Causes and consequences of financial literacy: insights from the life course paradigm in the United States

Abstract

Purpose: The article provides explanations for the development of financial literacy and its role in promoting the person’s financial well-being over the course of his or her entire adult life. Design/methodology/approach: The research employs a recently developed conceptual framework that is based on the life course paradigm, which has been an important development in behavioral and social science in recent decades as a theoretical orientation for researching a wide range of phenomena. The study is based on a sample of 813 participants and was conducted in the United States. Findings: The findings provide explanations for the development and changes in financial knowledge and attitudes based on the person’s earlier-in-life experiences and anticipation of life-changing events and role transitions, and they underscore their importance in triggering mechanisms that shape patterns of financial-related thoughts and actions at later stages in life. Originality/value: The article offers life course explanations of financial literacy among age cohorts, making time and context relevant dimensions of theory and analysis.