Data (N = 781) were collected via an online survey conducted at a large state university in the southwestern United States. Theoretical and applied implications are provided.ĪB - The purpose of this study is to describe and test a conceptual model of the potential antecedents and consequences of financial well-being in young adulthood. These financial domains, along with parental normative expectations and young adults' perceived behavioral control, were related to their financial well-being, which was in turn related to academic success and overall life satisfaction, as well as psychological and physical health. Our results suggest that self-actualizing personal values, financial education at home, and formal financial education at school may play important anticipatory socialization roles in the ways that young adults acquire knowledge about financial matters and form attitudes and behavioral intentions based on that knowledge.
N2 - The purpose of this study is to describe and test a conceptual model of the potential antecedents and consequences of financial well-being in young adulthood.
The authors also would like to acknowledge the cooperation from the University of Arizona Office of the Student Financial Aid for assisting with online survey data collection. This study has been funded by the Take Charge America Institute for Consumer Financial Education and Research at the University of Arizona. T2 - A conceptual model of financial well-being for young adults
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