Antecedents of academic performance of university students: academic engagement and psychological capital resources

Predicting academic performance is of key importance to the success, wellbeing and prosperity of students, their families, the economy, and the society at large. This study investigates the relationship between academic engagement, psychological capital (PsyCap) and academic performance. Data were collected in two different universities, one in Spain and another in Portugal. Students completed two self-report questionnaires regarding academic engagement and Psychological Capital. Academic performance was assessed through Grade Point Average, provided by the universities at the end of the exam period. The samples consisted of 389 and 243 undergraduate students, respectively. Results showed a positive relationship between academic engagement and PsyCap, on the one hand, and academic performance on the other, in both samples. Results also supported PsyCap as a full mediator in the relationship between academic engagement and academic performance. Exploration of alternative models yielded superior fit for the proposed model. Accordingly, academically engaged students were likely to experience higher levels of PsyCap, which in turn positively impacted their academic performance. The results point to the importance of considering psychological predictors, rather than the prevalent reliance on traditional predictors of academic performance

Investing in The Health and Well-Being of Young Adults

This report was prepared to assist federal, state, and local policy makers and program leaders, as well as employers, nonprofit organizations, and other community partners, in developing and enhancing policies and programs to improve young adults' health, safety, and well-being. The report also suggests priorities for research to inform policy and programs for young adults.Young adulthood - ages approximately 18 to 26 - is a critical period of development with long-lasting implications for a person's economic security, health and well-being. Young adults are key contributors to the nation's workforce and military services and, since many are parents, to the healthy development of the next generation. Although 'millennials' have received attention in the popular media in recent years, young adults are too rarely treated as a distinct population in policy, programs, and research. Instead, they are often grouped with adolescents or, more often, with all adults. Currently, the nation is experiencing economic restructuring, widening inequality, a rapidly rising ratio of older adults, and an increasingly diverse population. The possible transformative effects of these features make focus on young adults especially important. A systematic approach to understanding and responding to the unique circumstances and needs of today's young adults can help to pave the way to a more productive and equitable tomorrow for young adults in particular and our society at large

Money and Emerging Adults: A Glimpse into the Lives of College Couples’ Financial Management Practices

Being in a romantic relationship is a transition that many college students enter while earning a college degree. Twenty-four students between the ages of 19 to 29 years old who self-identified as being in a committed relationship participated in this study. They completed an online survey that included both quantitative and qualitative (open-ended) questions pertaining to money management practices. Key findings suggest that participants believe in communicating about their individual and combined finances so as to prevent or solve financial challenges. They also discussed the importance of having similar perspectives about financial values within their relationship. Financial therapists, counselors, and educators working with the college student populations should be aware of the issues couples in committed relationships face, and should tailor their money management programming with this in mind

The Distribution of Financial Literacy in Australia

Ordered logit models are used to predict financial literacy on the basis of individual demographic, socioeconomic and financial characteristics. The data is drawn from the 2003 ANZ Survey of Adult Financial Literacy in Australia and relates to 3,548 respondents. Financial literacy is defined, amongst other things, in terms of standard mathematical ability and understanding of basic and advanced financial terms. Factors examined include gender, age, ethnicity, occupation, educational level and family structure, along with household income, savings (including superannuation), and mortgage and non-mortgage debt. The evidence suggests that financial literacy is highest for respondents aged between 50 and 60 years, professionals, executives, business and farm owners, and those who have completed university or college with higher levels of income, savings and debt. Financial literacy is lowest for females, the unemployed and other non-workers, those from a non-English speaking background, and those with only the lowest levels of secondary education. The models best predict the highest and lowest levels of financial literacy.Financial literacy; ordered logit; demographic, socioeconomic and financial characteristics.

Review of the evidence base in relation to early childhood approaches to support children in highly disadvantaged communities for the Children’s Ground Project

The Children’s Ground project aims to develop a place-based approach to support children and their families in highly disadvantaged communities. The project approach is informed by research and evidence, recognising the multiple and multi-level influences on children’s development and the need to support the role of communities in improving outcomes for children. The review of the evidence base, undertaken by the Centre for Community Child Health in collaboration with the Royal Children’s Hospital Education Institute, begins by outlining the changing social and environmental conditions and the influence of these changes on vulnerable children and families. The report then discusses actions undertaken to address these challenges and the reasons why these actions have failed. Next, key factors enabling optimal outcomes for children and contemporary Australian and international evidence-based interventions and approaches that support vulnerable children are examined. The review concludes by summarising the research on the financial and social costs of doing nothing to intervene and improve outcomes for children. In summary, the review endorses the development of a place-based approach with a number of key strategies that simultaneously address families’ immediate needs for support (the foreground factors) and the broader conditions under which families are raising young children (the background factors). The approach needs to promote wrap around, integrated services that are responsive to and driven by the community. Focus must also be given to how services are delivered rather than what is delivered. In order to implement the approach, it is critical that a robust governance structure or entity capable of coordinating and supporting the many stakeholders and services involved is established and a long-term financial and policy commitment is made. Key messages encapsulating broad themes from the literature, supported by concluding statements, have been developed to enable clear communication to a variety of audiences.&nbsp

Financial Coaching: A New Approach for Asset Building?

Through a literature review and interviews with nonprofit financial coaches, examines the concepts, training, and capacity building involved in financial coaching for low-income families, as well as critiques of existing models and their implications

Improving Financial Capability Among University Students Using a Mobile App: Wallet$mart Project Evaluation

This report details the findings of a research evaluation conducted for UniBank (Teachers Mutual Bank Ltd) exploring the effectiveness of the Wallet$mart mobile app in improving university students' financial capability. Students undertook to trial the Wallet$mart app during 2020 at Western Sydney University, in partnership with UniBank and supported by App developer, Tangible. This report evaluates the effectiveness of the trial and makes recommendations for further development of the app prior to the app being rolled out to university students more broadly

Investing in Boys and Young Men of Color: The Promise of Opportunity

This issue brief presents findings from a scan of issues facing boys and men of color in education, health, and pathways to employment. Drawing on discussions, surveys, and interviews with experts and practitioners, the paper identifies 8 pressing concerns and gives accompanying recommendations. Areas that emerge as having great potential for impact are: reforming harsh school discipline, early interventions for dropout prevention, trauma-based mental health interventions, and career training programs

A phenomenological study of family influence on Millennial college students\u27 money beliefs and behaviors

Although family systems theorists have long emphasized the family as an important influence on the individual\u27s life choices, there is minimal qualitative research relating to Millennial college students and the impact of their families, particularly in the area of financial beliefs and behaviors. The purpose of this qualitative study was the exploration of the phenomenon of family influence on Millennial college students regarding how money messages from parents and grandparents have influenced their own money beliefs and behaviors. Seven college students between the ages of 21-23 were interviewed to gain insight into the perceived impact of family money messages.;The literature review informed the study by describing family systems theory and the role of family and consumer sciences education in financial literacy. Characteristics of Millennial college students in general and how they tend to handle money specifically were explored. Obstacles to success for Millennial college students, such as credit card debt, student loans, gambling on campus, and attrition due to financial problems, were described.;For this qualitative study, rigorous data collection incorporated questionnaires, genograms, written reflections, data forms, and multiple semi-structured, guided interviews. These face-to-face personal interviews provided rich descriptions of the students\u27 experiences constructing their money genograms and reflecting on the perceived impact of the money messages received from their grandparents and parents. The group of seven students was diverse in ethnicity and gender.;The transcribed data from the recorded interviews were coded, analyzed, interpreted, and synthesized into a composite textural description of the family influence phenomenon. Seven themes emerged including the importance of living within one\u27s means, limiting debt, managing and planning, saving, investing, completing higher education, and being a hard worker. The essence of this phenomenon was the relationships formed as a result of family attitudes towards money and the family dynamics that provided the context for these messages.;This study explored the impact of family influence on financial beliefs and behaviors of Millennial college students. The study answered questions about the influence of parents and grandparents on the money ideas and actions of college students. Paths to practice to improve financial well-being of college students were described. Further research was recommended in such areas as socio-economic environment and gender differences

Investing in Education: Impact of Student Financial Stress on Self-Reported Health

Through the lens of Human Capital theory, the role of financial aid (both amount and type) is explored in the context of student financial stress, and ultimately general student health. Data are taken from a sample of 232 students from a major Midwestern university who were surveyed about their financial attitudes, behavior and knowledge. The presence and amount of federal loans was associated with self-reported financial stress, and the validated stress measure was further associated with students’ self-reported health. A number of personal life events (i.e. job loss) were also associated with higher stress levels. Implications are discussed