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Financial Literacy and Economic Outcomes: Evidence and Policy Implications
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This paper reviews what we have learned over the past decade about financial literacy and its relationship to financial decision-making around the world. Using three questions, we have surveyed people in several countries to determine whether they have the fundamental knowledge of economics and finance needed to function as effective decision-makers. We find that levels of financial literacy are low not only in the United States. but also in many other countries including those with well-developed financial markets. Moreover, financial illiteracy is particularly acute for some demographic groups, especially women and the less-educated. These findings are important since financial literacy is linked to borrowing, saving, and spending patterns. We also offer new evidence on financial literacy among high school students drawing on the 2012 Programme for International Student Assessment implemented in 18 countries. Last, we discuss the implications of this research for policy.
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“Financial literacy is found to have the strongest impact in the Netherlands, where knowing the right answer to one additional financial literacy question is associated with a 10 percentage point higher probability of planning (Mitchell and Lusardi, 2015).”
From Financial literacy and the need for financial education: evidence and implications (2019) · cites this paper as Mitchell and Lusardi, 2015
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“Moreover, research shows that less educated people (in Western terms) have less financial knowledge than higher educated people (Mitchell and Lusardi 2015).”
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“…the level and type of financial knowledge student loan borrowers bring with them upon entering college can directly drive these critical financial decisions in different directions (Alhenawi, 2013; Artavanis & Karra, 2020; Fan & Chatterjee, 2019; Lusardi et al., 2010; Mitchell & Lusardi, 2015).”
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Puelz, D., & Puelz, R. (2019) · SSRN Electronic Journal · doi:10.2139/ssrn.3302978 · Cited by 7
“Mitchell and Lusardi (2015) find that increased education and financial literacy are positively correlated, yet they find less than 50% of college-educated students can successfully answer three key financial literacy questions and less than 64% of students with a post-graduate education can answer…”
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“…is an important association between financial expertise, investment decisions, and portfolio diversification (Abreu & Mendes, 2010; Clark, 2004; Mitchell & Lusardi, 2015; Clark et al., 2017), we re - ran the models on the sub - sample of pension board trustees with investment and financial…”
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Minoretti, P. (2024) · Cureus · doi:10.7759/cureus.66861
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BackgroundInfluentialThe impact of financial literacy on financial well-being: a systematic literature reviewPreprint
Antwi, P. K. A., Addai, B., Duah, E., & Kubi, M. T. (2024) · Research Square · doi:10.21203/rs.3.rs-5187088/v1
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Factors affecting the financial literacy of the population
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“Mitchell and Lusardi (2015) defined financial literacy as "an individual's capacity to obtain, understand and use financial data to make effective and complete financial decisions".”
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“Investor Awareness Financial Literacy Mitchell and Lusardi (2015) has defined financial literacy as a individual's ability to obtain, analyze, and interpret financial data and use it to make informed financial decisions about financial matters (such as planning, investing, and managing liabilities).”
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What happens to renters? Increased financing costs and government support
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Ndou, A., & Godi, N. J. (2025) · International Journal of Social Economics · doi:10.1108/ijse-07-2024-0622
Quadria, T. H., & Jahan, I. (2025) · Journal of Consumer Affairs · doi:10.1111/joca.70019
RetractedEdwin-Akakpo, G. (2025) · IGI Global eBooks · doi:10.4018/979-8-3693-9000-9.ch006
Metadata
- Authors
- Mitchell, O. S., & Lusardi, A.
- Affiliations
- National Bureau of Economic Research (US)
- George Washington University (US)
- Corresponding author
- Lusardi, Annamaria
- Venue
- The Journal of Retirement
- Publisher
- With Intelligence LLC
- Published
- 2015-06-30
- Volume
- 3
- Issue
- 1
- Pages
- 107-114
- ISSN
- 2326-6899 (ISSN-L)
- 2326-6902
- PMC
- PMC5445906
- OpenAlex
- W3122426078
- Cited by
- 235
- References
- 43
- Citations by year
- 2026: 24 · 2025: 31 · 2024: 23 · 2023: 34 · 2022: 17 · 2021: 38 · 2020: 20 · 2019: 16 · 2018: 13 · 2017: 3 · 2016: 11 · 2015: 4
- FWCI
- 42.57
- Type
- journal article
- Language
- en
- Open access
- green
- doi.org
- Locations
- The Journal of Retirement (publishedVersion)
- SSRN Electronic Journal (publishedVersion)
- PubMed (publishedVersion)
- Europe PMC (PubMed Central) (acceptedVersion)
- PubMed Central (acceptedVersion)
- ScholarlyCommons (University of Pennsylvania) (submittedVersion)
- Funders
- National Institute on Aging (U01AG009740)
- 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 decision-making, financial illiteracy, economic knowledge, gender differences, educational attainment, household borrowing, saving and spending, high school students, PISA, financial education policy
About these checks
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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