Factors That Influence Financial Self-Efficacy among Accounting Students in Bali

• Published in: Journal of International Education in Business 2020-04, Vol.13 (1), p.21-36
• Main Authors: Herawati, Nyoman Trisna, Candiasa, I. Made, Yadnyana, I. Ketut, Suharsono, Naswan
• Format: Article
• Language: English
• Subjects: Accounting; Behavior; Behavioral Objectives; Business Administration Education; College students; Community; Debt management; Education; Educational Resources; Financial literacy; Financial management; Foreign Countries; Influence; Knowledge; Learning; Learning Processes; Literacy; Money Management; Parent Background; Quality; Self Efficacy; Skills; Socioeconomic factors; Socioeconomic Status; Students; Success; Teaching Methods; Undergraduate Students
• ISSN: 2046-469X; 1836-3261
• DOI: 10.1108/JIEB-02-2019-0010

Purpose: 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. Design/methodology/approach: 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. Findings: 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. Practical implications: 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. Originality/value: 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.