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A literacia financeira dos estudantes no ipb oriundos dos PALOP
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A crescente complexidade dos mercados financeiros e a necessidade de decisƵes econĆ³micas responsĆ”veis tornam a literacia financeira uma competĆŖncia crĆtica no ensino superior. Este estudo avaliou o nĆvel de literacia financeira de estudantes oriundos dos PaĆses Africanos de LĆngua Oficial Portuguesa (PALOP) matriculados no Instituto PolitĆ©cnico de BraganƧa (IPB) e identificou fatores associados aos seus conhecimentos, atitudes e comportamentos financeiros. Recorreu-se a um desenho quantitativo, com inquĆ©rito aplicado a 161 estudantes e anĆ”lise no Jamovi, utilizando estatĆstica descritiva e inferencial (testes t de Welch, ANOVA/KruskalāWallis, Qui-Quadrado e correlaƧƵes de Pearson/Spearman). Os resultados indicam literacia global moderada, com melhor desempenho em planeamento financeiro e fragilidades em compreensĆ£o financeira. No Ćndice global, nĆ£o se observaram diferenƧas significativas por gĆ©nero, Ć”rea cientĆfica ou ano de frequĆŖncia. Ao nĆvel das dimensƵes, verificaram-se diferenƧas por ano e associaƧƵes positivas com a idade em variĆ”veis comportamentais: Planeamento Financeiro (rā0,48; p<0,001) e Fontes de InformaĆ§Ć£o (rā0,22; p<0,001). Estes padrƵes sugerem que maturidade e experiĆŖncia se traduzem sobretudo em melhores prĆ”ticas de organizaĆ§Ć£o e procura de informaĆ§Ć£o, nĆ£o implicando, porĆ©m, ganhos uniformes no Ćndice global quando persistem lacunas conceptuais. Conclui-se que reforƧar a educaĆ§Ć£o financeira transversal, com mĆ³dulos curriculares breves, oficinas prĆ”ticas de orƧamento/poupanƧa e literacia informacional, poderĆ” melhorar competĆŖncias aplicadas e consolidar conhecimentos, potenciando o sucesso acadĆ©mico e a integraĆ§Ć£o social dos estudantes internacionais. Recomenda-se a implementaĆ§Ć£o e monitorizaĆ§Ć£o de programas institucionais de literacia financeira no ensino superior portuguĆŖs.
The growing complexity of financial markets and the need for responsible economic decisions make financial literacy a critical competence in higher education. This study assessed the financial literacy level of students from the Portuguese-speaking African Countries (PALOP) enrolled at the Polytechnic Institute of BraganƧa (IPB) and identified factors associated with their financial knowledge, attitudes, and behaviors. A quantitative design was used: a survey of 161 students analyzed in Jamovi with descriptive and inferential statistics (Welchās t-tests, ANOVA/KruskalāWallis, chi-square, and Pearson/Spearman correlations). Findings indicate moderate overall literacy, with stronger performance in financial planning and gaps in financial understanding. At the global index level, no significant differences were found by gender, field of study, or year of enrollment. By dimensions, there were differences by year and positive associations with age in behavioral variables: Financial Planning (rā0.48; p<0.001) and Information Sources (rā0.22; p<0.001). These patterns suggest that maturity and experience translate mainly into better organization and information-seeking practices, without necessarily yielding uniform gains in the global index when conceptual gaps persist. We conclude that strengthening cross-curricular financial education, through short curricular modules, practical workshops on budgeting/saving, and information literacy, can improve applied competences and consolidate knowledge, thereby enhancing academic success and social integration of international students. Implementation and monitoring of institutional financial-literacy programs in Portuguese higher education are recommended.
The growing complexity of financial markets and the need for responsible economic decisions make financial literacy a critical competence in higher education. This study assessed the financial literacy level of students from the Portuguese-speaking African Countries (PALOP) enrolled at the Polytechnic Institute of BraganƧa (IPB) and identified factors associated with their financial knowledge, attitudes, and behaviors. A quantitative design was used: a survey of 161 students analyzed in Jamovi with descriptive and inferential statistics (Welchās t-tests, ANOVA/KruskalāWallis, chi-square, and Pearson/Spearman correlations). Findings indicate moderate overall literacy, with stronger performance in financial planning and gaps in financial understanding. At the global index level, no significant differences were found by gender, field of study, or year of enrollment. By dimensions, there were differences by year and positive associations with age in behavioral variables: Financial Planning (rā0.48; p<0.001) and Information Sources (rā0.22; p<0.001). These patterns suggest that maturity and experience translate mainly into better organization and information-seeking practices, without necessarily yielding uniform gains in the global index when conceptual gaps persist. We conclude that strengthening cross-curricular financial education, through short curricular modules, practical workshops on budgeting/saving, and information literacy, can improve applied competences and consolidate knowledge, thereby enhancing academic success and social integration of international students. Implementation and monitoring of institutional financial-literacy programs in Portuguese higher education are recommended.
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Literacia financeira Estudantes internacionais PALOP EducaĆ§Ć£o financeira Planeamento financeiro Ensino Superior