초중고 경제금융교육 프로그램 참여에 따른 경제금융역량 잠재프로파일의 종단적 변화

초록

This study examined the longitudinal changes in the economic and financial competencies of elementary, middle, and high school students and evaluated the effectiveness of economic and financial education programs. Using repeated measurement latent profile analysis (RM-LPAs) and multinomial logistic regression, the study analyzed students' economic and financial knowledge, behavior, and attitudes among 525 elementary, 212 middle, and 99 high school students. The findings indicated that elementary and middle school students transitioned from two to three latent profiles, suggesting diverse competency development patterns. In contrast, high school students consolidated into two groups, indicating a more structured accumulation of financial experiences. The study also identified key influencing factors that varied by school level. Specifically, language grades, achievement motivation, and financial socialization positively impacted elementary students. Additionally, middle school girls were more likely to enhance their competencies. Lastly, achievement motivation and financial socialization played a crucial role in shaping high school students' financial attitudes and behaviors. These findings underscore the significance of economic and financial education in cultivating positive financial attitudes and behaviors, underscoring the necessity for customized curricula. The study offers empirical evidence that lends support to the efficacy of structured financial education programs and policy initiatives aimed at enhancing students’ long-term financial literacy.

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