초･중학교 학생 특성에 따른 금융 이해력 차이: MIMIC 모형 적용

초록

This study examines the financial literacy of elementary and middle school students and to derives educational implications by analyzing differences according to individual characteristics. To this end, data were collected from 1,003 elementary and 331 middle school students in Daegu, South Korea. Confirmatory Factor Analysis (CFA) and the Multiple Indicators Multiple Causes (MIMIC) model were employed. The analysis yielded the following results. First, in both school levels, financial knowledge, financial attitude, and financial behavior converged into a single higher-order factor of financial literacy. Second, differences in financial literacy were found according to gender, participation in private education, and academic achievement, and the patterns of these differences varied between elementary and middle school groups. Notably, academic achievement emerged as a key cognitive determinant of financial literacy, suggesting that financial education may be more effective when integrated with foundational skills such as reading literacy and mathematics. Finally, practical implications and educational recommendations based on the study findings were discussed.

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