Analysis of survey data collected from 6,520 students at a large Midwestern University affrmed that fnancial knowledge is a signifcant factor in the credit card decisions of college students but not entirely in expected ways. Results of a double hurdle analysis indicated that students with relatively higher levels of financial knowledge were not signifcantly different from students with relatively lower levels in terms of the probability of having a credit card balance. Contrary to expectations, those with higher levels of financial knowledge had signifcantly higher credit card balances. Overall, the present findings highlight the complex nature of the relationship between personal financial knowledge and credit card behavior.本文来自优.文~论^文·网原文请找腾讯32,49114
Key Words: college students, credit card use, personal financial knowledge
Introduction 小组工作在新生入学教育活动设计中的运用
In the late 1980s, credit card companies began targeting college students in an effort to expand market share. Students were encouraged to become credit card customers
through direct mail promotions, on- and off-campus advertising, and on-campus recruitment (O’Connell, 1994; Susswein, 1995). A number of researchers have documented the subsequent rapid expansion of credit card ownership and use on college campuses from the late 1980s through the 1990s (Kara, Kaynak, & Kucukemiroglu, 1994; Nellie Mae, 2002; Manning & Kirshak, 2005). In 1990, slightly over half (54%) of all undergraduate students held at least one credit card. By 2001, over three-quarters (83%) of all undergraduate students had one or more credit cards (Nellie Mae, 2002). These fundamental changes in how and to whom credit cards are marketed have resulted in credit cards becoming a way of life for today’s college student (Lyons, 2004; Manning & Kirshak, 2005).
As the percentage of college students with credit cards grew, the concern that credit card companies were taking unfair advantage of a vulnerable population also increased.In essence, the credit market among college students was considered imperfectly competitive. The signed credit contract was not seen as an agreement between equals. Rather, credit card companies were viewed as enticing in-experienced and unsuspecting students to sign agreements that they did not fully understand, placing them at risk of overspending and developing fnancial diffculties. As a result, concerned groups encouraged university and college campuses to limit the access that credit card vendors had to their student population (Brobeck, 1992; Davies & Lea, 1995).2407