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Case Study: Affective Learning Objectives Within a Workforce Financial Literacy Program.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Case Study: Affective Learning Objectives Within a Workforce Financial Literacy Program./
作者:	Yeckley, Brad Lee.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	128 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-03, Section: A.
Contained By:	Dissertations Abstracts International83-03A.
標題:	Attitudes. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28827009
ISBN:	9798544295167

Case Study: Affective Learning Objectives Within a Workforce Financial Literacy Program.
Yeckley, Brad Lee.

Case Study: Affective Learning Objectives Within a Workforce Financial Literacy Program. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 128 p.

Source: Dissertations Abstracts International, Volume: 83-03, Section: A.

Thesis (Ph.D.)--The Pennsylvania State University, 2021.

This item must not be sold to any third party vendors.

The purpose of this qualitative, single-site case study is to explore the impact of affective domain of learning objectives within workplace financial literacy education. Specifically, this study targets program design objectives in order to improve efforts that are ineffective in current financial literacy education. Effective workforce financial literacy education can have a wide range of beneficial impacts on both the employee and the organization. This study was undertaken to determine if an affective domain approach focused on motivation, attitudes, emotion, and experience can be used to increase the effectiveness and sustainability of traditionally cognitive-based content in financial literacy education. This study was conducted using employees of a large university that offered financial literacy education to its staff and faculty. The study was conducted in four stages, included nine participants, and utilized three main data sources: a survey, a measure of financial well-being, and an interview. This data were then coded for emergent themes and analyzed regarding the research questions. The resulting analysis showed that an affective domain design produced enhanced levels of trust in the educator, confidence to take action, sustainability of positive financial behaviors, and higher-than-expected financial well-being. Motivation emerged as a principal consideration of program design. Additionally, the importance of participant self-assessment, discovery, and acceptance was effectively cultivated within the financial education program. The results show that financial literacy program design incorporating the affective domain should be considered in workplace financial literacy efforts.

ISBN: 9798544295167Subjects--Topical Terms:

1973410
Attitudes.
Subjects--Index Terms:

Financial literacy

Case Study: Affective Learning Objectives Within a Workforce Financial Literacy Program.
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