Educación financiera y empoderamiento de la mujer: un análisis de impacto

  1. Beatriz Fernández Olit 1
  2. María Teresa Gallo Rivera 1
  3. Elena Mañas Alcón 1
  4. Marta de la Cuesta González 2
  1. 1 Universidad de Alcalá (UAH)
  2. 2 Universidad Nacional de Educación a Distancia
    info

    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

Revista:
Panorama social

ISSN: 1699-6852

Ano de publicación: 2022

Título do exemplar: Educación financiera en España: balance y perspectivas

Número: 35

Páxinas: 155-175

Tipo: Artigo

DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: Panorama social

Resumo

El artículo analiza el impacto de la educación financiera sobre el bienestar de las personas y, en concreto, sobre la estabilidad financiera de las mujeres. Los resultados muestran una mejora tanto en el bienestar financiero actual (reducción del estrés financiero) como en el futuro (seguridad esperada), que se refleja positivamente sobre las habilidades de planificación y la implicación en la toma de decisiones. Aunque no hay evidencias de un aumento del dominio de conceptos financieros en la población femenina, sí aumenta la actitud crítica respecto al conocimiento financiero percibido, lo que incrementa la búsqueda de asesoramiento o información objetiva externa.

Referencias bibliográficas

  • ABT ASSOCIATES (2004). Evaluation of the American Dream Demonstration, Final Evaluation Report. http://www.community-wealth.org/_pdfs/articles-publications/individuals/report-mills.pdf
  • ATKINSON, A. y MESSY F. (2012). Measuring Financial Literacy: Results of the OECD / International Network on Financial Education (INFE) Pilot Study. OECD Working Papers on Finance, Insurance and Private Pensions, No. 15. https://doi.org/10.1787/5k9csfs90fr4-en
  • BELL, C., GORIN, D. y HOGARTH, J. M. (2008). Financial Education–Does It Work and How Do We Know?. Research findings from a study of financial education among soldiers. Community Invest, 21, pp. 15-16.
  • BOVER, O., HOSPIDO, L. y VILLANUEVA, E. (2018). Encuesta de Competencias Financieras (ECF) 2016: principales resultados. Banco de España y CNMV.
  • BRIGHETTI, G. y LUCARELLI, C. (2015). Gender differences in attitudes towards risk and ambiguity: when psycho–physiological measurements contradict sex–based stereotypes. International Journal of Entrepreneurship and Small Business, 24(1), pp. 62-82.
  • CARBÓ, S. y RODRÍGUEZ, F. (2017). El cliente de la banca digital en España. Cuadernos de Información Económica, 258, pp. 75-84. https://www.funcas.es/wp-content/uploads/Migracion/Articulos/FUNCAS_CIE/258art07.pdf
  • CARPENA, F., COLE, S., SHAPIRO, J. y ZIA, B. (2019). The ABCs of financial education: Experimental evidence on attitudes, behavior, and cognitive biases. Management Science, 65(1), pp. 346-369. https://doi.org/10.1287/mnsc.2017.2819
  • CHOU, E., BIDHAN Y., PARMER, L. y GALINSKY, A. D. (2016). Economic insecurity increases physical pain. Psychological Science, 27(4), pp. 443–454.
  • CFPB (2015). Financial well-being: The goal of financial education. Washington, DC: Consumer Financial Protection Bureau.
  • DE LA CUESTA-GONZÁLEZ, M., PAREDES-GAZQUEZ, J., RUZA, C. y FERNÁNDEZ-OLIT, B. (2021). The relationship between vulnerable financial consumers and banking institutions. A qualitative study in Spain. Geoforum, 119, pp. 163-176.
  • FERNANDES, D., LYNCH JR, J. G. y NETEMEYER, R. G. (2014). Financial literacy, financial education, and downstream financial behaviors. Management Science, 60(8), pp. 1861-1883.
  • FERNÁNDEZ-OLIT, B., PAREDES-GÁZQUEZ, J. D. y DE LA CUESTA-GONZÁLEZ, M. (2018). Are social and financial exclusion two sides of the same coin? An analysis of the financial integration of vulnerable people. Social Indicators Research. https://doi.org/10.1007/s11205-016-1479-y
  • FOX, J., BARTHOLOMAE, S. y LEE, J. (2005). Building the case for financial education. Journal of Consumer Affairs, 39(1), pp. 195-214.
  • GUION L. A. y FREE, T. R. (2010). A conceptual framework for infusing behavior change theories into program design, delivery, and evaluation: A financial education example. The Forum for Family and Consumer Issues, 15(1).
  • GUTTER, M. y COPUR, Z. (2011). Financial behaviors and financial well-being of ccollege students: Evidence from a national survey. Family Economic Issues, 32, pp. 699–714.
  • HARTLEY, C. C., RENNER, L. M. y WARD, C. (2021). A new factor solution for the domestic violence–related financial issues scale (DV-FI). Journal of Interpersonal Violence, 36, pp. 17-18, NP9959-NP9981.
  • HATHAWAY, I. y KHATIWADA, S. (2008). Do financial education programs work? FRB of Cleveland Working Paper, No. 08-03. http://dx.doi.org/10.2139/ssrn.1118485
  • HENDRIKS, S. (2019). La bancarización y el futuro de la mujer: los servicios financieros digitales están eliminando a los intermediarios para equiparar oportunidades. Finanzas y desarrollo: publicación trimestral del Fondo Monetario Internacional y del Banco Mundial, 56(1), pp. 24-25.
  • KAISER, T., LUSARDI, A., MENKHOFF, L. y URBAN, C. J. (2020). Financial education affects financial knowledge and downstream behaviors. National Bureau of Economic Research. Working Paper, 27057. http://www.nber.org/papers/w270571050
  • KAISER, T. y MENKHOFF, L. (2017). Does financial education impact financial literacy and financial behavior, and if so, when? DIW Berlin Discussion Paper, No. 1562. http://dx.doi.org/10.2139/ssrn.2753510
  • LYONS, A. C. y SCHERPF, E. (2004). Moving from unbanked to banked: Evidence from the Money Smart Program. Financial Services Review, 13(3), pp. 215-231.
  • NETEMEYER, R. G., WARMATH, D., FERNANDES, D. y LYNCH, D. R. (2018). How am I doing? Perceived financial well-Being, its potential antecedents, and its relation to overall well-Being. Journal of Consumer Research, 45(1), pp. 68–89.
  • QUERCIA, R. G. y WACHTER, S. W. (1996). Homeownership counseling performance: How can it be measured? Housing Policy Debate, 7(1), pp. 175-200.
  • ROA GARCIA, M. J. (2013). Financial education and behavioral finance: new insights into the role of information in financial decisions. Journal of Economic Surveys, 27(2), pp. 297-315.
  • RUBERTON, P. M., GLADSTONE, J. y LYUBOMIRSKY, S. (2016). How your bank balance buys happiness: The importance of ‘cash on hand’ to life satisfaction. Emotion, 16(5), pp. 575–580.
  • SHERRADEN, M., BIRKENMAIER, J., MCCLENDON, G. G. y ROCHELLE, M. (2017). Financial capability and asset building in social work education: Is it “the big piece missing? Journal of Social Work Education, 53(1), pp. 132-148.
  • VLAEV, I. y ELLIOTT, A. (2014). Financial well-being components. Social Indicators Research, 118, pp. 1103–1123.
  • WILLIS, L. E. (2013). Financial education: Lessons not learned & lessons learned. SSRN Electronic Journal, January Willis, Lauren E., Financial Education: Lessons Not Learned & Lessons Learned, Januarys (http://dx.doi.org/10.2139/ssrn.1869313).
  • ZYPHUR, M. J., LI, W., ZHANG, Z., ARVEY, R. D. y BARSKY, A. P. (2015). Income, personality, and subjective financial well-being: The role of gender in their genetic and environmental relationships. Frontiers in Psychology, 6, 1493.
Fonte de datos: Dialnet