44 research outputs found
Közgazdász hallgatók pénzügyi kultúrája
The crisis of 2008 drew attention to the low level of financial knowledge among the population bringing research into financial literacy to the fore. The literature has given priority to young people, because in order to be able to avoid a future crisis, it is necessary to develop the next generation’s financial literacy. In our research financial literacy (described by its three components – financial knowledge, financial behaviour, and financial attitudes) of 3rd year economics students from a Hungarian university was examined and compared to “average” young people from previous studies not receiving financialeconomic knowledge in the frame of organized education. Our major findings include that examined students significantly undervalued their own financial knowledge in spite of being above average; their financial behaviour shows no significant difference compared to “average” young people (except the acquisition of information prior to the purchase of financial products) as well as their financial attitudes that is above average similarly to the previous research findings. Besides this we found no evidence of the fact that financial knowledge gained in secondary school increases financial literacy that suggests developing financial literacy is not even late in higher education
Two pleosporalean root-colonizing fungi, Fuscosphaeria hungarica gen. et sp. nov. and Delitschia chaetomioides, from a semiarid grassland in Hungary
A gazdasági felsőoktatás hatása a fiatalok pénzügyi kultúrájára
Absztrakt: Kutatásunk cĂ©lja annak feltárása volt, hogy a cĂ©lzott pĂ©nzĂĽgyi-gazdasági kĂ©pzĂ©sben rĂ©szesĂĽlĹ‘ egyetemi hallgatĂłk pĂ©nzĂĽgyi kultĂşrája mutat-e eltĂ©rĂ©st az ilyen kĂ©pzĂ©sben nem rĂ©szesĂĽlĹ‘ fiatalokĂ©hoz kĂ©pest. EredmĂ©nyeink szerint a gazdasági felsĹ‘oktatás pozitĂv hatását csupán a pĂ©nzĂĽgyi kultĂşra egy komponensĂ©nĂ©l, a pĂ©nzĂĽgyi ismereteknĂ©l lehet egyĂ©rtelműen kimutatni. A pĂ©nzĂĽgyi viselkedĂ©s (2. komponens) esetĂ©n csupán kĂ©t elem mentĂ©n mutattuk ki a gazdasági kĂ©pzĂ©sben valĂł rĂ©szvĂ©tel pozitĂv hatását, mĂg a pĂ©nzĂĽgyi attitűdök (3. komponens) esetĂ©ben egyáltalán nem tapasztaltuk azt. Mindez alátámasztja a pĂ©nzĂĽgyi-gazdasági kĂ©pzĂ©s közoktatásba valĂł bevezetĂ©sĂ©nek szĂĽksĂ©gessĂ©gĂ©t, hiszen az oktatás a kĂ©sĹ‘bbiekben már csupán a pĂ©nzĂĽgyi kultĂşra láthatĂł, felszĂn feletti rĂ©szĂ©re kĂ©pes jelentĹ‘s hatást gyakorolni. Abstract: The objective of our research was to reveal whether the financial literacy of university students receiving specific financial-economic education differs from that of youths not participating in this kind of higher education. According to our results, the positive impact of economic higher education can be detected clearly only in the case of one component of financial literacy, namely the financial knowledge. In the case of financial behaviour (the second component of financial literacy) positive effect of the participation in economic higher education appeared only in two elements, while in the case of financial attitudes (the third component of financial literacy) it could not be identified at all. All of this confirms the need for launching financial-economic education into the public education, as later on education can only have a significant impact on the visible, above-surface part of financial literacy
Közgazdász hallgatók pénzügyi kultúrája
The crisis of 2008 drew attention to the low level of financial knowledge among the population bringing research into financial literacy to the fore. The literature has given priority to young people, because in order to be able to avoid a future crisis, it is necessary to develop the next generation’s financial literacy. In our research financial literacy (described by its three components – financial knowledge, financial behaviour, and financial attitudes) of 3rd year economics students from a Hungarian university was examined and compared to “average” young people from previous studies not receiving financialeconomic knowledge in the frame of organized education. Our major findings include that examined students significantly undervalued their own financial knowledge in spite of being above average; their financial behaviour shows no significant difference compared to “average” young people (except the acquisition of information prior to the purchase of financial products) as well as their financial attitudes that is above average similarly to the previous research findings. Besides this we found no evidence of the fact that financial knowledge gained in secondary school increases financial literacy that suggests developing financial literacy is not even late in higher education
A gazdasági felsőoktatás hatása a fiatalok pénzügyi kultúrájára
The objective of our research was to reveal whether the financial literacy of university students receiving specific financial-economic education differs from that of youths not participating in this kind of higher education. According to our results, the positive impact of economic higher education can be detected clearly only in the case of one component of financial literacy, namely the financial knowledge. In the case of financial behaviour (the second component of financial literacy) positive effect of the participation in economic higher education appeared only in two elements, while in the case of financial attitudes (the third component of financial literacy) it could not be identified at all. All of this confirms the need for launching financial-economic education into the public education, as later on education can only have a significant impact on the visible, above-surface part of financial literacy.Kutatásunk cĂ©lja annak feltárása volt, hogy a cĂ©lzott pĂ©nzĂĽgyi-gazdasági kĂ©pzĂ©sben rĂ©szesĂĽlĹ‘ egyetemi hallgatĂłk pĂ©nzĂĽgyi kultĂşrája mutat-e eltĂ©rĂ©st az ilyen kĂ©pzĂ©sben nem rĂ©szesĂĽlĹ‘ fiatalokĂ©hoz kĂ©pest. EredmĂ©nyeink szerint a gazdasági felsĹ‘oktatás pozitĂv hatását csupán a pĂ©nzĂĽgyi kultĂşra egy komponensĂ©nĂ©l, a pĂ©nzĂĽgyi ismereteknĂ©l lehet egyĂ©rtelműen kimutatni. A pĂ©nzĂĽgyi viselkedĂ©s (2. komponens) esetĂ©n csupán kĂ©t elem mentĂ©n mutattuk ki a gazdasági kĂ©pzĂ©sben valĂł rĂ©szvĂ©tel pozitĂv hatását, mĂg a pĂ©nzĂĽgyi attitűdök (3. komponens) esetĂ©ben egyáltalán nem tapasztaltuk azt. Mindez alátámasztja a pĂ©nzĂĽgyi-gazdasági kĂ©pzĂ©s közoktatásba valĂł bevezetĂ©sĂ©nek szĂĽksĂ©gessĂ©gĂ©t, hiszen az oktatás a kĂ©sĹ‘bbiekben már csupán a pĂ©nzĂĽgyi kultĂşra láthatĂł, felszĂn feletti rĂ©szĂ©re kĂ©pes jelentĹ‘s hatást gyakorolni. 
The Dark Side Is Not Fastidious – Dark Septate Endophytic Fungi of Native and Invasive Plants of Semiarid Sandy Areas
Közgazdász hallgatók pénzügyi kultúrája
The crisis of 2008 drew attention to the low level of financial knowledge among the population bringing research into financial literacy to the fore. The literature has given priority to young people, because in order to be able to avoid a future crisis, it is necessary to develop the next generation’s financial literacy. In our research financial literacy (described by its three components – financial knowledge, financial behaviour, and financial attitudes) of 3rd year economics students from a Hungarian university was examined and compared to “average” young people from previous studies not receiving financialeconomic knowledge in the frame of organized education. Our major findings include that examined students significantly undervalued their own financial knowledge in spite of being above average; their financial behaviour shows no significant difference compared to “average” young people (except the acquisition of information prior to the purchase of financial products) as well as their financial attitudes that is above average similarly to the previous research findings. Besides this we found no evidence of the fact that financial knowledge gained in secondary school increases financial literacy that suggests developing financial literacy is not even late in higher education