金融//教//育 之謬論 (The Financial Education Fallacy)

By Lauren E. Willis. 2011

318 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/e251c62763604cf371089dbdcc9db915643c3f1e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. Oscar Stolper
2. Till Grüne-Yanoff
3. Ralph Hertwig
4. A. Walter
5. John Gathergood
6. Milo Bianchi
7. M. Kramer
8. Cass R. Sunstein

Citations in the corpus

• The Economic Importance of Financial Literacy: Theory and Evidence (2014, unknown): “43 See for instance Collins and O’Rourke (2010); Gale, Harris, and Levine (2012); Hastings, Madrian, and Skimmyhorn (2012); Hathaway and Khatiwada (2008); Lusardi and Mitchell (2007b); Lyons et al.”
• Financial Literacy, Financial Education, and Downstream Financial Behaviors (2014, background): “But several excellent recent literature reviews have drawn sharply different conclusions about the effects of financial literacy and financial education (Adams and Rau 2011; Collins and O’Rourke 2010; Hastings et al. 2013; Hira 2010; Thaler and Sunstein 2008; Willis 2009, 2011).”
• Financial education in schools: A meta-analysis of experimental studies (2020, methodology): “…from previous meta-analyses (Fernandes et al., 2014; Miller et al., 2015) as well as narrative reviews (Fox et al., 2005; Collins and O’Rourke, 2010; Willis, 2011; Xu and Zia, 2012; Hastings et al., 2013; Blue et al., 2014; Lusardi and Mitchell, 2014) we also screen the references of more recent…”
• When to consider boosting: some rules for policy-makers (2017, background): “Willis (2011) has argued that financial literacy education has, at best, limited success.”
• Nudging and Boosting: Steering or Empowering Good Decisions (2017, background): “This is an empirical question, and we hope that the debate on the effectiveness of financial education versus automatic enrollment (e.g., Fernandes, Lynch, & Netemeyer, 2014; Willis, 2011) will be extended to include potential (procedure-based) boosts.”
• FINANCIAL LITERACY, FINANCIAL EDUCATION AND ECONOMIC OUTCOMES (2012, unknown): “F or p er so na l u se o nl y. research demonstrates positive effects support other policy options (Willis 2008, 2009, 2011).”
• Financial Literacy, Confidence and Financial Advice Seeking (2016, background): “Willis (2011) indeed indicated that personal nance courses increase confidence more than justified.”
• Financial literacy, financial advice, and financial behavior (2017, background): “Accordingly, governments around the world have identified financial education as an intuitive remedy in order to help individuals mastering their personal financial affairs (Fernandes et al. 2014; Willis 2011).”
• Financial literacy and consumer credit portfolios (2013, background): “…might be that financial education programs or other public policy measures to improve individuals’ understanding of basic concepts in finance might yield benefits, existing studies offer mixed evidence on the effectiveness of financial education programmes (Willis, 2011; Fernandes et al., 2012).”
• Financial Literacy and Portfolio Dynamics (2016, result): “In this way, we believe that our results can inform the substantial policy debate on the e ects of nancial education (Greenspan (2002); Bernanke (2006); Schuchardt, Hanna, Hira, Lyons, Palmer and Xiao (2009); Willis (2011)).”
• Nudges that fail (2017, background): “Disclosure nudges, or educative nudges in general, may have far less impact than one might think in the abstract (Willis, 2011).”