| Summary: | 碩士 === 樹德科技大學 === 金融與風險管理系碩士班 === 101 === This study examines the effect of family money education on students’ spending behaviors through the mediation of students’ concept of money. The moderating role of peers’ spending behaviors on the relationship between students’ concept of money and their spending behaviors are explored as well.
The research applied a stratified random sampling approach to collect data from 6th-graded students in elementary schools in the Kaohsiung city. The schools were first divided into three categories: suburban, urban and rural. One fourth of schools were then randomly selected from each category so as to improve the sample representativeness. A dyadic approach was applied to collect information from students and parents and thus to release the concern of common method variance (CMV). To increase the validity and reliability of survey items, a pilot study and an expert cross-validation process were also conducted before the distribution of formal questionnaire.
Statistical analyses based on a hierarchical regression approach show that family money education, including teaching by example and oral education, are positively related with students’ concept of money, which in turn positively affects their spending behaviors. Moreover, students’ concept of money plays a partial mediating role in the relationship between family money education and students’ spending behaviors. Finally, peers’ spending behaviors positively moderates the relationship between students’ concept of money and their spending behaviors.
The research highlights the importance of family education and peer norms for students’ monetary value and subquent spending behaviors. It reminds the educators to be attentive to students’ learning environment and the parents to pay close attention to their own consumption behaviors and family education because both of them can shape students’ spending values and patterns.
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