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Financial Literacy, Financial Education, and Economic Outcomes
Open accessAbstract
In this article, we review the literature on financial literacy, financial education, and consumer financial outcomes. We consider how financial literacy is measured in the current literature and examine how well the existing literature addresses whether financial education improves financial literacy or personal financial outcomes. We discuss the extent to which a competitive market provides incentives for firms to educate consumers or to offer products that facilitate informed choice. We review the literature on alternative policies to improve financial outcomes and compare the evidence with that on the efficacy and cost of financial education. Finally, we discuss directions for future research.
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“Besides, study designs usually do not permit participants to tap into other sources of information in order to prepare their decisions.”
From Financial literacy, financial advice, and financial behavior (2017) · cites this paper as Hastings et al. (2013)
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
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“Financial literacy programmes reduce information asymmetry by equipping borrowers with knowledge needed to make informed repayment decisions (Hastings et al., 2013;Lusardi & Mitchell, 2014).”
From Drivers of willingness to repay Parish Revolving funds (PRF) under Uganda’s Parish Development Model: a Bayesian Latent Class Logistic Regression (LCLR) approach (2026) · cites this paper as Hastings et al., 2013
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“Hastings et al. (2013) argument that financial education improves understanding of credit terms.”
From Drivers of willingness to repay Parish Revolving funds (PRF) under Uganda’s Parish Development Model: a Bayesian Latent Class Logistic Regression (LCLR) approach (2026) · cites this paper as Hastings et al. (2013)
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“Specifically, the authors criticize that surveys eliciting financial literacy levels do not incentivize respondents to provide carefully considered answers reflecting their actual knowledge.”
From Financial literacy, financial advice, and financial behavior (2017) · cites this paper as Hastings et al. (2013)
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“Hastings et al. (2013) emphasize that it is generally unclear if questions are a suitable means for measuring financial capability and, if so, which questions lend themselves most effectively for identifying it.”
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“Hastings et al. (2013) document that respondents with higher cognitive abilities and more comfortable with numerical calculations on average exhibit higher levels of financial literacy.”
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“it complicates interpreting the magnitudes of the estimated effects as they are almost surely upwardly biased in magnitude (Hastings et al. 2013).”
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“Hastings et al. (2013) report that financial education interventions in the U.S. date back as long as to the 1950s.”
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Metadata
- Authors
- Hastings, J. S., Madrian, B. C., & Skimmyhorn, W. L.
- Affiliations
- National Bureau of Economic Research (US)
- William & Mary (US)
- Venue
- Annual Review of Economics
- Publisher
- Annual Reviews
- Published
- 2013-08-02
- Volume
- 5
- Issue
- 1
- Pages
- 347-373
- ISSN
- 1941-1383 (ISSN-L)
- 1941-1391
- PMC
- PMC3753821
- OpenAlex
- W2145814463
- Cited by
- 1,041
- References
- 101
- Citations by year
- 2026: 87 · 2025: 141 · 2024: 106 · 2023: 131 · 2022: 95 · 2021: 91 · 2020: 90 · 2019: 60 · 2018: 71 · 2017: 46 · 2016: 33 · 2015: 42 · 2014: 28 · 2013: 13
- FWCI
- 36.37
- Type
- journal article
- Language
- en
- Open access
- green
- europepmc.org
- Locations
- Annual Review of Economics (publishedVersion)
- PubMed (publishedVersion)
- Europe PMC (PubMed Central) (acceptedVersion)
- PubMed Central (acceptedVersion)
- RePEc: Research Papers in Economics (submittedVersion)
- ScholarsArchive (Brigham Young University) (submittedVersion)
- Funders
- National Institute on Aging (R01AG021650, R01AG032411, P01AG005842)
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (R24HD041020)
- Topics
- Social Sciences › Economics, Econometrics and Finance › Finance › Financial Literacy, Pension, Retirement Analysis
- Social Sciences › Business, Management and Accounting › Accounting › Financial Literacy and Behavior
- Social Sciences › Decision Sciences › General Decision Sciences › Decision-Making and Behavioral Economics
- Keywords
- financial literacy, financial education, measurement of financial literacy, informed choice, consumer protection, financial education policy, financial products
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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