Financial well-being – A Generation Z perspective using a Structural Equation Modeling approach
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DOIhttp://dx.doi.org/10.21511/imfi.19(1).2022.03
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Article InfoVolume 19 2022, Issue #1, pp. 32-50
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The current pandemic situation in the global economy has urged the need to revolutionize the financial services industry with a keen eye on consumers’ financial needs for sound financial decisions, which is necessary for financial well-being. The purpose of the study is to assess the financial well-being of Indian Gen Z students in relation to financial literacy, financial fragility, financial behavior, and financial technology. In addition, the study also tries to determine how Gen Z students’ financial well-being is influenced by other factors such as gender, age, parental education, employment status, and monthly income in India. The study uses the scientific data analysis approach, Partial Least Squares-SEM model to estimate, predict, and assess the hypotheses. A sample of 271 University students from India was surveyed using a self-administered structured questionnaire. Questions were incorporated to understand the effect of financial literacy, technology, fragility, behavior, demographic and parental characteristics on financial well-being. The results indicate that financial behavior is positively related to financial well-being, while financial fragility is negatively associated. However, financial literacy and financial technology do not significantly affect financial well-being. The results also show that financial well-being is significantly influenced by gender, parental education, employment status, and monthly income change. Understanding Indian Gen Z student financial well-being will expand the students’ understanding of the importance of financial literacy for well-planned financial behavior and informed decisions, hence high levels of financial well-being. Government and financial institutions can more effectively identify gaps and deficiencies in student financial well-being.
- Keywords
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JEL Classification (Paper profile tab)A20, D14, I21, I23
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References40
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Tables17
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Figures6
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- Figure 1. Conceptual model
- Figure 2. Path coefficients and outer loadings
- Figure 3. PLS-SEM with t-statistics, bootstrapping with 5,000 samples
- Figure 4. Distribution of financial well-being scores by age and gender
- Figure 5. Distribution of financial well-being scores by place of residence and work experience
- Figure 6. Distribution of financial well-being scores for students who felt a reduction of standard of living and kept expenses record versus those who did not
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- Table 1. Demographic and financial profile of 271 respondents
- Table 2. Chi-square tests for financial well-being indicators against demographic and financial indicators
- Table 3. Validity and reliability measures of constructs
- Table 4. Cross loadings of the indicators
- Table 5. Latent variable correlations and square root of AVE values (diagonal)
- Table 6. Total effects of the factors
- Table 7. Path coefficients, t-statistics and p-values of the structural model
- Table 8. Specific indirect effects for mediation analysis
- Table 9. Independent sample t-tests for financial well-being and its factors by gender
- Table 10. Independent sample t-tests for financial well-being and its factors by age
- Table 11. Independent samples t-test on factors versus place of residence
- Table 12. One-way ANOVA for each factor across work experience
- Table 13. One-way ANOVA for each factor across father’s education
- Table 14. One-way ANOVA for each factor across mother’s education
- Table 15. Independent samples t-tests for the factors by reduction in standard of living
- Table 16. One-way ANOVA across students who kept expense records never/rarely/sometimes/regularly
- Table 17. Hypothesis testing
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