity score matching as well as instrumental variable techniques are applied to data from the Ghana Living Standard Survey to investigate the effect of financial inclusion on the share of total expenditure devoted to different categories, including food, health, education, housing, durables, temptation goods and other goods.

Informal financial inclusion seems to have no substantial effect on households’ consumption behaviour, whereas formal financial inclusion significantly affects it. The study finds that formal financial inclusion is inversely related to the budget share devoted to short-term expenditure (food, temptation goods and other goods such as transport and recreation). Conversely, financially included households spend more on long-term expenditure such as education, housing and consumer durables, thus, suggesting a diversion effect towards investment in long-term physical and human capital.

The investigation of the heterogeneous impact across households (male vs female headed, rural vs urban) has essential policy implications on how financial inclusion can be improved among the disadvantaged groups, and with what effects.

The study focuses on the importance of financial inclusion in Ghana, considering both formal and informal financial inclusion channels. Previous studies only examined the overall effects on household welfare, overlooking the impact on household expenditure composition and consumption shares. The analysis also considers the heterogeneous impact of financial inclusion on households based on the gender of the household head and the location where households reside (rural, urban).

While the extant literature has explored issues related to the access, usage and availability of financial services, the ability of households to withstand financial adversities, particularly those living under economically vulnerable conditions, requires further attention. The paper presents a gendered analysis of financial resilience behaviour in South Africa.

Using a nationally representative sample of 4,880 households, this paper constructs a financial resilience behaviour index (FRBI) covering savings, credit, insurance, and retirement planning behaviours. The gendered effect of demographic characteristics on financial resilience is examined using the ordinary least square and seemingly unrelated regression techniques.

The results show that low levels of financial resilience were present across the sample with insurance observed to be the greatest driver of financial resilience, followed by retirement planning, savings and credit respectively. Furthermore, the analysis highlights that a gender gap in financial resilience exists as men are characterized with higher financial resilience behaviour compared to women. The results also suggest that employed women and women with higher levels of education are associated with greater financial resilience.

Based on these results, improving access to higher education and employment opportunities for women will enhance their financial resilience and contribute towards addressing SDG (5) on gender equality.

As far as the authors are aware, this paper presents the first empirical analysis of the gender gaps in socio-demographic characteristics that explain financial resilience in South Africa.

An individual's capacity to manage finances has become critical in today's environment. The availability of various sophisticated financial instruments, combined with the economy's complexity and rising uncertainty, has prompted a significant push to analyse from where the youth learn about managing their money. This study intends to investigate the differences in the selected social predictors (Parents, Friends, School, Books, Job Experiences, Life experiences and Media) that influence the money management behaviour of emerging adults. The data was collected through a structured questionnaire from 230 undergraduates in the age group of 18–22 years. To test the normality of data, Kolmogorov–Smirnov (KS) test was applied and further Kruskal–Wallis test was found to be the appropriate method based on the identification of statistically significant deviations. The results show that parents have been considered as the most influential predictor (X = 3.565) of money management behaviour among emerging adults. followed by Life Experiences (X = 3.526). Whereas School and Job Experience were the least influential social predictors with mean value of 2.278 and 2.130 respectively. The study provides insights to the regulators, academicians and policymakers to initiate innovative strategies and processes for helping emerging adults for effective money management to increase their academic performance in a stress-free environment. Further, this paper contributes towards effective money management advice by recommending implementation of tools, apps and programs relating to Financial Literacy for better Financial Behaviour. Lastly, the paper provides implications that focus on enhancing the financial literacy of the parents as they act as role models for their children by teaching them skills to manage money.