Discussion and Implications
It appears that Henry et al. (2001) were correct in warning that "university students are vulnerable to financial crisis" (p. 246). Compared to reports by Churaman (1988), today's college students are not exhibiting improved credit knowledge or improved credit card practices. About one-half of the students paid their credit balances in full each month, but one would have expected an improvement in this and other behaviors in the decade since Churaman reported her findings.
This study also found that ethnic background, parent's credit card use when students were young, credit card ownership, academic level, money ethic, and locus of control were significant factors associated with students' attitude toward credit. Findings from this study partially support research conducted by Xiao et al. (1995) who found that gender, academic major, living arrangement, number of credit cards owned, number of all cards owned, time of using credit cards, and consignment status were significantly related to credit attitudes. However, in the current study gender, academic major, and living arrangement were not significant factors affecting credit attitudes.
This study expands the working body of knowledge regarding college students' use and attitudes about credit cards by incorporating background factors, such as parent's use of credit and psychological factors such as money ethic and locus of control as determinants of credit attitudes. The fact that students' behavior and attitudes are influenced by their role model (i.e., parents, peers, or teachers) and previous experience is not surprising. However, this is an issue worth future consideration. It appears, based on the findings of this study, that a student's attitude toward credit is highly dependent upon socialization. Exposure to credit usage, either positive or negative, appears to influence one's attitude towards credit. Take, for example, parents' use of credit. Those students who witnessed positive credit behaviors tended to have more positive attitudes towards credit, while students who saw parental mismanagement of credit tended to be disinclined towards credit use.
This leads to a possible intervening counseling and education strategy for use by college and university administrators and financial 本文来自^优%文~论*文&网原文请找腾讯3249.114 factors (e.g., parental use of credit, cohort use of credit, and exposure to credit based on demographic factors) and money ethics and locus of control issues may point to tools and techniques that can be used to improve the credit wellness of college students. It is highly recommended that future research, therefore, take into account the background variables of respondents.
Students should, as Ruth (1995) suggested, be presented with the necessary knowledge and information to be more responsible for their behaviors with regard to credit card use. Since a number of students in this study obtained their first credit card as early as age 15, credit use information should be presented early in the college career of students, perhaps beginning with new student orientations. There has been a great deal of attention given to the role of universities and colleges in promoting complacent attitudes toward debt as well as the need for effective financial literacy and credit education programs (Manning, 2000). As suggested in this research, credit education may be that important component in college curriculums that will lead to improved credit behaviors and improved financial knowledge.
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