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The purpose of this study is to measure financial inclusion (FI) and to examine the role of digital financial literacy (DFL) and its components, and various socio-demographics in relation to FI. In addition, the mediating effect of digital financial attitudes (DFA) on the relationship between digital financial knowledge (DFK) and digital financial behaviour (DFB), as well mediating effect of DFA and DFB on the relationship between DFK and FI, is being explored.

Using a cross-sectional research design, we utilize a dataset from the survey of adults’ financial literacy in Bosnia and Herzegovina, collected from the representative sample of 1,096 adults in 2022. The main methodology relies on logistic and ordinal logistic regression analyses and PROCESS for mediation analyses.

The findings suggest that the effect of DFK on DFB is partially mediated by DFA. In addition, the effect of DFK on FI is fully mediated through three pathways: DFA, DFB, and DFA and DFB in serial mediation. Age, education, employment status and residence are significantly related to FI. Internet access is significant only for FI scores but not for adults’ banking status. Although women are almost twice as unbanked as men, we find no gender-based differences in financial product holdings, FI or adults’ banking status.

There is a need to enhance DFK and DFA to enable adults to use financial products. Financial institutions could use our results in designing and promoting their services.

Policy implications are seen in the need for developing national strategies for financial education, with an emphasis on strengthening DFL, especially DFK and DFA, which will enhance the formal FI of adults. Also, governments should work on expanding Internet access.

The results make a contribution to the theory of planned behaviour. They contribute to the limited empirical evidence of the mediating role of DFA in relationship to DFB, as well as the mediating role of DFA and DFB in relationship to FI.

This scoping review mapped the extant literature on parents with a justice-involved youth and their attitudes and perceptions toward police. The study aimed to explore two research questions: (1) How do perceptions between parent and youth correspond? and (2) What factors affect the parental perception of police?

A total of 14 studies were identified and analyzed. The review focused on understanding the relationship between parental and youth perceptions of police, as well as identifying factors that influence parental attitudes.

In short, parents’ perception of police strongly corresponds to that of youths’ perception of police and parents with negative views of the police significantly impact how their children perceive law enforcement. Parental perceptions were found to be influenced by demographic, interpersonal and contextual factors. Notably, police officers’ communicative skills, transparency and ability to interact with parents of justice-involved youth without stigmatizing them were critical in shaping positive perceptions.

The findings are based on a geographically limited number of studies. Future research should further explore these dynamics in different sociocultural contexts and expand the sample size for broader conclusions.

The study underscores the importance of police officers developing strong communication skills and engaging with parents in a manner that avoids stigmatization. Improved interactions between law enforcement and families are essential for supporting justice-involved youth.

This review highlights the role of parental attitudes in shaping youth perceptions of law enforcement that may inform police training aimed at fostering cooperation with families.