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Financial literacy of secondary school students. Case study from the Czech Republic and Slovakia

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dc.title Financial literacy of secondary school students. Case study from the Czech Republic and Slovakia en
dc.contributor.author Belás, Jaroslav
dc.contributor.author Nguyen, Thi Anh Nhu
dc.contributor.author Smrčka, Luboš
dc.contributor.author Kolembus, Jozef
dc.contributor.author Cipovová, Eva
dc.relation.ispartof Economics and Sociology
dc.identifier.issn 2071-789X Scopus Sources, Sherpa/RoMEO, JCR
dc.date.issued 2016
utb.relation.volume 9
utb.relation.issue 4
dc.citation.spage 191
dc.citation.epage 206
dc.type article
dc.language.iso en
dc.publisher Centre of Sociological Research
dc.identifier.doi 10.14254/2071-789X.2016/9-4/12
dc.subject financial literacy en
dc.subject savings en
dc.subject consumer loans en
dc.subject payment card en
dc.description.abstract Financial literacy is an important area of education for secondary school students, because appropriate management of personal finance creates preconditions for successful and quality life. In this article we examined the level of financial literacy of students of commercial academies in Czech Republic and Slovakia. Our results confirmed that the learning process in both countries has some reserves. The average value of correct answers regarding the savings was 16.33% in Slovakia and 21.33% in the Czech Republic, which can be classified as very low. Significantly improved results were shown by the respondents when it comes to consumer loans. The average value of correct answers in Slovakia was relatively high (87.76%). In the Czech Republic, the average value of the correct responses was 61.33%. The average value of correct answers on the use of payment cards abroad was relatively high both in Slovakia (77.55%) and the Czech Republic (73.33%). Our research, which was significantly more extensive than presented in this article, demonstrates that the intensity of interest in the socio-economic system is relatively low and students are not adequately motivated to be proactive. Therefore, we propose to create more room for intense use of advanced teaching methods in order to improve application skills of students. In this context, it is necessary to focus on promotion of personal initiative among the students. © 2016, Centre of Sociological Research. All rights reserved. en
utb.faculty Faculty of Management and Economics
dc.identifier.uri http://hdl.handle.net/10563/1006945
utb.identifier.obdid 43875338
utb.identifier.scopus 2-s2.0-85008413117
utb.identifier.wok 000392146400012
utb.source j-scopus
dc.date.accessioned 2017-07-13T14:50:23Z
dc.date.available 2017-07-13T14:50:23Z
dc.rights Attribution 3.0 International
dc.rights.uri http://creativecommons.org/licenses/by/3.0/
dc.rights.access openAccess
utb.contributor.internalauthor Belás, Jaroslav
utb.contributor.internalauthor Nguyen, Thi Anh Nhu
utb.fulltext.affiliation Jaroslav Belás, Tomas Bata University in Zlin, Zlin, Czech Republic, E-mail: belas111@gmail.com Anh Nguyen, Tomas Bata University in Zlin, Zlin, Czech Republic, E-mail: anhnhu80@gmail.com Luboš Smrčka, University of Economics Prague, Prague, Czech Republic, E-mail: smrckal@vse.cz Jozef Kolembus, DTI University in Dubnica nad Váhom, Dubnica nad Váhom, Slovak Republic, E-mail: jozef.kolembus@gmail.com Eva Cipovová, The University of Finance and Administration, Prague, Czech Republic, E-mail: evacipovova@gmail.com
utb.fulltext.dates Received: May, 2016 1st Revision: September, 2016 Accepted: November, 2016
utb.fulltext.sponsorship -
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