Fatores exógenos que influenciam a literacia financeira dos jovens de 15 anos : pais e escola
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Data
2021
Autores
Cordeiro, Carlos Décio Esteves da Costa
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Resumo
A literacia financeira configura-se como uma preocupação real e atual sendo que a
mesma é apresentada em diversas comunicações e iniciativas promovidas pelo Banco de
Portugal, Comissão de mercados e Valores Mobiliários, Associação Portuguesa de Bancos,
Euro Banking Association, entre outras. Outras organizações internacionais trabalham estas
temáticas como é o caso da OCDE e Jump$tart.
Este trabalho analisa os fatores exógenos como o apoio emocional dos pais, a educação
financeira na escola e a perceção da qualidade da escola por parte dos pais e se os mesmos têm
uma relação com a literacia financeira de jovens de 15 anos portugueses. O estudo recorre à
base de dados PISA 2018 da OCDE, com uma amostra de mais de 3000 alunos e pais. Utiliza
metodologia quantitativa para validar as hipóteses de relação independente e conjunta dos
constructos “apoio emocional dos pais”, “educação financeira na escola” e “perceção da
qualidade da escola” com o constructo “literacia financeira”.
De forma a caracterizar esta amostra, primeiramente definiu-se o traço latente de cada
respondente para os constructos em estudo através do modelo de Generalised Partial Credit
Model (GPCM), de seguida é realizado um teste de correlação de Spearman e de Kendal para
verificar as relações entre as variáveis definidas nas hipóteses. Por fim realiza-se um estudo de
relação conjunta através duma floresta aleatória, um algoritmo de inteligência artificial.
Encontraram-se relações significativas para as relações entre os constructos “apoio
emocional dos pais”, “educação financeira na escola” com “literacia financeira”, rejeitando-se
a hipótese de haver uma relação entre a “perceção da qualidade da escola” com o constructo
“literacia financeira”. Concluiu-se também que os fatores exógenos estudados, em conjunto,
podem explicar cerca de 35% da variação dos resultados em literacia financeira.
Financial literacy is a real and current concern and it is presented in several communications and initiatives promoted by the Bank of Portugal, the Securities and Exchange Commission (CMVM), the Portuguese Banking Association, the Euro Banking Association, among others. Other international organisations work on these issues as is the case of OECD and Jump$tart. This paper examines the exogenous factors such as parents' emotional support, financial education at school and parents' perception of school quality and whether they have a relationship with the financial literacy of Portuguese 15-year-olds. The study draws on the OECD PISA 2018 database, with a sample of over 3000 students and parents. It uses quantitative studies to validate the hypotheses of independent and joint relationship of the constructs parental emotional support, financial education at school and perception of school quality with the construct financial literacy. In order to characterise this sample, we first characterise the latent trait of each respondent for the constructs under study through the Generalised Partial Credit Model (GPCM), then we perform a Spearman and Kendal correlation test to verify the relationships between the variables defined in the hypotheses. Finally, a joint relationship study is carried out using a random forest, an artificial intelligence algorithm. Significant relationships were found between the constructs emotional support from parents, financial education at school and financial literacy, rejecting the hypothesis that there is a relationship between the perception of school quality and the construct financial literacy. It was also concluded that the exogenous factors studied, taken together, can explain about 35% of the variation in financial literacy scores.
Financial literacy is a real and current concern and it is presented in several communications and initiatives promoted by the Bank of Portugal, the Securities and Exchange Commission (CMVM), the Portuguese Banking Association, the Euro Banking Association, among others. Other international organisations work on these issues as is the case of OECD and Jump$tart. This paper examines the exogenous factors such as parents' emotional support, financial education at school and parents' perception of school quality and whether they have a relationship with the financial literacy of Portuguese 15-year-olds. The study draws on the OECD PISA 2018 database, with a sample of over 3000 students and parents. It uses quantitative studies to validate the hypotheses of independent and joint relationship of the constructs parental emotional support, financial education at school and perception of school quality with the construct financial literacy. In order to characterise this sample, we first characterise the latent trait of each respondent for the constructs under study through the Generalised Partial Credit Model (GPCM), then we perform a Spearman and Kendal correlation test to verify the relationships between the variables defined in the hypotheses. Finally, a joint relationship study is carried out using a random forest, an artificial intelligence algorithm. Significant relationships were found between the constructs emotional support from parents, financial education at school and financial literacy, rejecting the hypothesis that there is a relationship between the perception of school quality and the construct financial literacy. It was also concluded that the exogenous factors studied, taken together, can explain about 35% of the variation in financial literacy scores.
Descrição
Orientação: António Augusto Teixeira da Costa
Palavras-chave
MESTRADO EM ECONOMIA, ECONOMIA, PISA, ALUNOS, FINANÇAS PESSOAIS, ECONOMY, PISA, STUDENTS, PERSONAL FINANCES, PISA (PROGRAMA INTERNACIONAL DE AVALIAÇÃO DE ALUNOS), PISA (PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENT)