A MODERATED MODEL OF UNIVERSITY STUDENTS’ FINANCIAL LITERACY: THE EFFECTS OF GENDER AND FINANCIAL KNOWLEDGE ON THE RELATIONSHIP BETWEEN FINANCIAL ATTITUDES AND FINANCIAL BEHAVIOR
A MODERATED MODEL OF UNIVERSITY STUDENTS’ FINANCIAL LITERACY: THE EFFECTS OF GENDER AND FINANCIAL KNOWLEDGE ON THE RELATIONSHIP BETWEEN FINANCIAL ATTITUDES AND FINANCIAL BEHAVIOR

Summary/Abstract: The subject of this study concerns the moderating effect of students’ gender and financial knowledge on the relationship between their financial attitudes and financial behaviour. The sample includes 1,044 students who, at the time of the study, were enrolled at public universities in Bosnia and Herzegovina. A dual moderation analysis was conducted to investigate whether the effects of financial attitudes on financial behaviour vary by gender and financial knowledge of students. Results show that financial knowledge influences the relationship between financial attitudes and behaviour, while gender does not have a significant moderating effect. This indicates that students with higher financial knowledge are better at converting their positive financial attitudes into actual financial behaviour. The conditional effects confirmed that financial attitudes significantly predicted financial behavior at all examined levels of financial knowledge and for both genders, with stronger effects observed among students with higher financial knowledge. These findings imply that financial knowledge is the primary factor enabling students to act on their financial attitudes, whereas gender differences are minimal. Practically, this suggests that interventions focused on enhancing financial knowledge can help students better translate their positive financial attitudes into responsible financial behaviour, regardless of gender.

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