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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 decisões económicas responsáveis tornam a literacia financeira uma competência crítica no ensino superior. Este estudo avaliou o nível de literacia financeira de estudantes oriundos dos Países Africanos de Língua Oficial Portuguesa (PALOP) matriculados no Instituto Politécnico de Bragança (IPB) e identificou fatores associados aos seus conhecimentos, atitudes e comportamentos financeiros. Recorreu-se a um desenho quantitativo, com inquérito aplicado a 161 estudantes e análise no Jamovi, utilizando estatística descritiva e inferencial (testes t de Welch, ANOVA/Kruskal–Wallis, Qui-Quadrado e correlações de Pearson/Spearman). Os resultados indicam literacia global moderada, com melhor desempenho em planeamento financeiro e fragilidades em compreensão financeira. No índice global, não se observaram diferenças significativas por género, área científica ou ano de frequência. Ao nível das dimensões, verificaram-se diferenças por ano e associações positivas com a idade em variáveis comportamentais: Planeamento Financeiro (r≈0,48; p<0,001) e Fontes de Informação (r≈0,22; p<0,001). Estes padrões sugerem que maturidade e experiência se traduzem sobretudo em melhores práticas de organização e procura de informação, não implicando, porém, ganhos uniformes no índice global quando persistem lacunas conceptuais. Conclui-se que reforçar a educação financeira transversal, com módulos curriculares breves, oficinas práticas de orçamento/poupança e literacia informacional, poderá melhorar competências aplicadas e consolidar conhecimentos, potenciando o sucesso académico e a integração social dos estudantes internacionais. Recomenda-se a implementação e monitorização de programas institucionais de literacia financeira no ensino superior português.
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 Bragança (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 (Welch’s t-tests, ANOVA/Kruskal–Wallis, 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 (r≈0.48; p<0.001) and Information Sources (r≈0.22; 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 Bragança (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 (Welch’s t-tests, ANOVA/Kruskal–Wallis, 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 (r≈0.48; p<0.001) and Information Sources (r≈0.22; 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.
Descrição
Palavras-chave
Literacia financeira Estudantes internacionais PALOP Educação financeira Planeamento financeiro Ensino Superior