Journal of Consumer Affairs - 2010 - REMUND - Financial Literacy Explicated The Case For A Clearer Definition in An

17456606, 2010, 2, Downloaded from https://onlinelibrary.wiley.com/doi/10.1111/j.1745-6606.2010.01169.x by Cochrane Malaysia, Wiley Online Library on [03/12/2022].
See the Terms and Conditions (https://onlinelibrary.wiley.com/terms-and-conditions) on Wiley Online Library for rules of use; OA articles are governed by the applicable Creative Commons License
276 THE JOURNAL OF CONSUMER AFFAIRS
DAVID L. REMUND
Financial Literacy Explicated: The Case for a Clearer
Definition in an Increasingly Complex Economy
This study explicates the concept of financial literacy, which has
blossomed in use this century. Scholars, policy officials, financial
experts and consumer advocates have used the phrase loosely to
describe the knowledge, skills, confidence and motivation necessary
to effectively manage money. As a result, financial literacy has
varying conceptual definitions in existing research, as well as diverse
operational definitions and values. This study dissects the differing
financial literacy definitions and measures, urging researchers toward
common ground. A clearer definition should improve future research,
in turn helping consumers better understand and adapt to changing
life events and an increasingly complex economy.
If American consumers learned anything from the financial crisis that

began in 2008, it was the importance of managing money. When the
economy was booming, the personal savings rate in the United States
dipped below 0% and did not climb above 0% until 2008 and the onset of
the financial crisis (U.S. Department of Commerce, Bureau of Economic
Analysis 2008). Although saving is only one aspect of managing money,
it is important, given the volatility of the modern economic climate and
related factors that are often beyond an individual’s control (Perry and
Morris 2005).
Government officials and consumer advocates noticed warning signs
such as the depressed savings rate and took action to help consumers
understand and adapt to changing life events and an increasingly complex
economy. In 2006, the United States launched a first ever national
strategy to improve financial literacy (U.S. Department of the Treasury,
Office of Financial Education 2006). Unfortunately, the national strat-
egy began without a clear definition of financial literacy or how it can
be consistently measured. A conceptual definition of financial literacy
was not adopted and added to the National Strategy for Financial Lit-
eracy until 2009; an operational definition in the form of consistent
measurement criteria has yet to be added (President’s Advisory Council
David L. Remund ([email protected]) is a Roy H. Park Fellow in the School of Journalism and
Mass Communication at the University of North Carolina at Chapel Hill.
The Journal of Consumer Affairs, Vol. 44, No. 2, 2010

ISSN 0022-0078
Copyright 2010 by The American Council on Consumer Interests
17456606, 2010, 2, Downloaded from https://onlinelibrary.wiley.com/doi/10.1111/j.1745-6606.2010.01169.x by Cochrane Malaysia, Wiley Online Library on [03/12/2022]. See the Terms and Conditions (https://onlinelibrary.wiley.com/terms-and-conditions) on Wiley Online Library for rules of use; OA articles are governed by the applicable Creative Commons License
SUMMER 2010 VOLUME 44, NUMBER 2 277
on Financial Literacy 2009). Individuals and organizations doing basic,

applied and program evaluation research had used—and, in some cases,
continue to use—their own definitions and measures of financial liter-
acy. This confusion slows progress and hinders the ability to design
meaningful and effective consumer education programs.
The purpose of this study was to explicate the concept of financial
literacy by analyzing the many ways in which it has been interpreted
and measured in research since 2000, the start of the decade in which the
push for greater education and empowerment began taking solid root. The
study sought to identify existing conceptual and operational definitions of
financial literacy, compare and contrast these definitions with the one the
U.S. government adopted and articulate rationale for widespread adoption
and use of a clear, consistent definition in research and curriculum plan-
ning. Ultimately, this study is a rally cry toward common ground for
all who work to address financial literacy concerns in America, with the
ultimate goal of improving consumers’ self-efficacy relative to personal
finance.
Helping consumers is at the heart of this rally cry. Given the increas-
ing complexity and variety of financial products and services available,
managing money can be difficult, particularly for the young or those at
economic disadvantage (Consumer Bankers Association 2003; National
Endowment for Financial Education 2006). However, money-related
struggles do not necessarily disappear as consumers move through adult-
hood; they often evolve or change (Employee Benefit Research Institute
2008).
Is financial literacy the right phrase, though, to describe what a
consumer needs to effectively adapt to changing needs, life events
and economic forces? The question is moot. The President’s Advisory
Council on Financial Literacy is defined by the phrase financial lit-
eracy, as is the Financial Literacy and Education Commission, which
shepherds the Taking Ownership National Strategy for Financial Literacy.
In addition, the Jump$tart Coalition® for Personal Financial Literacy
carries this phrase in its name and mission. All told, these leading bodies
represent more than one hundred of the most influential government agen-
cies and consumer organizations in the nation, ranging from the AARP
Foundation to the U.S. Department of the Treasury (Jump$tart Coalition
for Personal Financial Literacy 2008; U.S. Department of the Treasury
2006). These organizations have demonstrated clear commitment to the
concept of financial literacy, and as of 2009 have moved to a common
definition of the term, examined later in this study. It is time for the
research community to reach common ground with these advocates.
BACKGROUND
Consumer behavior, public policy, sociology and mass communi-

cation scholars may not agree on how to best define the concept of
financial literacy, but they are quick to identify reasons people strug-
gle to manage money. Generally, these arguments fall into three broad
categories: banking deregulation and an increasingly complex global
economy (Anthes 2004; Kozup and Hogarth 2008; Leicht and Fitzgerald
2007), the demise of financial education in secondary schools (Anthes
2004; Edwards, Allen, and Hayhoe 2007; Emmons 2005; Fox, Bartholo-
mae, and Lee 2005) and a pervasive culture of instant gratification stoked
by aggressive consumer marketing and a proliferation of readily avail-
able credit (Anthes 2004; Kozup and Hogarth 2008; Leicht and Fitzgerald
2007).
Although researchers cite many reasons for low levels of financial
knowledge and self-efficacy, they have not reached a compelling consen-
sus on what financial literacy is or how to measure the degree to which
one is, or is becoming, financially literate. Until the research community
embraces a common foundation, the value of empirical studies and
education programs will remain compromised.
METHOD
This concept explication drew upon research studies, expert insights

and intervention programs made public since 2000 when the U.S.
government included the phrase in naming the Financial Literacy and
Education Commission (U.S. Government Accountability Office 2006).
The study focused upon definitions of financial literacy in the United
States yet incorporated related international perspectives, as appropriate.1
In all, more than one hundred resources were examined, including
academic and professional journal articles; government and industry
resource materials; association Web sites and other research and program
materials. The study is not meant to be an exhaustive review of all
research ever conducted about financial literacy, but rather an evaluation
and analysis of a representative mix of studies over the past decade.
1. Australia, Canada and the United Kingdom use conceptual definitions of financial literacy
similar to the definition in the United States (Financial Literacy Foundation 2008; Financial Services
Authority 2008; Task Force on Financial Literacy 2009). The conceptual definition of financial
literacy introduced by Canada is perhaps the most comprehensive and clearly stated: “Financial
literacy means having the knowledge, skills and confidence to make responsible financial decisions”
(Task Force on Financial Literacy 2009).
The literature review is organized into two sections: (1) conceptual

definitions and (2) operational definitions. Conceptual definitions explain
abstract concepts in concrete terms. Operational definitions convert these
concrete terms into measurable criteria. Both definitions are particu-
larly important because of criticism that the Taking Ownership National
Strategy for Financial Literacy provides broad direction without specific,
tangible measures and goals (U.S. Government Accountability Office
2006). This study seeks to close the gap between the inspirational spirit of
the Taking Ownership strategy and the nuts-and-bolts reality of ongoing
research and program development.
Following the literature review, the article draws conclusions regarding
the importance of a singular conceptual definition of financial literacy
and consistent measurement methods for that concept. It ends with a
challenge to researchers.
LITERATURE ON FINANCIAL LITERACY

Conceptual Definitions
The conceptual definitions of financial literacy have grown as complex
as the economy. Scholars and financial experts have long disagreed on
how to define the concept.
By the most basic definition, financial literacy relates to a person’s
competency for managing money. The concept has not always been
described as financial literacy, but the idea dates to the early 1900s
and the advent of consumer education research and initiatives in the
United States (Jelley 1958). Financial literacy is typically measured at
the individual level and then aggregated by groups, such as high school
students or low-income adults, to provide a macroview.
Based upon a review of research studies since 2000, the many
conceptual definitions of financial literacy fall into five categories:
(1) knowledge of financial concepts, (2) ability to communicate about
financial concepts, (3) aptitude in managing personal finances, (4) skill
in making appropriate financial decisions and (5) confidence in planning
effectively for future financial needs.
Category 1: Knowledge of Financial Concepts

Knowledge is the most obvious—and most common—component
of the many conceptual definitions of financial literacy. To effectively
manage money, one must first know something about money. Scholars
validate the importance of knowledge by referencing how knowledge
can improve one’s financial well-being (Braunstein and Welch 2002;

Vitt et al. 2000).
Still, some couch the need for knowledge in specific ways, such as
understanding “the basic tenets of sound financial health and responsi-
bility” (National Foundation for Credit Counseling 2008). The United
States’ initial documentation for the National Strategy for Financial Lit-
eracy highlights a need for “. . . the information, knowledge, and skills
to evaluate options and identify those that best suit (a person’s) needs
and circumstances” (U.S. Department of Treasury 2006: Foreword Part
1, p. V). All of these explanations are so vague that they offer little help
in framing future research.
Category 2: Ability to Communicate about Financial Concepts

Fox, Bartholomae, and Lee (2005) are among the several scholars who
twist the knowledge-based definition of financial literacy a bit. Rather
than focusing solely on how much information an individual has, they
define financial literacy as “crucial to effective consumer decision mak-
ing” (Fox, Bartholomae, and Lee 2005, p. 195). This presents financial
literacy as a broader application of knowledge.
Category 3: Aptitude in Managing Personal Finances

Many conceptual definitions of financial literacy include some mention
of an ability or aptitude for managing personal finances. These references
are as brief as Americans having “managed their finances poorly” due to
poor financial literacy (Chen and Volpe 2002, p. 289) or as detailed as:
. . . ability to keep track of cash resources and payment obligations, knowledge of
how to open an account for saving and how to apply for a loan, basic understanding
of health and life insurance, ability to compare competing offers, and plan for future
financial needs (Emmons 2005, p. 336).
Lengthier definitions, such as the one used by Emmons (2005), tend

to elaborate upon specific attributes of financial literacy or even, in some
cases, possible ways to operationally measure financial literacy. The
salient point is that literacy is more than simply a measure of knowledge.
Literacy reflects one’s ability to perform a host of tasks related to money,
including but not limited to earning, protecting and spending that money.
Category 4: Skill in Making Appropriate Financial Decisions

Decision-making skills factor heavily into most definitions of financial
literacy. Literacy cannot be assessed unless it is tested, and making deci-
sions is the very heart of money management. Scholars and other experts
describe decision making in several ways: “successful financial deci-

sion making” (Jump$tart Coalition for Personal Financial Literacy 2008),
“knowledge needed to make informed decisions” (Rhine and Toussaint-
Comeau 2002, p. 13) and “make smart choices” (Financial Fitness for
Life 2008) are a few examples.
Financial decisions are greatly influenced by the constant tug between
a proliferation of goods and services in the marketplace and a per-
son’s limited resources to acquire such goods and services. The National
Endowment for Financial Education (2006) illustrates this concept well
in its definition of financial literacy:
(Financial literacy programs) work to improve the development, acquisition,
maintenance, and conservation of scarce resources that allow families and
individuals, as they interact with the world around them, to better their levels
of living.
Several scholars frame the financially literate as people who “success-

fully manage debt” while making financial decisions that reflect their
personal values (Stone, Wier, and Bryant 2008, p. 12). This example
brings ethics and integrity into the conceptual definition. One pair of
scholars is slightly more pragmatic: “a set of critical thinking skills to
weigh and assess the pros and cons of a particular decision relative to
one’s own needs, values, and goals” (Kozup and Hogarth 2008, p. 131).
In these cases, decision-making skill is seen as a core competency when
it comes to financial literacy.
Category 5: Confidence to Plan Effectively for Future Financial Needs

Not all scholars integrate confidence in financial planning into the
financial literacy equation. When they do, the language is clear and
consistent such as “understanding about investing and financial planning”
(Koenig 2007, p. 44).
A notable exception is from Wi$eUp, a financial literacy program
targeted by the U.S. Department of Labor toward Generation X and Y
women (Wi$eUp 2008). Wi$eUp notes that financial literacy involves the
development of “responsible saving habits for future retirement.” It is the
only instance in which planning is explicitly presented as a habit to be
developed and adopted. Other programs and scholars simply imply that
planning will stem from improved literacy or discredit that planning—in
and of itself—is a skill inherent to financial literacy.
A suitable alternative is the view that confidence in planning is to long-
term financial management as decision-making skills are to short-term
financial management. Indeed, one can plan without making immediate
decisions, just as one can make immediate decisions without planning.

Yet, both skills need to be developed.
Other Dimensions Evident in Existing Conceptual Definitions
Beyond the five categories already identified and articulated, several

scholars and programs attempt to stretch the conceptual definition of
financial literacy more broadly to include other dimensions. For example,
the Financial Fitness for Life (2008) program’s conceptual definition
of financial literacy strives to embrace global understanding. Lusardi
and Mitchell (2007) allude to a worldview. In contrast, Hira and Loibl
(2005) explain the impact of employer-provided financial education on
a smaller, more private world—the individual’s sense of workplace
satisfaction.
The National Strategy for Financial Literacy (U.S. Department of
Treasury 2006) and the Comptroller of the Currency (2008) present finan-
cial literacy as a proactive measure of defense against fraud. In a similar
vein, other scholars reference the risky nature of the credit culture when
defining financial literacy. Stone, Wier, and Bryant (2008, p. 12) define
financial literacy, in part, as “basic financial knowledge about how to suc-
cessfully manage debt.” Gross, Ingham, and Matasar (2005, p. 12) follow
a similar path: “basic information needed to function in our credit-based
economy.”
It is worth noting that several scholars who have published recent
studies about financial literacy have not explicitly defined the concept
(Chen and Volpe 2002; Meier and Sprenger 2007; Morton 2005; Servon
and Kaestner 2008). This further confirms the need for a synthesized
definition.
Root Meaning
A worthy exercise is to view the conceptual definition of literacy from

outside the arena of financial services. In America, for example, literacy
comes in many forms—i.e., political, media, environmental, cultural and
financial. These could be viewed as civic responsibilities or simply the
knowledge and skills necessary to meet the demands of living in a
democratic society.
The most familiar use of the word literacy is in relation to reading. The
national reading literacy organizations rely upon operational definitions
to explain what literacy is:
An individual’s ability to read, write and speak in English, compute and solve
problems at levels of proficiency necessary to function on the job, in the family of
the individual and in society (National Institute for Literacy 2008).
An ability to read want ads, fill out job application forms, read maps or read story
books to children (American Literacy Council 2008).
These definitions of everyday literacy are functionally focused and spe-

cific. Literacy, in its most basic sense then, is the ability to read, write
and speak. Examining the root meaning of literacy offers a reminder that
communication skills play a role in financial literacy. Still, higher-order
competencies, such as being able to calculate numbers and understand
basic economic concepts, are also necessary to become financially liter-
ate. Learning to manage money, then, involves a more complicated path
and goal than learning to simply read, write and speak.
Both of the reading literacy organizations lean heavily upon the word
ability in their definitions. This is consistent with the findings of several
researchers who have identified the importance of qualities such as self-
efficacy and confidence in developing financial literacy (Chen and Volpe
2002; Danes and Haberman 2004; Emmons 2005).
Nominal Definitions
Confounding the goal of a common definition of financial literacy
is the variance in nominal definition, or the many different names and
phrases used to describe financial literacy. The alternatives in contem-
porary scholarly and financial industry research include empowerment
(Jekwa 2007), responsibilization (Williams 2007), financial capability
(Johnson and Sherraden 2007; Stone, Wier and Bryant 2008), credit lit-
eracy (Lyons, Rachlis, and Scherpf 2007), financial knowledge (Howlett,
Kees, and Kemp 2008; Stone, Wier, and Bryant 2008; U.S. Department
of Treasury 2006) and economic literacy (Vitt et al. 2000).
Financial capability has recently been introduced as the next possible
iteration of the financial literacy concept. A few scholars have argued
that knowledge is of little value without ability or skills. Johnson and
Sherraden (2007, p. 122) provide an eloquent and effective definition of
financial capability: “Participation in economic life should maximize life
chances and enable people to lead fulfilling lives; this requires knowl-
edge and competences, ability to act on that knowledge, and opportunity
to act.” Making the case that people also need the opportunity to put
their knowledge and skills to the test hints at social equality and requires
more than an individual can achieve on one’s own.
The most intriguing of the alternative names offered for the phrase
financial literacy include empowerment (Jekwa 2007), used in develop-
ing African nations, and responsibilization, used in Europe to describe
“a form of regulation by which the state holds individuals accountable
for aspects of market governance and social security that it used to pro-
vide” (Williams 2007, p. 227). The U.S. National Strategy for Financial
Literacy does not explicitly address responsibility, but it does speak to
empowerment: “Financial literacy can empower consumers to be better
shoppers, allowing them to obtain goods and services at lower cost. This
optimizes their household budgets, providing more opportunity to con-
sume and save or invest” (U.S. Department of Treasury 2006: Foreword
Part 1, p. V).
None of the alternative names seems an appropriate substitute for
financial literacy, especially given the scope of most financial lit-
eracy programs. Empowerment, economic understanding and other
such terms allude to deeper outcomes that would be difficult, if not
impossible, to achieve through traditional training and communication
programs.
Recommended Conceptual Definition
The previous review sheds light on the need for a more consistent
conceptual definition of financial literacy. The following synthesized def-
inition draws upon the key concepts identified thus far in this study:
Financial literacy is a measure of the degree to which one understands key financial
concepts and possesses the ability and confidence to manage personal finances
through appropriate, short-term decision-making and sound, long-range financial
planning, while mindful of life events and changing economic conditions.
In short, knowledge drives aptitude, which in turn influences how one

manages money. Knowledge is worthless without applied experience, and
research has shown that experience forms the bridge between knowledge
and aptitude (Hilgert and Hogarth 2002). All of these interrelated fac-
tors are at play within the framework of one’s life events and broader
economic conditions. Collectively, these dimensions drawn from existing
research studies create a holistic picture of what financial literacy truly
is, conceptually speaking.
How does this conceptual definition of financial literacy compare with
the one introduced by the Jump$tart Coalition for Personal Financial
Literacy and embraced by the United States government? That definition
reads:
Financial literacy is the ability to use knowledge and skills to manage financial
resources effectively for a lifetime of financial well-being.
This definition stresses the importance of ability, and it speaks to

knowledge, skills and life changes. However, the definition used by
Jump$tart and federal officials falls short on several points. First, it
does not explicitly state that financial literacy is a measure. How can
researchers and educators work toward greater literacy without measur-
ing it and reexamining that measure across various populations and over
periods of time? Second, the existing definition does not explicitly state
the key financial concepts a person needs to understand to be consid-
ered financially literate. How can researchers and educators agree on
what to study and teach if a clear road map is not provided? The next
section of this study will address the key concepts of financial literacy
and how to measure them. Finally, the existing definition does not stress
the importance of decision making and planning, nor the influence of an
increasingly complex and volatile economy.
These shortcomings would impede the purpose of the remainder of this
study, which is to translate the abstract conceptual definition of financial
literacy into measurable criteria. For that reason, the next section of this
study draws upon the alternative definition developed in the first section
of this study, rather than the more abbreviated definition developed by
Jump$tart and adopted by the U.S. government.
Operational Definitions
An operational definition clearly explains how to take an abstract

concept—such as financial literacy—and measure it in tangible ways.
The National Strategy for Financial Literacy, which has embraced a
conceptual definition, still lacks an operational definition. This gap
makes it difficult to compare financial literacy across and within various
subpopulations.
Many research studies and outreach programs do not provide an in-
depth operational analysis of the financial literacy concept. Conclusions
might simply be drawn from socioeconomic data, such as household
income, spending habits or a person’s debt–asset ratio, or from demon-
strated behaviors, such as homeownership or savings toward retirement.
The former fails to analyze the individual’s financial literacy or per-
ceived sense of financial literacy; the latter does not consider exten-
uating factors such as health, dependents and other life events and
circumstances.
Researchers need a more consistent and explicit way to operationally

define and measure financial literacy. The detailed conceptual definition
of financial literacy developed in the first part of this study is used as
a framework to analyze how researchers have tried to operationalize,
or measure, financial literacy. The analysis draws from literature already
cited in this study, along with additional research reports that discuss how
to measure financial literacy without ever actually defining the concept.
Operationalization in Previous Studies

Surveys and polls seem to be the preferred method among American
researchers to measure financial literacy. Although a few researchers have
used custom-designed instruments (Chen and Volpe 2002; Lusardi and
Mitchell 2007), most rely upon one of a handful of national benchmark
surveys, including:
• Jump$tart Coalition for Personal Financial Literacy (beginning
in 1997): Annual survey of high school seniors, representative
of the national population: thirty-three multiple-choice questions
(Braunstein and Welch 2002; Fox, Bartholomae, and Lee 2005;
Norvilitis et al. 2006).
• University of Michigan (2001): Survey of consumers aged 18
and above, representative of the national population: twenty-eight
true/false questions (Braunstein and Welch 2002; Emmons 2005;
Hilgert and Hogarth 2002; Lusardi and Mitchell 2007).
Although not referenced as often in scholarly literature, a few other
surveys deserve mention:
• National Foundation for Credit Counseling and MSN Money (2008):
Survey of consumers aged 18 and above: twenty-seven questions
(National Foundation for Credit Counseling 2008).
• USA Today/National Endowment for Financial Education (2006):
Telephone poll of American adults, representative of young adults
aged 22–29 nationwide: thirty questions (National Endowment for
Financial Education 2006).
• National Council on Economic Education (2005): Survey of high
school students and adults representative of national population:
twenty-four questions (Lusardi and Mitchell 2007).
• Retirement Confidence Survey® (1996): Comprehensive study of
the attitudes and behavior of American workers and retirees. Ran-
dom, nationally representative survey of 1,000 individuals aged 25
and above, conducted annually.
• Test of Economic Literacy (1978–present): Closest equivalent to

a standardized worldwide measure of financial literacy: forty-six
multiple-choice questions (Williams 2007).
The U.S. government’s Taking Ownership National Strategy for
Financial Literacy references surveys conducted separately by North
Carolina State University, Federal Deposit Insurance Corporation, U.S.
Department of Agriculture and the National Bureau of Economic
Research. However, although the publicly released documentation about
the strategy mentions the surveys, it provides no operational measures
(U.S. Department of Treasury 2006). Further, comparing scores across
surveys would be meaningless because the constructs and evaluation
criteria have not been disclosed.
A few studies have used pre- and posttest evaluations to assess
financial literacy. A law school, for example, piloted a two-day, pass–fail
financial education workshop for its students, with pre- and posttest
surveys containing fifty-eight custom-designed, forced-choice questions
about various financial topics (Gross, Ingham, and Matasar 2005).
In another study, researchers created a simulated 401(k) plan enroll-
ment meeting, complete with stimulus materials about the hypothetical
401(k) plan and investment options. A posttest evaluated participants’
desire to enroll in the plan, the percent of salary they would like
to defer and other plan-related decisions (Howlett, Kees, and Kemp
2008). The operational variable was the percentage indicating an under-
standing of a certain financial concept, or a stated intent to make
a decision or behave in a certain way because of the hypothetical
meeting.
A study conducted within a medium security correctional facility
provides a strong example of how existing financial literacy assessment
methods could be applied consistently in future research. In this particu-
lar study, seventeen inmates voluntarily chose to participate in a financial
literacy class and related research study. The inmates ranged in age from
20 to 61. Researchers used a modified version of the Jump$tart test.
The average level of financial literacy, as measured by correct answers,
increased from 66% to 74%, based on pre- and posttest evaluations
(Koenig 2007). The largest score increases were in understanding credit
cards, insurance and retirement, presumably all financial matters that are
not commonly discussed within the prison walls. This study indicated
that it is possible to use an existing survey tool, in combination with
controlled exposure to educational messages or lessons, to gauge the
effect of a financial literacy initiative.
Categories of Operational Definitions

Arriving at operational definitions of financial literacy required a reex-
amination of the studies containing conceptual definitions, as well as
additional studies that did not include conceptual definitions. In fact, few
studies since 2000 have both conceptual and operational definitions of
financial literacy.
Based upon this secondary review, the operational definitions of
financial literacy most commonly used in contemporary research fell
within four categories—budgeting, saving, borrowing and investing—all
of which are behavior or ability based (Chen and Volpe 2002; Financial
Fitness for Life 2008; Jump$tart Coalition for Personal Financial Liter-
acy 2008; National Endowment for Financial Education 2006; National
Foundation for Credit Counseling 2008; U.S. Department of Treasury
2006). Other dimensions that do not fall cleanly into the four cate-
gories include understanding and buying insurance (Chen and Volpe
2002; Morton 2005; Wi$eUp 2008); recognizing and avoiding abusive
lending programs (National Foundation for Credit Counseling 2008) and
homeownership counseling (National Endowment for Financial Educa-
tion 2006; National Foundation for Credit Counseling 2008). A case
could be made to identify other concepts such as asset transfer as pillars
of how to evaluate and assess financial literacy (Hira and Schuchardt
2008). As with earlier examples, semantics come into play. Managing
risk is an essential element of borrowing and investing, and estate plan-
ning and asset transfer can, to some degree, be integrated with saving and
investing practices. The experts should refine, expand or collapse the key
concepts of financial literacy, as appropriate. That point is stressed in the
conclusion to this study. To provide a common starting point, though, the
four categories of operational definition identified thus far—budgeting,
saving, borrowing and investing—serve an effective purpose.
Operational Variables
Indeed, the four most common categories of operational definitions
could appropriately serve as the framework for operational variables in
future research. Converting these broad variables to specific, measurable
criteria might involve integrating an equal number of questions about
the four subtopics to paint a robust picture of one’s financial literacy.
Or, operationalization could involve a study or survey focusing on just
one aspect of financial literacy, with concurrent or subsequent studies or
surveys to test other variables. Indeed, to be financially literate requires
knowledge, skills, motivation and confidence in more than just one area
of personal finance and money management. Researchers and educators

must not lose sight of this fact.
Scholarly researchers have, in some cases, already operationalized
financial literacy variables to focus on one subtopic. For example, Lusardi
and Mitchell (2007) developed a health and retirement survey for early
baby boomers. They surveyed 1,700 adults ranging from age 51 to 56
on financial matters specific to health and retirement but covering the
subtopics of budgeting, saving, borrowing and investing. Studies such as
these that look at specific subtopics or variables could then be aggregated
to create a composite measure of financial literacy.
Indeed, the operational definitions of budgeting, saving, borrowing and
investing should be used as operational variables. They move beyond
trying to assess broad knowledge or awareness of financial matters to
evaluating aptitude in managing specific aspects of personal finance.
These operational measures also help researchers understand the dynam-
ics of aptitude, which may include short-term decision making, long-
range planning, understanding the financial implication of life events
and making sense of the possible financial impact of economic condi-
tions beyond one’s control. These important facets were incorporated into
the recommended conceptual definition of financial literacy provided in
the first section of this literature review.
Operational Values
More clearly defined operational values should help financial literacy

research and programming move forward more efficiently and effectively.
The existing surveys described earlier in this study targeted a mix of high
school students and adults, using myriad constructs. Composite scores for
student surveys range from 48% of answers (Jump$tart) to 52% (National
Endowment for Financial Education) correct. For adults, the range is
much broader, from as low as 53% of answers (National Council on
Economic Education) to 81% (University of Michigan) correct. Com-
paratively, then, the average score for students—48% to 52%—is much
narrower than what is known for adults—53% to 81%. Researchers must
use common operational values and similar constructs so that comparing
scores from study to study has meaning and significance.
Even less clear than the measurement of a person’s overall financial
literacy is the average impact on financial literacy created by the introduc-
tion of an independent variable such as a training workshop or commu-
nications campaign. A 2005 experimental study using pre- and posttest
evaluation showed a spike in financial literacy among students of more
than 20%, jumping from 66.5% pretest to 86.8% posttest (Gross, Ingham,
and Matasar 2005). Conversely, a similar experiment with a controlled
adult group—specifically, inmates in a correctional facility—showed a
much more modest 8% increase (Koenig 2007).
The pre- and posttest use of the Jump$tart survey among the con-
trolled study of inmates is likely the most clear indication of the strength
of correlation between outreach and improvement. Inmates have mini-
mal external influences, which should theoretically reduce the number
and impact of confounding variables. They live in a controlled environ-
ment, though, so financial activity is limited. Still, the finding of an 8%
spike could be at least a starting point for identifying a target goal for
general financial literacy knowledge in future research. Spikes of more
than 20%, such as the one recorded in the 2005 Gross, Ingham and
Matasar study, simply may not be realistic or repeatable.
Variable-specific testing may help researchers zero in on the most
meaningful data. One study of Jump$tart results revealed that for the
financial decisions high school students most immediately face, for-
mal instruction provided no boost in financial knowledge (Mandell and
Schmid Klein 2007). A separate study in 2008 used a self-designed
survey instrument to assess knowledge, skills and behaviors related to
financial literacy. The survey included yes/no questions about basic
money management topics such as saving money each month (behav-
ior) and knowing that mutual funds have risk (knowledge). Mean scores
for these variable-specific items ranged from 12% to 87% (Servon
and Kaestner 2008), revealing true gaps in literacy and knowledge.
Variable-specific scores, therefore, may provide richer data and more
meaningful insight than attempts at a general, all-inclusive financial lit-
eracy score.
Recommended Operational Definition

Based upon a review of research studies since 2000, the four most
common operational definitions of financial literacy are budgeting, sav-
ing, borrowing and investing. That taxonomy fits within the expanded
conceptual definition proposed and articulated in the earlier section of
this study, as well as the less-detailed conceptual definition already in
use by the Jump$tart Coalition and the U.S. government.
Looking toward future research, the USA Today/National Endowment
for Financial Education (2006) survey used to assess young adults pro-
vides a solid model. The methodology and survey instrument assess the
degree to which one understands key financial concepts and the degree to
which one feels she or he has the ability and confidence to manage per-
sonal finances. These qualities ensure that the survey design supports the
conceptual definitions described earlier in this study. Moreover, the sur-
vey questions encompass the four most common operational definitions
of financial literacy, namely budgeting, saving, borrowing and investing.
The development and validation of a benchmark survey for all adults,
similar to the USA Today/National Endowment for Financial Education
instrument for young adults, would serve future researchers well. Such a
tool would provide a common baseline for evaluation and comparison of
financial literacy, and do so through the four primary operational vari-
ables. As noted earlier, additional measures for risk management, asset
transfer and other financial management variables could be added.
The establishment of a more narrowly defined baseline financial liter-
acy score for adults is imperative. Student scores, as noted earlier, range
from 48% to 52% of answers correct; however, adult scores can stretch
from 53% to as high as 81% of answers correct. With no common, under-
lying construct and such a wide range of scores, what is considered an
acceptable or good level of financial literacy? Developing and testing a
national benchmark survey would help establish a more narrow range
of values for what is an acceptable or at least average level of financial
literacy.
DISCUSSION
This study was designed to analyze how financial literacy has been
interpreted and measured by researchers since 2000. The National Strat-
egy for Financial Literacy got off the ground during this timeframe.
Although the U.S. government and the Jump$tart Coalition for Personal
Financial Literacy now adhere to a common conceptual definition, many
researchers do not. Moreover, there is seemingly no common ground
when it comes to operationalizing, or measuring, financial literacy in
research studies and education programs. Through analysis of exist-
ing research, this study has identified a crucial need for researchers to
employ clear, consistent criteria when defining and measuring financial
literacy.
Americans would certainly benefit from greater knowledge and
self-efficacy relative to personal finance. However, it will remain
impossible to evaluate and assess financial literacy in America until offi-
cials, researchers and other experts embrace common conceptual and
operational definitions.
Building consensus will be difficult. Can those who research and

champion the concept of financial literacy truly reach common ground?
How? Would such an effort truly make any difference in the lives of
consumers or those who educate or serve them?
In October 2008, the Financial Literacy and Education Commission
convened the National Research Symposium on Financial Literacy and
Education, a call to action outlined in the Taking Ownership National
Strategy for Financial Literacy (U.S. Financial Literacy and Education
Commission 2008). The top two priorities determined by this panel of
experts were as follows:
1. What are the core principles of personal finance that every consumer
needs to know, and what evidence exists that current standards are
effective in helping people reach their financial goals?
2. What are reliable and valid measures of the success for financial
education, and what measures should be used to document success
for various financial topic areas and target audiences?
The first priority speaks to the need for a shared conceptual definition
of financial literacy; the second addresses the need for shared operational
definitions. A critical next step is for a coalition of leading researchers
to address and answer these important questions.
The review of research contained in this study could provide a solid
starting point for discussion and debate among leading researchers. On
the one hand, officials support and use a broad conceptual definition,
but the research community does not. The existing conceptual definition
speaks to ability, knowledge and skills, but makes no attempt to articulate
what aspects of money management actually constitute a person’s
financial literacy. Meanwhile, financial literacy officials and advocates
have not agreed to operational definitions, leaving researchers free to
define and measure financial literacy, however, they best see fit. These
problems must be addressed.
The value of public policy, education programs and other efforts to
improve financial literacy will be limited until a body of researchers
and experts, under the guise of the Financial Literacy and Education
Commission and its national symposium, take charge. Conceptual and
operational definitions should be clearly defined and issued. Some studies
may need to be revisited, and new studies may be needed to validate the
merits of consistent conceptual and operational definitions. Success will
be reflected in future research that is grounded in common principles and
measures, making it possible to compare results and conduct longitudinal
studies that provide true enlightenment.
REFERENCES
American Literacy Council. 2008. Brief History of the American Literacy Council. http://
www.americanliteracy.com (Accessed on September 26, 2008).
Anthes, William. 2004. Financial Literacy in America: A Perfect Storm, a Perfect Opportunity.
Journal of Financial Service Professionals, 8 (6): 49–56.
Braunstein, Sandra, and Carolyn Welch. 2002. Financial Literacy: An Overview of Practice,
Research, and Policy. Federal Reserve Bulletin, 88 (448): 445–457.
Chen, Haiyang, and Ronald Volpe. 2002. Gender Differences in Personal Financial Literacy among
College Students. Financial Services Review, 11: 289–307.
Comptroller of the Currency. 2008. Financial Literacy Fact Sheet. http://www.occ.treas.gov
(Accessed on October 5, 2008).
Consumer Bankers Association. 2003. CBA 2003 Survey of Bank-Sponsored Financial Literacy
Programs. http://www.cbanet.org (Accessed on September 16, 2008).
Danes, Sharon, and Heather Haberman. 2004. Evaluation of the NEFE® High School Financial
Planning Program: 2003-2004. http://hsfpp.nefe.org (Accessed on July 22, 2009).
Edwards, Renee, Myria Watkins Allen, and Celia Hayhoe. 2007. Financial Attitudes and Family
Communication Students’ Finances: The Role of Sex Differences. Communication Reports, 2:
90–100.
Emmons, William. 2005. Consumer-Finance Myths and Other Obstacles to Financial Literacy.
St. Louis University Public Law Review, 24: 335–362.
Employee Benefit Research Institute. 2008. 2007 Retirement Confidence Survey. http://www.ebri.org
(Accessed on September 15, 2008).
Financial Fitness for Life. 2008. About the Program. National Council on Economic Education.
http://fffl.ncee.net (Accessed on October 4, 2008).
Financial Literacy Foundation. 2008. Understanding Money Pays Off. http://www.understanding
money.gov.au (Accessed on October 11, 2008).
Financial Services Authority. 2008. Moneymadeclear. http://www.moneymadeclear.fsa.gov.uk
(Accessed on October 11, 2008).
Fox, Jonathan, Suzanne Bartholomae, and Jinkook Lee. 2005. Building the Case for Financial
Education. Journal of Consumer Affairs, 39 (Summer): 195–214.
Gross, Karen, Joanne Ingham, and Richard Matasar. 2005. Strong Palliative, but Not a Panacea:
Results of an Experiment Teaching Students about Financial Literacy. NASFAA Journal of Student
Financial Aid, 35 (2): 7–26.
Hilgert, Marianne, and Jeanne Hogarth. 2002. Financial Knowledge, Experience and Learning
Preferences: Preliminary Results from a New Survey on Financial Literacy. Consumer Interests
Annual : 48: 1–7.
Hira, Tahira, and Cazilia Loibl. 2005. Understanding the Impact of Employer-Provided Finan-
cial Education on Workplace Satisfaction. Journal of Consumer Affairs, 39 (Summer):
73–194.
Hira, Tahira, and Jane Schuchardt. 2008. Setting the Standard for Financial Literacy. The Standard
(Association for Financial Counseling and Planning Education), 26 (4): 1–11.
Howlett, Elizabeth, Jeremy Kees, and Elyria Kemp. 2008. The Role of Self-Regulation, Future
Orientation, and Financial Knowledge in Long-Term Financial Decisions. Journal of Consumer
Affairs, 42 (Summer): 223–242.
Jekwa, Sizwekazi. 2007, August 16. Fighting for Finance. Finweek, 68.
Jelley, Herbert. 1958. A Measurement and Interpretation of Money Management Understandings of
Twelfth-Grade Students (Doctoral dissertation, University of Cincinnati).
Johnson, Elizabeth, and Margaret Sherraden. 2007. From Financial Literacy to Financial Capability
among Youth. Journal of Sociology & Social Welfare, 34 (3): 119–146.
Jump$tart Coalition for Personal Financial Literacy. 2008. Mission of Jump$tart® Finan-
cial Smarts for Students and 2008 Jump$tart High School Senior Questionnaire. http://
www.jumpstartcoalition.org (Accessed on October 3, 2008).
Koenig, Lori. 2007. Financial Literacy Curriculum: The Effect on Offender Money Management
Skills. Journal of Correctional Education, 58 (1): 43–56.
Kozup, John, and Jeanne Hogarth. 2008. Financial Literacy, Public Policy, and Consumers’ Self-
Protection—More Questions, Fewer Answers. Journal of Consumer Affairs, 42 (Summer):
127–136.
Leicht, Kevin, and Scott Fitzgerald. 2007. Postindustrial Peasants: The Illusion of Middle-Class
Prosperity. New York: Worth Publishers.
Lusardi, Annamaria, and Olivia Mitchell. 2007. Financial Literacy and Retirement Preparedness:
Evidence and Implications for Financial Education. Business Economics, 42 (2): 35–44.
Lyons, Angela, Mitchell Rachlis, and Erik Scherpf. 2007. What’s in a Score? Differences in
Consumers’ Credit Knowledge Using OLS and Quantile Regressions. Journal of Consumer
Affairs, 41 (Winter): 223–249.
Mandell, Lewis, and Linda Schmid Klein. 2007. Motivation and Financial Literacy. Financial
Services Review, 16 (2): 105–116.
Meier, Stephan, and Charles Sprenger. 2007. Selection into Financial Literacy Programs: Evidence
from a Field Study. Research Review, 8: 6–8.
Morton, John. 2005. The Interdependence of Economic and Personal Finance Education. Social
Education, 69 (2): 66–69.
National Endowment for Financial Education. 2006. USA Today/ National Endowment for Financial
Education ‘Young Adults Finance Poll.’ http://www.nefe.org (Accessed on September 12,
2008).
National Foundation for Credit Counseling. 2008. 2008 Financial Literacy Survey. http://
www.nfcc.org (Accessed on October 5, 2008).
National Institute for Literacy. 2008. Frequently Asked Questions: What Is Literacy? http://
www.nifl.gov (Accessed on September 26, 2008).
Norvilitis, Jill, Timothy Osberg, Paul Young, Michelle Merwin, Patricia Roehling, and
Michele Kamas. 2006. Personality Factors, Money Attitudes, Financial Knowledge, and
Credit-Card Debt in College Students. Journal of Applied Social Psychology, 36 (6):
1395–1413.
Perry, Vanessa, and Marlene Morris. 2005. Who Is in Control? The Role of Self-Perception,
Knowledge, and Income in Explaining Consumer Financial Behavior. Journal of Consumer
Affairs, 39 (Winter): 299–313.
President’s Advisory Council on Financial Literacy. 2009. 2008 Annual Report to the President of
the United States of America. http://www.treas.gov (Accessed on August 2, 2009).
Rhine, Sherrie, and Maude Toussaint-Comeau. 2002. Adult Preferences in the Delivery of Personal
Financial Information. Financial Counseling and Planning, 13 (2): 11–25.
Servon, Lisa, and Robert Kaestner. 2008. Consumer Financial Literacy and the Impact of Online
Banking on the Financial Behavior of Lower-Income Bank Customers. Journal of Consumer
Affairs, 42 (Summer): 271–305.
Stone, Dan, Ben Wier, and Stephanie Bryant. 2008. Reducing Materialism through Financial
Literacy. CPA Journal, 78 (2): 12–14.
Task Force on Financial Literacy, Office of the Canadian Minister of Finance. 2009. About Financial
Literacy: Definition. http://www.financialliteracyincanada.com (Accessed on August 11, 2009).
U.S. Department of Commerce, Bureau of Economic Analysis. 2008. National Economic Accounts
Data: Personal Income and Outlays. http://www.bea.gov (Accessed on October 5, 2008).
U.S. Department of the Treasury, Office of Financial Education. 2006. Taking Ownership of
the Future: The National Strategy for Financial Literacy. http://www.treas.gov (Accessed on
September 9, 2008).
U.S. Financial Literacy and Education Commission. 2008. Research Priorities: Results of the
National Research Symposium on Financial Literacy and Education. http://www.treas.gov
(Accessed on August 10, 2009).
U.S. Government Accountability Office. 2006. Financial Literacy and Education Commission:
Further Progress Needed to Ensure an Effective National Strategy. http://www.gao.gov/cgi-
bin/getrpt?GAO-07-100 (Accessed on July 28, 2009).
Vitt, Lois, Carol Anderson, Jamie Kent, Deanna Lyter, Jurg Siegenthaler, and Jeremy Ward. 2000.
Personal Finance and the Rush to Competence: Financial Literacy Education in the U.S.
Middleburg, VA: Institute for Socio-Financial Studies.
Williams, Toni. 2007. Empowerment of Whom and for What? Financial Literacy Education and the
New Regulation of Consumer Financial Services. Law & Policy, 29 (2): 226–256.
Wi$eUp. 2008. About Wi$eUp: Financial Planning for Generation X & Y Women. U.S. Department
of Labor. http://wiseupwomen.tamu.edu (Accessed on October 4, 2008).

Journal of Consumer Affairs - 2010 - REMUND - Financial Literacy Explicated The Case For A Clearer Definition in An

Uploaded by

Copyright:

Available Formats

Journal of Consumer Affairs - 2010 - REMUND - Financial Literacy Explicated The Case For A Clearer Definition in An

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Journal of Consumer Affairs - 2010 - REMUND - Financial Literacy Explicated The Case For A Clearer Definition in An

Uploaded by

Copyright:

Available Formats

17456606, 2010, 2, Downloaded from https://onlinelibrary.wiley.com/doi/10.1111/j.1745-6606.2010.01169.x by Cochrane Malaysia, Wiley Online Library on [03/12/2022].

If American consumers learned anything from the financial crisis that

The Journal of Consumer Affairs, Vol. 44, No. 2, 2010

on Financial Literacy 2009). Individuals and organizations doing basic,

Consumer behavior, public policy, sociology and mass communi-

This concept explication drew upon research studies, expert insights

The literature review is organized into two sections: (1) conceptual

LITERATURE ON FINANCIAL LITERACY

Category 1: Knowledge of Financial Concepts

can improve one’s financial well-being (Braunstein and Welch 2002;

Category 2: Ability to Communicate about Financial Concepts

Category 3: Aptitude in Managing Personal Finances

Lengthier definitions, such as the one used by Emmons (2005), tend

Category 4: Skill in Making Appropriate Financial Decisions

describe decision making in several ways: “successful financial deci-

Several scholars frame the financially literate as people who “success-

Category 5: Confidence to Plan Effectively for Future Financial Needs

decisions, just as one can make immediate decisions without planning.

Other Dimensions Evident in Existing Conceptual Definitions

Beyond the five categories already identified and articulated, several

A worthy exercise is to view the conceptual definition of literacy from

These definitions of everyday literacy are functionally focused and spe-

Recommended Conceptual Definition

In short, knowledge drives aptitude, which in turn influences how one

This definition stresses the importance of ability, and it speaks to

An operational definition clearly explains how to take an abstract

Researchers need a more consistent and explicit way to operationally

Operationalization in Previous Studies

• Test of Economic Literacy (1978–present): Closest equivalent to

Categories of Operational Definitions

of personal finance and money management. Researchers and educators

More clearly defined operational values should help financial literacy

Recommended Operational Definition

Building consensus will be difficult. Can those who research and

You might also like