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34 Citations 10 References
ancial Problems among College Students: The Role of Financial Literacy in Malaysia
January 2010 with 21,334 Reads
Fazli Sabri Maurice Macdonald

niversiti Putra Malaysia 25.37 · Kansas State University
he relationship of savings behavior and financial problems to financial literacy among college students in
for correlates of financial literacy, multivariate analysis of a sample obtained at 11 colleges and
ated that students who had higher financial knowledge test scores were more likely to report savings
orted fewer financial problems. The influence of childhood consumer experience and financial
n savings and financial problems was more mixed, indicating that financial experience before college
s or poor attitudes toward financial management that could be mitigated through financial education
ations of these findings for targeting financial education on particular kinds of students are discussed.
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CROSS -CULTURAL COMMUNİCATİON Download citation Share
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Vol. 6, No. 3, 2010, pp. 103-110
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Savings Behavior and Financial Problems Amo

College Students:
The Role of Financial Literacy in Malaysia
COMPORTEMENT D'ÉPARGNE ET PROBLÈMES

FINANCIERS CHEZ LES ÉTUDIANTS DE COLLÈGE
LE RÔLE DE LA LITTÉRATIE FINANCIÈRE EN MALAISIE
Mohamad Fazli Sabri1

Maurice MacDonald2
Abstract: This study analyzes the relationship of savings behavior and finan
problems to financial literacy among college students in Malaysia. Controlling
correlates of financial literacy, multivariate analysis of a sample obtained at 11 colle
and universities demonstrated that students who had higher financial knowledge
scores were more likely to report savings behavior and also reported fewer finan
problems. The influence of childhood consumer experience and financial socializa
agents on savings and financial problems was more mixed, indicating that finan
experience before college may create bad habits or poor attitudes toward finan
management that could be mitigated through financial education during colle
Implications of these findings for targeting financial education on particular kind
students are discussed.
Key words: Savings behavour; financial problems; financial literacy; college studen
Resumé: Cette étude analyse la relation entre le comportement d'épargne et

problèmes financiers de la littératie financière des étudiants en Malaisie. Le contrôle
corrélats de la littératie financière et l'analyse multivariée d'un échantillon obtenu d
11 collèges et universités ont démontré que les étudiants qui avaient des notes p
élevées dans le test de connaissances financières étaient plus susceptibles d’avoir
comportement d'épargne et avaient moins de problèmes financiers. L'influence
l'expérience consommatrice de l'enfance et des agents financiers de socialisation sur
épargnes et les problèmes financiers a été plus mitigé, ce qui indique que l'expérie
Senior Lecturer, Department of Resource Management & Consumer Studies, Faculty of Human Ecology, U
utra Malaysia, 43400 UPM Serdang, Selangor, Malaysia. Email: fazli@putra.upm.edu.my.
Professor/Director School of Family Studies and Human Services, 302 Justin Hall, College of Human Eco
ansas State University, Manhattan, KS 66506-1403, USA. Email: morey@ksu.edu
Received 17 May 2010; accepted 22 August 2010
103

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Mohamad Fazli Sabri; Maurice MacDonald/Cross-cultural Communication Vol.

2010
financière avant le collège peut créer de mauvaises habitudes ou de mauvaises attitu
envers la gestion financière qui pourraient être atténuée grâce à l'éducation financ
pendant les études collégiales. Les implications de ces découvertes pour ci
l'éducation financière sur des élèves de types particuliers sont discutées.
Mots-clés: comportement d'épargne; problèmes financiers; littératie financi
étudiants
INTRODUCTION
or a majority of college students, university attendance is the first time they have experienced
ndependence without a parent's supervision. With the expansion of educational services in M
hich tripled the number of college students in two recent decades (Economic Planning Un
niversity or college students have become an important consumer market segment. However
een limited research on financial behavior (e.g. savings and indebtedness) and problem
Malaysians, especially college students, since the concern over the role of young consumers is r
ew. Studies in the United States and other countries indicated that college students had plenty to s
hey also had low levels of financial literacy and tended to be impulse consumers (e.g., Danes, Hu
& Boyce, 1999). A similar situation exists in Malaysia. Sabri, MacDonald, Hira, and Masu
stablished that Malaysian college students also had low levels of financial literacy, and that thei
as related to their ethnicity, childhood consumer experience, and whether they attended privat
ublic institutions. This study analyzes the relationship of financial practices (specifically savings
nd financial problems to financial literacy among college students in Malaysia. Understanding
nd how financial literacy may influence savings and specific kinds of financial problems will be
fforts to design more effective financial education programs to prepare young Malaysians to be
ersonal financial managers when they enter the job market and start their own families. Although
ome studies of the influence of financial education on savings behavior (Bernheim, Garrett, & M
eng, Bartholomae, Fox, & Cravener, 2007) that research has not examined the role of financial kn
hile in college, and most studies of financial problems of college students (e.g. Lyons, 2004) or
nancial practices (Lawrence, Cude, Lysons, Marks & Machtmes, 2006) have not linked those pro
ractices to financial knowledge. Hence this study may be the first to connect college students’
teracy directly to their savings behavior and financial problems. Demonstrating such a
haracterizing its importance relative to other influences during college could provide evid
xpanding campus financial education efforts. The specific objectives of this study are to ide
ompare savings behavior and the financial problems experienced by students and to explore the
f financial literacy on savings behavior and financial problems. The first general hypothesis fo
onsiders potential correlates of financial literacy and posits that those may also be related to
ehavior and financial problems. The second hypothesis considers whether, controlling for those c
f financial literacy, financial literacy has its own independent influence on savings behavior and
roblems. That is:
Hypothesis 1: The following variables will predict effective savings behavior and fewer
roblems: gender, ethnicity, place of origin, parent’s marital status and educational level, family
hildhood consumer experience, sibling rank, type of college, residence, funding from governme
nancial socialization, GPA, spending patterns, and financial literacy.
Hypothesis 2: Financial literacy will be related positively to effective savings behavior. Th
eport greater financial problems will report low levels of financial literacy.
ForSeebrevity
all › the See
primary
all › focus will be on financial literacy, financial socialization, and c
onsumer experience,
34 Citations which were all expected to be indicators of
10 References financial
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104

2010
METHODOLOGY
reliminary analysis to test for differences in savings behavior and financial problems included t
ariables measured in continuous units, and analysis of variance (Anova) for demographic chara
nd other categorical variables. Multiple regressions were obtained to determine which predic
gnificant effects on savings behavior and problems. To test our second hypothesis, financial lite
ncluded as the predictor of savings behavior and financial problems to explore the influence of
nowledge.
Sample. The study sample is comprised of students in public and private universities, and 11 un
ere randomly selected for the study (six public and five private universities). For each unive
udents were selected randomly using the list of names obtained from each student affairs of
umber of distributed questionnaires to 11 universities was 3,850. A total of 2,519 completed an
uestionnaires were returned by the students producing a 65% response rate. Of the 2,519 stud
esponded to survey, 40.4% were male and 59.6% were female students. The ethnic composi
Malay (67.2%), Chinese (21.6%), Indian (5.0%) and others (6.1%). The mean age of the respond
0.9 years (SD=2.99). Regarding parental marital status, 55% of students reported that their pare
married and living together, 21% reported were divorced and 12% reported their parents were w
idower. More than half of the students in our sample were not employed (59%). A majori
udents lived on campus. The average CGPA (cumulative grade point average) was 3.00 and m
udents were at second class level (72.4%). Most of the students identified themselves as singl
% were married.
Dependent Variables. Two dependent variables were used in separate regression models to an
esearch questions related to savings behavior and financial problems. Three savings behav
saving to achieve a goal”, “saving until the end of the semester”, and “saving for paying down
rovided “Yes=1” and “No=0” coding to create a scale from zero to three as the dependent var
ffective saving behavior. The average score was 1.13, with standard deviation of 0.89. Alpha r
or savings was 0.695. The ten financial problem questions were asked on a 5-point Likert scale fr
) to everyday (5) and focused on problems as follows: uncertain about where money is sp
iend(s) money; spend more than can afford; borrow money to buy food; skip meals to save mo
money without permission from parents/others; upset when cannot buy things; shopping t
nsion/stress; impulsive shopping, and lending money to friends. The range in total scores for
roblems was from a low of zero to a high of 48. The mean score on specific problem items vari
igh of 2.58 for “uncertain about where money is spent” to 1.15 for “take money without permiss
arents or others”. The average score was 19.75, with a standard deviation of 5.78. Alpha relia
nancial problems was 0.764.
Independent
See all › Variables.
See all › Predictors of particular interest included childhood consumer ex
nancial socialization,
34 Citations and financial literacy. Childhood consumer
10 References experience was measured b
espondents when (at what age) they became involved in financial activities: received an allowa
avings account; received money from work; discussed financial matters with parents; made de
ersonal expenses; knowing family financial status; and made their own purchases. The “whether,
what age” categories were coded as “Less than 7 years=5”, “8-12 years=4”, “13-15 years=3
ears=2”, and “18 years and above=1”, and “Never=0”. Thus, higher scores indicate earlier c
onsumer experience and those who never had the experience were scored as zero. The mean
onsumer experience was 20.76. Financial socialization was measured by asking respondents h
ocialization agents influenced their financial behaviors based on scale from zero (no influence)
high influence). Socialization agents include parents, peers, siblings, school, religion, and elec
rinted media, and the mean score was 48.13. Financial literacy was measured by testing fo
nswers on 25 questions concerning for example financial goals, financial records, savings, inv
etirement, banking system, time value of money, wills, insurance, education loan, and general kn
n personal finance (see Appendix). The mean test score was 11.77.
105

2010
Table 1 describes additional control variables that were found to have significant influences o
r financial problems, which were specified categorically (i.e. as dummy variable predictors) for qu
haracteristics.
Table 1: Measurement of Variables and Descriptive Statistics for Control Variable
Variables Description Percen
ontrol Variables
Gender Female = 1, otherwise 0 59
Ethnicity Malay = 1, otherwise 0 67

Chinese = 1, otherwise 0 21
Indian = 1, otherwise 0 5.
Other (reference group) 6.
Place of origin Rural = 1, otherwise 0 51
Father’s education level Elementary = 1, otherwise 0 19

Secondary = 1, otherwise 0 43
College degree = 1, otherwise 0 43
Graduate = 1, otherwise 0 28
No formal education (reference) 2.
Mother’s education level Elementary = 1, otherwise 0 23

Secondary = 1, otherwise 0 48
College degree = 1, otherwise 0 20
Graduate = 1, otherwise 0 1.
N f l d ti ( f ) 5
See all › See all › No formal education (reference) 5.

Sibling rank
34 Citations 10 References Only child = 1, otherwise 0 3.
Younger child = 1, otherwise 0 19
Middle child = 1, otherwise 0 48
Eldest (reference group) 28
Type of college Public university = 1, otherwise 0 60
Spending patterns < 2items = 1, otherwise 0 12

3-5 items = 1, otherwise 0 61
> 6 items (reference group) 25
ote - Descriptive statistics shown for variables that had significant effects in the regression analysis (see T
ther control variables for that analysis included family income, parent’s marital status, student’s GPA, stud
sidence, and whether the student received a government educational loan.
Table 2: Predictors of Savings Behavior and Financial Problems: Multiple Regressio
Variables Savings Behavior Financial Prob

(N=1574) (N=1560)
redictors for Financial Knowledge
Financial literacy test score .076 (3.133)** -.064 (-2.652
Financial socialization N.S .216 (9.037)*
Childhood consumer experience .073 (2.974)** .076 (3.096)*
orrelates of Financial Literacy
Father elementary N.S .030 (.667)
Father secondary N.S .103 (1.831
To be c
106

2010
ontinued
Variables Savings Behavior (N=1574) Financial Problems (N=
Father college degree N.S .132 (2.422)*
Father graduate N.S .138 (3.774)***
Mother elementary N.S -.103 (-2.258)*
Mother secondary N.S -.097 (-1.791)
Mother college degree N.S -.089 (-1.779)
Mother graduate N.S -.059 (-2.045)*
Rural area N.S .063 (2.425)*
Female .056 (2.307)* N.S
Malay ethnicity .067 (1.421) N.S
Chinese ethnicity -.126 (-2.627)** N.S
Indian ethnicity -.023 (-.712) N.S
Only child .057 (2.280)* .080 (3.239)***
Younger
See all › child
See all › .026 (.902) .065 (2.296)*
Middle child
34 Citations 10 References .004 (.150) Download citation .053 (1.853)
Share Download full-text PDF
Public university .020 (.716) -.098 (-3.474)***
Spending patterns (3-5 item) -.072 (-2.782)** -.069 (-2.681)**
Spending patterns (< 2 item) -.208 (-7.930)*** -.016 (-.605)
R2 .102 .113
Adjusted R2 .085 .095
F value 5.774*** 6.382***
ote: *p<.05, **p<.01, ***p<.001. Other (nonsignificant=N.S) predictors included family in

arents’ marital status, GPA, student residence, and whether the student received a government ed
oan.
RESULTS
reliminary descriptive analysis revealed that more than half of the respondents did not save an
hen they received their scholarship or education loan. More than half of the students used their m
hopping. About 45% of them spent all their money before the end of the semester; 17% of stude
ome money to their family, and 13% used their money to repay debts. Results from Anovas for di
n savings behavior with respect to financial literacy, financial socialization, and childhood c
xperience demonstrated that there were significant differences. Those students with higher
nowledge were more likely to engage in savings behavior, while those students with greater
om socialization agents and late exposure in their childhood consumer experience were less
ngage in savings behavior. Statistically significant bivariate results also revealed that students
te exposure in their childhood consumer experience, or who reported greater influence from soc
gents were significantly less likely to report financial problems. However the regression analys
ontrolled for student demographics and other characteristics, provided some different findings
elationships of financial knowledge indicators to students’ financial practices. After sample re
ue to missing data, there were 1574 cases for regression analysis of saving behavior, and 1560
egression analysis of financial problems.
Multivariate Predictors of Savings Behavior

he hypothesized regression model (See Table 2) was significant, explaining 10.2 % of the total va
avings behavior (R2 =.102, F=5.774, p<. 001). Financial literacy had a positive, significant
avings behavior. This result suggests that participants who have greater knowledge on persona
nd to engage in effective financial behavior (i.e. savings behavior). The results also revealed t
udents who had earlier childhood consumer experience were more likely to engage in effective
107

2010
ehavior. The two variables that had the largest significant effects (Beta coefficients) were c
pending patterns (i.e. number of consumer products) and Chinese ethnicity. Students’ spending
ere associated with less savings behavior. Students with fewer spending patterns (i.e. less than
ere more likely not to engage in effective financial behavior. Female students were more likely t
n savings
See all behavior
› thanallmale
See › students. Ethnicity were found to be a strong predictor of savings
ith 34
a negative
Citations coefficient indicating that Chinese students wereDownload
10 References substantially
citationless likely
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nancial behavior than the reference category (ethnicity other than Malay, Chinese, or Indian). T
f U.S. college students’ financial practices by Lawrence, Cude, Lyons, Marks, and Machtmes (2
ound that ethnicity was a significant predictor of college students’ financially fitness scores
gnificant variables explained 8.0% of the variance. This is somewhat similar to the present stud
Multivariate Predictors of Financial Problems

he regression model was significant in explaining 11.3% of the total variance in financial prob
.113, F=6.382, p<. 001). The two variables that had the largest significant effects were father’s e
nd financial socialization. It was surprising to find that father’s education is associated with more
roblems. The results also revealed that those students who more financially socialized had more
roblems, as did those who had earlier childhood consumer experience. However financial litera
egative, significant effect on financial problems. Students from public universities were less likel
nancial problems, as were students from rural areas. Students who reported that they have more c
roducts tend to have less financial problems. However, when savings behavior was included as a
esults not shown) that variable was also significant for reduced reports of financial problems.
DISCUSSION AND IMPLICATIONS

s expected (but not previously demonstrated) financial literacy was associated with better
ehavior and financial literacy was also negatively related to financial problems among Malaysia
udents. Those who had greater savings behavior were also less likely to have financial problems.
ho had more and earlier childhood consumer experience reported more savings behavior but
eported more financial problems. Financial socialization was also associated with more financial p
ut financial socialization did not predict savings. Thus considering the three indicators of
nowledge, financial literacy clearly had the most positive influence for financial management b
ad the desired effects for both savings and financial problems. Financial literacy may also have an
ffect on financial problems because it is associated with more savings while savings decreases
roblems.
Why literacy has more positive financial management influences than experience or soc
eserves some speculation. College students with more experience and socialization may have d
ad habits and poor attitudes from those influences as well as gaining some foundational know
etter financial management, which could explain the mixed effects of those influences on sav
nancial problems. Additionally one can speculate about whether students from wealthy famili
ave had more and earlier consumer experience and greater financial socialization, so that those wh
igher on those predictors might also be able to rely more on their parents to assist them after gr
lthough the regression models included family income, that variable may not be measured wel
orrelation with wealth is unknown. Still, the clearly positive influence of financial literacy dem
hat financial knowledge promotes better financial management whether or not students can
ndulge themselves during the college years. By implication, providing financial education durin
ould mitigate the effects of bad financial habits and attitudes that were acquired before college.
nancial education may benefit all kinds of students, including more affluent students who might o
e presumed to be more financially savvy and less in need of that kind of education. Similarly th
hat public college students have fewer financial problems indicates that private college students n
nancial education. As one might expect, in Malaysia private college students are more affluent
008). Those private college students are also much more likely to be Chinese (Joseph, 2008)
108


2010
ublic colleges and thus save less (recall the result that Chinese ethnicity is negatively related to s
as not expected that ethnicity would be as important as it is for predicting savings, nor that the
hinese ethnicity is negative because Chinese students in Malaysia have been found to know m
ducational loans (Abu Bakar, Masud, & Md. Jusoh, 2006), and they were also found to hav
mathematical achievement (Ismail & Awang, 2008).
Although affluent (and not so affluent) college students and their families can afford (or ch
ostpone better financial management practices, those private decisions have public consequ
Malaysia’s continued economic development. To avoid foolish investments and bubbles, the findi
his study would recommend that Malaysian universities and colleges should experiment with w
nd classes to educate students about personal financial management and planning. Some particul
rgeting that education to student sub-populations were discussed by Sabri, MacDonald, Hira, an
2010) in their detailed analysis of financial literacy among Malaysian college student
ecommended more attention to financial socialization by Chinese parents, that college educato
ocus special attention to students who live on campus, and increased efforts to motivate more
udents to become financially literate. By demonstrating the strong linkage between financial lite
etter financial management (and that the effects of pre-college consumer experience and
ocialization are mixed), this study could be used to make the case that the college years are the
hance for formal education to have salutary effects for lifetime financial management among M
uture leaders.
REFERENCES
bu Bakar, E., Masud, J., & Md. Jusoh, Z. (2006). Knowledge, attitude and perceptions of univer
students towards educational loans in Malaysia. Journal of Family and Economics Issues, 27,
ernheim, B.D., Garrett, D., & Maki, D. (2001). Education and saving: The long term effects of hig
financial curriculum mandates. Journal of Public Economics, 80, 435-465.
anes, S. M., Huddleston-Casas, C. & Boyce, L. (1999). Financial planning curriculum for teens
evaluation. Financial Counseling and Planning, 10(1), 25-37.
conomic Planning Unit (2006). Malaysian Ninth Plan (2006-2010). Prime Minister Department, P
Retrieved March 3, 2010 from
http://www.epu.gov.my/html/themes/epu/html/rm9/english/Chapter16.pdf
mail, N.A., & Awang, H. (2008). Differentials in mathematics achievement among eight-grade st
Malaysia. International Journal of Science and Mathematics Education, 6, 559-571.
oseph, C. (2008). Ethnicities and education in Malaysia: Difference, inclusions and exclusions. In
(ed.), The Education of Diverse Student Populations: A Global Perspective. Springer: New Y
(p.183-208).
awrence, F.C., Cude, B.J., Lyons, A.C., Marks, L., & Machtmes, K. (2006). College students’ fi
practices: A mixed method analysis. The Journal of Consumer Education, 23, 13-26.
yons, A. (2004). A profile of financially at-risk college students. Journal of Consumer Affairs, 3
56-80.
eng, T.M., Bartholomae,S., Fox, J.J., & Cravener, G. (2007). The impact of personal finance edu
delivered in high school and college courses. Journal of Family & Economic Issues, 28, 265
abri, M.F., MacDonald, M., Hira, T.K., & Masud, J. (2010). Childhood consumer experience an
financial literacy of college students in Malaysia. Family and Consumer Sciences Research J
38 (4), 455-467.
See all › See all › 109 Download citation Share Download full-text PDF

2010
APPENDIX
inancial Literacy Test True-False Questions
tatement
True
Buying goods on credit will reduce purchasing power in future
The increase of the price of goods will reduce buying power
Balance sheet shows your financial status
Credit card holder can spend without limit
We overspend when using savings to buy daily necessities
The value of money can double after 10 years
Savings is extra income after deducted expenses
Interest will influence the future value of savings
Income statement shows income and the expenses of a family in a specific period
0. Will is unnecessary for a family
1. Buying insurance is the best investment
2. Savings account interest exceeds fixed deposit interest
3. Life insurance protects policy holder from financial burden
4. The longer the education loan is due the greater cost of financing it
5. Unregistered business needs to pay income tax
6. Owning a credit card will increase one’s purchasing power
7. One can spend more than 20% of their monthly income for installments
8. Using credit card to get cash has the lowest finance charge
9. All types of investments are profitable
0. We can borrow to invest
1. Motorcyclist do not need insurance
2. Employment Provident Fund (EPF)* contribution are sufficient for retirement
3. All Muslims must pay zakat**
4. In Malaysia we only have a conventional banking system
5. Family needs to save three months income for emergencies
otes: * The Malaysian Employees Provident Fund (EPF) Act of 1991 grants employees retirem
enefits that are managed via a body that is intended to manage their savings;
*Paying a small percentage of one's surplus wealth to charity for poor and needy Muslims.
https://www.researchgate.net/publication/50946039_Savings_Behavior_and_Financial_Problems_among_College_Students_The_Role_of_Fin… 10/16

110
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References (10)
Malaysia on how to become a high income economy in year Evidence confirms that financial knowledge
early have the most positive influence on financial management (Sabri & MacDonald, 2010 ). Based on
MacDonald (2010) recommend that all Malaysian universities and colleges should experiment with
to educate students about personal financial management and planning (Sabri & MacDonald, 2010). ...
early have the most positive influence on financial management (Sabri & MacDonald, 2010). Based on
to educate students about personal financial management and planning (Sabri & MacDonald, 2010). ...
early have the most positive influence on financial management (Sabri & MacDonald, 2010). Based on
to educate students about personal financial management and planning (Sabri & MacDonald, 2010) . ...
anization on savings behavior and practices among Saudi Arabian families immigrants in the United
ilable
ngan terdiri dari tiga dimensi yang saling berhubungan, yaitu pengetahuan (Lusardi & Scheresberg, 2013);
nald, 2010) ; (Remund, 2010); dan kesadaran (Rahmandoust, Norouzi, Hakimpoor, & Khani, 2011).
ntang bagaimana kinerja bisnis dan kondisi bisnis diukur dengan menggunakan model untuk
ung, atau memperkaya dalam pengambilan keputusan (Lusardi & Mitchell, 2007). ...
(Okello et al., 2017), (3). Sikap (attitude) (Remund, 2010; Sabri & MacDonald, 2010) . ...
an Terhadap Hubungan Literasi Keuangan dan Keputusan Struktur Modal UKM

ilable
uw

out a study on working adults and illustrated that their financial knowledge is a significant determinant of
asured as budgeting, investments and preparing for financial emergencies. With regard to financial literacy
on, Sabri and MacDonald (2010) examined financial literacy of college students in Malaysia. The basic
hese studies is that investigations into the financial literacy of Gen Y investors is largely missing, and their
cisions has hardly been focused on. ...
racy of Malaysian Gen Y Investors and Its Consequences
· Siow-hooi Tan · Mohammad Tariqul Islam Khan
known and reported that socio- demographic factors affect the saving behaviour (Modigliani,
e, 1998). Among others, the effect of age, gender and educational level are considered as possible factors
996 , Sabri & Macdonald, 2010 . Gender is of a special case in this study since in Pomak minority, the
hrace depend on the family income without being paid for their labour. ...
iables on the Saving Motives of the Pomak Households

le
kolaos Satsios
vel of financial fi- teracy can influence student's saving behavior positively and significantly, so as to
sumption (Sabri &Macdonald, 2010) . It is supported by following research (Imawati, Susilaningsih, &
cial literacy is quite influential on teen consumption behavior with negative signifi- cance, when financial
onsumer behavior will decrease. ...
en Instagram Social Media Usage, Hedonic Shopping Motives and Financial Literacy on Impulse
le
Muhsin · Ahmad Nurkhin
que explican el comportamiento de los jóvenes universitarios hacia el ahorro

le
Hernández · Teresa Zamora Lobato · Arturo García Santillán
ting student Bidik Misi savings behavior

le
ndung Bulan · Muhammad Rizal
RYAZARLIK: KAHRAMANMARAŞ SÜTÇÜ İMAM ÜNİVERSİTESİ’NDE BİR ALAN ARAŞTIRMASI

le

avings. Case Study
· A. García-Santillán · Teresa Zamora-Lobato
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le
man Serdar Karaca
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Satisfaction with one's financial status can enhance personal satisfaction and more broadly, life satisfaction and in contrast
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3/12/2019 (PDF) Savings Behavior and Financial Problems among College Students: The Role of Financial Literacy in Malaysia

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January 2010 with 21,334 Reads

Fazli Sabri Maurice Macdonald

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Savings Behavior and Financial Problems Amo

COMPORTEMENT D'ÉPARGNE ET PROBLÈMES

Mohamad Fazli Sabri1

Resumé: Cette étude analyse la relation entre le comportement d'épargne et

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Mohamad Fazli Sabri; Maurice MacDonald/Cross-cultural Communication Vol.

Mohamad Fazli Sabri; Maurice MacDonald/Cross-cultural Communication Vol.

Mohamad Fazli Sabri; Maurice MacDonald/Cross-cultural Communication Vol.

Ethnicity Malay = 1, otherwise 0 67

Place of origin Rural = 1, otherwise 0 51

Father’s education level Elementary = 1, otherwise 0 19

Mother’s education level Elementary = 1, otherwise 0 23

See all › See all › No formal education (reference) 5.

Type of college Public university = 1, otherwise 0 60

Spending patterns < 2items = 1, otherwise 0 12

Table 2: Predictors of Savings Behavior and Financial Problems: Multiple Regressio

Variables Savings Behavior Financial Prob

Mohamad Fazli Sabri; Maurice MacDonald/Cross-cultural Communication Vol.

ote: *p<.05, **p<.01, ***p<.001. Other (nonsignificant=N.S) predictors included family in

Multivariate Predictors of Savings Behavior

Mohamad Fazli Sabri; Maurice MacDonald/Cross-cultural Communication Vol.

Multivariate Predictors of Financial Problems

DISCUSSION AND IMPLICATIONS

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Mohamad Fazli Sabri; Maurice MacDonald/Cross-cultural Communication Vol.

Mohamad Fazli Sabri; Maurice MacDonald/Cross-cultural Communication Vol.

inancial Literacy Test True-False Questions

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Download full-text PDF

an Terhadap Hubungan Literasi Keuangan dan Keputusan Struktur Modal UKM

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racy of Malaysian Gen Y Investors and Its Consequences

· Siow-hooi Tan · Mohammad Tariqul Islam Khan

iables on the Saving Motives of the Pomak Households

Muhsin · Ahmad Nurkhin

que explican el comportamiento de los jóvenes universitarios hacia el ahorro

Hernández · Teresa Zamora Lobato · Arturo García Santillán

ting student Bidik Misi savings behavior

ndung Bulan · Muhammad Rizal

RYAZARLIK: KAHRAMANMARAŞ SÜTÇÜ İMAM ÜNİVERSİTESİ’NDE BİR ALAN ARAŞTIRMASI

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avings. Case Study

· A. García-Santillán · Teresa Zamora-Lobato

Banka Müşteri Segmentasyonları Üzerine Bir Uygulama

man Serdar Karaca

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Mohamad Fazli Sabri · Jariah Masud · Tahira K. Hira · Maurice Macdonald

Article Full-text available

Financial well-being of Malaysian college students

Clinton Gudmunson · Mohamad Fazli Sabri · Christine C. Cook

Article Full-text available

Mohamad Fazli Sabri

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Mohamad Fazli Sabri · Leila Falahati · Laily Paim

Article Full-text available

ote: p<.05, p<.01, p<.001. Other (nonsignificant=N.S) predictors included family in