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This paper aims to analyse the effect of financial learning quality (FLQ) and parental socioeconomic status (SES) on the financial self-efficacy (FSE) of undergraduate Accounting students in Bali with students’ financial literacy (FL) serving a mediator.

This research used a quantitative design with ex post facto approach and path analysis technique. Research data were collected by administering a financial literacy test on, and questionnaires distributed to, the sample selected using a purposive random sampling technique. The research sample consisted of undergraduate Accounting students in Bali who were in their fourth or sixth semesters, numbering 518.

The research results show that financial learning quality and parental socioeconomic status directly influenced financial literacy. Financial learning quality and socioeconomic status did not have any direct influence on financial self-efficacy, but financial literacy directly affected financial self-efficacy. Additionally, the results also show that financial literacy was able to mediate learning quality’s and socioeconomic status’ relationships with financial self-efficacy.

The research results indicate that financial learning quality had a significant effect on financial literacy but lacked any direct influence on financial self-efficacy. This suggests that it is important to improve financial learning quality in not only cognitive aspect (knowledge) but also practical aspect, which will contribute to the improvement in students’ financial self-efficacy. In the future, research can be continued by finding other variables that are more dominant in influencing financial self efficacy. In addition, research and development approach can be done to find a learning model that can improve financial self-efficacy among accounting students.

Previous studies predominantly investigated the factors that affect financial literacy in students. There has been a small body of research that addresses financial self-efficacy, especially in Accounting students. Therefore, this research makes a contribution to the knowledge on factors that influence, either directly or indirectly, FSE in students with financial literacy serving as a mediator.

The intent of this study is to aggregate, in a measurable form, the results of previous studies on the association between personal financial management behavior (PFMB) and six psychological factors, which are financial attitude, financial self-efficacy, self-control, materialism, internal locus of control (LOC), and external LOC.

A stack of 32 research documents that investigated 52 relationships between various psychological variables and PFMB was analyzed using the meta-analysis technique. Along with the overall meta-analysis, a comprehensive subgroup analysis was also undertaken counseled to determine whether the results contrast on account of the age group of the sample and the economy of the country to which the sample belongs.

The overall meta-analysis findings do not support the association between PFMB and the various explanatory variables except for the significant positive association with self-control. In contrast, a subgroup study revealed that self-control (positively) and materialism (negatively) were found to be significantly associated with PFMB among adults. The association between internal LOC and PFMB is significant and positive among the young. Interestingly, self-control appeared to be significantly and positively associated with PFMB in developed countries. In developing countries, financial attitude, financial self-efficacy and internal LOC are significantly and positively associated with PFMB.

Distinct from other review papers, this meta-analysis quantitatively cumulates and reconciles the conflicting findings on the linkage between psychological predictors and PFMB. To the best of the authors' knowledge, this is the first meta-analysis on the topic.

Prior work expresses concern about young people's rising debt and lack of financial preparedness. This study focuses on how financial socialization and psychological characteristics affect the personal financial management behavior (PFMB) of young professionals in India. The authors examine both the direct effect of these factors and the indirect effects through financial literacy and aforementioned psychological characteristics as mediators.

The authors develop a conceptual framework based on the extant literature and empirically test its hypotheses employing partial least squares structural equation modelling (PLS-SEM).

Attitude towards money, financial self-efficacy, financial risk tolerance, financial socialization through parental direct teaching and peers, and media are all positively associated with young professionals' PFMB, whereas external locus of control and procrastination are negatively associated with their PFMB. Almost all psychological characteristics partially mediate the association between financial socialization and PFMB. Finally, financial literacy plays a partially mediating role in the association between procrastination and PFMB as well as between financial socialization and PFMB.

This study helps regulators and policymakers understand PFMB among young professionals. Interventions should build on the positive role of financial socialization, cultivating a good attitude towards money and financial self-efficacy, and reducing reliance on an external locus of control and procrastination. This study also helps policymakers and financial educators develop societally beneficial personal finance programs.

This research investigates social, psychological and cognitive characteristics in a comprehensive framework to further the authors’ understanding of the topic of PFMB.

This research aims to elucidate the complex relationships among internship learning performance, problem-solving efficacy, and their determinants by simultaneously examining a key variable that may moderate these relationships.

This study carried out its empirical examination by surveying graduate students at a prestigious university in Taiwan. The investigation selected two programs from the College of Management and another two from the College of Engineering within the university through a random sampling approach. The selection of research participants from the domains of management and engineering is well-suited to this study’s objectives, given the pronounced prevalence of internships in these fields. Of the 280 questionnaires, 234 usable questionnaires were finally collected for a response rate of 83.57%.

The findings of this study show that learning goal orientation and communication skill learning both represent critical motivations that directly dominate the growth of problem-solving efficacy to ultimately boost learning performance. At the same time, the positive moderation of learning climate suggests the learning climate as an accelerator for learning autonomy that boosts interns’ problem-solving efficacy more strongly.

This study presents an expansion of the social learning theory’s conventional focus on general self-efficacy beliefs by delving into the realm of internships as a unique research context to explore problem-solving efficacy as a distinct facet of self-efficacy. Within this context, the study integrates the mediating role of problem-solving efficacy into the learning dynamics of internships, where interns engage in both learning goal orientation and communication skill learning. By concentrating on the internship setting within the workplace, this study effectively bridges the domains of management education and vocational psychology, extending insights beyond the classroom to comprehensively grasp the impact of learning goal orientation and communication skill learning.

This study aims to determine the contribution effect of learning experience on the financial well-being of government retirees in North-Central Nigeria. Special emphasis was placed on the contribution effect of the elements of the learning experience.

This study used correlational and cross-sectional research designs based on a questionnaire survey of 376 retirees drawn from North-Central Nigeria. A confirmatory factor analysis was used to identify the factors of learning experience using the Analysis of Moments of Structures (AMOS) software, version 23. The contributory effect of the confirmed sub-domains of learning experience on the financial well-being of retirees was established using hierarchical regression.

Confirmatory factor analysis results confirmed that financial knowledge, financial planning and financial self-efficacy are factors of learning experience. Although the sub-domains of the learning experience are significant predictors of financial well-being, financial knowledge has a significant effect on financial well-being, followed by financial planning and financial self-efficacy. The sub-domains of learning experience collectively explain about 46.5% of the variance in the financial well-being of retirees in North-Central Nigeria.

Unlike most other documentation on financial well-being, which has focused on the general effect of the learning experience as a global variable, this study explores the role played by the three dimensions of learning experience and methodologically isolates the contribution of each dimension with respect to retirees in developing countries. As such, we uncover the reality that all the sub-domains of the learning experience are significant for the financial well-being of retirees in a developing country context, though in varying effects.

This article provides a systematic literature review on financial inclusion, offering a comprehensive overview of research publications. It also develops a conceptual framework to outline future research objectives, enhancing understanding and identifying key areas for further investigation.

The data extraction concentrates on facts and figures about financial inclusion from 2005 to 2024. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), the study reviews and synthesizes insights from 115 pertinent articles published in 77 high-ranked journals, indexed across three academic databases: Scopus, Web of Science (WoS) and the Australian Business Deans Council (ABDC).

Previous research on financial inclusion demonstrates that out of 115 articles, 50 were published between 2020 and 2024 and 43 between 2015 and 2019. This indicates the increasing trend of research on financial inclusion. Another interesting point is that researchers mostly use regression techniques to analyze the relationship between variables. Notably, reviewing the selected literature is valuable for researchers and practitioners interested in financial inclusion. It synthesizes the existing knowledge on the topic, identifies research gaps and suggests a conceptual framework to direct future studies.

This unique study contributes original value to the financial inclusion literature through a systematic literature review. By synthesizing existing knowledge and identifying research gaps, it presents a novel framework that offers new perspectives and highlights areas for future research, advancing the understanding of financial inclusion.

The purpose of this study is to examine the serial mediating mechanism between self-leadership and employee creativity through organizational commitment and work engagement. Drawing on the self-determination theory and broaden and build theory, this study investigates the indirect effect of self-leadership on employee creativity through organizational commitment and work engagement.

The relationships were investigated using PROCESS macro for SPSS. Data were collected from 324 employees working in the Indian automobile industry. Structural equation modelling was used to evaluate the model fit of the measurement model.

The results of the study revealed that self-leadership impacts employee creativity. Further, the findings showed that both organizational commitment and work engagement individually mediate the relationship between self-leadership and employee creativity. The key finding of this research was the partial serial mediation of organizational commitment and work engagement in the relationship between self-leadership and employee creativity.

This is one of the primary studies that examined the serial mediating effect of organizational commitment and work engagement in the relationship between self-leadership and employee creativity. This study contributes to the existing literature on self-leadership and employee creativity by evincing the mediating mechanism of organizational commitment and work engagement.