Is financial literacy an economic good?
cepal.articleNo | 8 |
cepal.bibLevel | Sección o Parte de un Documento |
cepal.callNumber | LC/G.2643-P |
cepal.docType | Revistas |
cepal.jelCode | A20 |
cepal.jelCode | D14 |
cepal.jelCode | G11 |
cepal.jelCode | I20 |
cepal.jelCode | J26 |
cepal.jobNumber | RVI116_Castro |
cepal.physicalDescription | gráficos., tablas. |
cepal.regionalOffice | Santiago |
cepal.sdg | 12 |
cepal.topicEng | MACROECONOMICS |
cepal.topicSpa | MACROECONOMÍA |
cepal.workareaEng | ECONOMIC DEVELOPMENT |
cepal.workareaSpa | DESARROLLO ECONÓMICO |
dc.contributor.author | Castro, Rubén |
dc.contributor.author | Fortunato, Andrés |
dc.coverage.spatialEng | CHILE |
dc.coverage.spatialSpa | CHILE |
dc.date.accessioned | 2015-12-22T12:25:13Z |
dc.date.available | 2015-12-22T12:25:13Z |
dc.date.issued | 2015-08 |
dc.description.abstract | Financial literacy (fl) is generally regarded as an economic good which individuals choose whether or not to consume depending on how much of a contribution they expect it to make to the quality of their financial decision-making. This construct has not, however, been tested empirically. In this study we analyse variations in fl on the part of individuals who experience major life-cycle events that show up in the data and that can be assumed to have repercussions on their personal finances. The analysis of a panel made up of approximately 12,000 people indicates that there is a correlation between 13 of the 17 selected life events and financial decisions, but only one of those events (job training) is associated with a change in fl. This evidence casts doubt upon the conceptualization of fl as an economic good and is in line with a series of other studies that, for one reason or another, have questioned the soundness of the current conceptual approach to FL. |
dc.format | Texto |
dc.format.extent | páginas. 143-15 |
dc.format.mimetype | application/pdf |
dc.identifier.unSymbol | LC/G.2643-P |
dc.identifier.uri | https://hdl.handle.net/11362/39617 |
dc.language.iso | eng |
dc.physicalDescription | p. 143-158: gráfs., tabls. |
dc.relation.isPartOf | CEPAL Review |
dc.relation.isPartOfNo | 116 |
dc.relation.isPartOfSeries | CEPAL Review |
dc.relation.translationLanguage | spa |
dc.relation.translationRecord | ¿Se comporta el alfabetismo financiero como un bien económico? |
dc.relation.translationUri | https://hdl.handle.net/11362/38801 |
dc.rights.coar | Disponible |
dc.subject.unbisEng | FINANCE |
dc.subject.unbisEng | CONSUMPTION |
dc.subject.unbisEng | CONSUMER EDUCATION |
dc.subject.unbisEng | MEASUREMENT |
dc.subject.unbisEng | EVALUATION |
dc.subject.unbisEng | MATHEMATICAL ANALYSIS |
dc.subject.unbisSpa | FINANZAS |
dc.subject.unbisSpa | CONSUMO |
dc.subject.unbisSpa | EDUCACION DEL CONSUMIDOR |
dc.subject.unbisSpa | MEDICION |
dc.subject.unbisSpa | EVALUACION |
dc.subject.unbisSpa | ANALISIS MATEMATICO |
dc.title | Is financial literacy an economic good? |
dc.type.coar | revista |
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