대학생의 재무관련 요인이 재무관리행동에 미치는 영향

Abstract

본 연구의 목적은 제주도내 대학생들을 대상으로 대학생의 일반적인 특성이 재무스트레스, 재무의사소통, 재무관리역량, 재무관리행동에 미치는 영향을 분석 하고, 재무스트레스, 재무의사소통, 재무관리역량, 재무관리행동에 영향을 미치는 요인들의 상대적 영향력과 인과적 관계를 분석하고자 한다. 이러한 연구결과는 제주도내 대학생들의 재무관리역량과 재무관리행동을 파악하고, 대학생들의 재무 관리역량과 재무관리행동의 효율성을 증대시키는 소비자교육을 실시하거나 프로 그램을 개발하는데 기초자료를 제공하게 될 것이다. 제주도내 대학생 516명을 대상으로 자료를 수집하였으며, 자료 분석은 SPSS Window 18.0 Program을 활용하였다. 일반적 특성에 따른 재무스트레스, 재무의 사소통, 재무관리역량, 재무관리행동과의 관계를 알아보기 위해 t-test, ANOVA, Sheffe의 다중범위 검증을 실시하였고, 영향을 미치는 요인들의 상대적 영향력을 분석하기 위하여 중다회귀분석을 실시하였으며, 대학생의 재무관리행동에 유의한 영향을 미치는 요인들의 인과적 관계를 분석하기 위해 경로분석을 실시하였다. 연구의 주요 분석 결과는 다음과 같이 요약할 수 있다. 첫째, 분산분석 결과에 의하면 인구사회학적 특성에 따른 재무스트레스는 전공계 열과 부직업 그리고 부모교육수준에서 재무의사소통은 성별과 전공계열에서 유의 한 차이가 나타났으며, 재무관리태도는 성별, 재무지식은 모직업, 재무관리기능은 연령에서 유의한 차이가 나타났다. 마지막으로 재무관리행동에서는 인구사회학적 특성에 따라 유의미한 차이가 나타나지 않았다.둘째, 재무적 특성에 따른 재무스트레스는 아르바이트경험, 학자금대출경험, 가 계월평균소득, 월평균용돈, 용돈만족도에서 재무의사소통은 용돈관리능력과 용돈 만족도에서 유의한 차이가 나타났다. 대학생들이 가계월평균소득이 낮거나 용돈만 족도에 불만족할 경우 재무스트레스를 더 많이 받고 있었다. 재무관리태도는 아르 바이트경험, 카드개수, 가계월평균소득에서, 재무지식은 카드사용여부에서, 재무관 리기능은 재무교육경험, 카드개수, 용돈관리능력, 용돈만족도에서 유의한 차이가 나타났다. 용돈관리능력이 높다고 생각하거나 용돈이 만족하는 대학생일수록 재무 관리기능이 높게 나타났다. 마지막으로 재무관리행동은 재무교육경험, 카드개수, 용돈관리능력, 용돈만족도에서 유의한 차이가 나타났다. 셋째, 재무스트레스는 전공계열, 부직업, 부교육수준, 아르바이트경험, 학자금대 출경험, 월평균용돈, 용돈만족도에 따라 유의미한 차이를 나타냈다. 아르바이트와 학자금대출경험에서 유의한 차이를 나타낸 것은 대학생들이 경제적인 제약을 받 게 되면 재무스트레스를 유발하며, 용돈과 용돈만족도에서 부적으로 유의한 영향 을 미치는 것은 경제생활에 대하여 스스로가 지각하는 수준이 낮을수록 재무스 트레스를 많이 받고 있다는 것을 알려준다. 넷째, 재무의사소통은 성별, 용돈관리능력, 용돈만족도, 재무스트레스에 따라 유 의한 차이를 나타냈다. 다섯째, 재무관리태도는 카드개수, 재무스트레스, 재무의사소통에 따라 유의한 차이를 나타냈으며, 재무지식은 카드사용여부, 모직업, 재무의사소통에 따라 유의 한 차이를 나타냈다. 그리고 재무관리기능은 재무교육경험, 카드개수, 용돈관리능 력, 재무의사소통에 따라 유의한 차이를 나타냈다. 재무의사소통은 재무관리태도, 재무지식, 재무관리기능에 모두 유의한 영향을 미치고 있었다. 여섯째, 재무관리행동은 카드개수, 용돈관리능력, 재무스트레스, 재무의사소통, 재무관리기능에 따라 유의한 차이를 나타냈다. 재무관리기능과 용돈관리능력이 높을수록 재무관리행동 수준이 높은 것으로 나타났으며, 카드를 3장 이상 사용할 수록, 재무의사소통을 많이 할수록, 재무스트레스를 많이 받을수록 재무관리행동 수준이 높은 것으로 나타났다. 카드를 3장 이상 사용할 때 대학생들의 재무관리 행동은 가장 높았으며, 이는 카드를 사용하면서 지식을 얻게되어 재무관리행동을 높여준다고 생각된다.일곱째, 재무스트레스, 재무의사소통, 재무관리태도, 재무관리기능 모두 재무관 리행동에 유의한 영향을 미치고 있는 것으로 나타났으나, 재무지식은 유의미한 영향을 미치지 않는 것으로 나타났다. 재무의사소통을 많이 하는 대학생들이, 재 무스트레스를 많이 받고 있는 대학생들이, 재무관리태도와 재무관리기능이 높은 대학생들이 재무관리행동 수준이 높다는 것을 알 수 있었다. 여덟째, 재무관리행동에 가장 큰 인과적 영향을 미치는 요인은 재무관리기능이 었으며, 그 다음으로는 재무의사소통, 용돈관리능력, 재무스트레스 등의 순으로 나타났다. 간접적으로 재무관리행동에 가장 큰 영향을 미치는 요인은 재무의사소 통이었으며, 그 다음으로는 재무스트레스, 용돈관리능력, 성별, 학자금대출경험, 아르바이트경험 등의 순으로 나타났다. 이 연구에서는 인구사회학적 특성과 재무적인 특성에 대한 이해를 바탕으로 재무스트레스, 재무의사소통, 재무관리역량, 재무관리행동에 미치는 영향을 분석 하고 재무스트레스, 재무의사소통, 재무관리역량, 재무관리행동에 영향을 미치는 요인들을 분석하였다. 이를 통해 대학생들의 효율적인 재무관리행동을 증대시킬 수 있는 방안을 제시했다는 점에서 그 의의를 찾을 수 있다

This study seeks to analyze the effects of the general characteristics of college students on their financial stresses, financial communication, financial management abilities, and financial management behaviors, and analyze the relative leverage and the causal relationship of the factors that have influence on them. Through this, the study will identify the financial characteristics of the college students in Jeju-do and will be used as basic data for offering college students consumer education to improve the efficiency of their finance management abilities and behaviors, or for developing related programs. To this end, this study measured the general characteristics, the financial stresses, the financial communication, the financial management abilities, and the financial management behaviors of 516 college students in the region. For Data analysis, SPSS Window 18.0 Program was used, and t-test, ANOVA, and Sheffe's multiple scope verification were carried out to determine the relationship among the financial stresses, the financial communication, the financial management abilities, and the financial management behaviors according to the general characteristics, multiple regression analysis was performed to analyze the relative leverage of the affecting factors and finally path analysis was conducted to analyze the causal relationship of the factors having a significant influence on their financial management behaviors. The main results of the study can be summarized as follows: First, the financial stress according to sociodemographic characteristics showed significant differences in their lines of majors, their by-jobs and their parents' education levels; the financial communication in their genders and their lines of majors; the financial management attitudes in their genders; the financial knowledge in their regular jobs; and the financial management functions in their ages. Lastly, the financial management behaviors did not show any significant difference in accordance with sociodemographic characteristics. Second, the financial stresses depending on their financial characteristic showed significant differences in their part-time job experiences, their 'student loans' experiences, their monthly household incomes, their averaged monthly allowances, their satisfaction with financial allowances; and the financial communication indicated significant differences in their alllowance management skills and their levels of satisfaction with allowances. When or if college students have low monthly incomes or low degree of satisfactions with their allowances, their financial stresses were increased. The financial management attitudes showed significant differences in their part time job experiences, the numbers of their debit or credit cards, and their monthly household incomes; the financial knowledge in their card use status; and the financial management functions in their financial education experiences, the numbers of their debit or credit cards, their allowances management abilities, and their levels of satisfaction with their allowances. It was found that the greater they felt their allowances management abilities, or their level of satisfaction with their allowances, the better their financial management functions. Lastly, financial management behaviors showed significant differences in their financial education experiences, the numbers of the cards, their allowances management abilities, and the levels of their satisfaction with their allowances. Third, the financial stresses showed significant differences according to the lines of their majors series, their part time jobs, their parents' education levels, their part time work experiences, their 'student loans' experiences, their averaged monthly allowances, and the degrees of their satisfaction with their allowances. The significant differences shown in the part time jobs and their'student loans' experiences implies that the economic limitations they felt caused the financial stresses; and the negatively significant influence on their allowances and the degrees of satisfactions with the allowances indicates that the lower they themselves felt their perceptions about their economic lives, the more stresses they felt. Fourth, the financial communication showed significant differences according to their genders, their allowances management abilities, the degrees of their satisfaction with their allowances and their financial stresses. Fifth, the financial management attitudes showed significant differences according to the numbers of the cards, and their financial stresses, their financial communication; and the financial knowledge indicated significant difference depending on their card use status, their regular jobs, and their financial communication. In addition, the financial management functions showed significant differences according to their financial education experiences, the numbers of their cards, their allowances management abilities and their financial communication. The financial communication had singnicant influence on all of the following: their attitudes towards the financial management, their financial knowledge, and their financial management functions. Sixth, the financial management behaviors showed significant differences according to the numbers of their cards, their allowances management abilities, their financial stresses, their financial communication, and their financial management functions. It was indicated that the better their financial management functions and their allowances management abilities, the higher their financial management behaviors; and that the more they used cards that is, more than 3 cards, and the more they were engaged their financial communication, and the more they felt their financial stresses, the higher levels of their financial management behaviors. The highest levels of the financial management behaviors were found when the college students used more than 3 cards, and it is thought that their use of their cards improved their knowledge, increasing their financial management behaviors. Seventh, the financial stresses, the financial communication, their attitudes towards their financial management, and their financial management all were found to have a significant influence on their financial management behaviors, whereas their financial knowledge did not. Higher levels of the financial management behaviors were found among the college students who were engaged in more of their financial communication; who felt more of their financial stresses; and who possessed better financial management functions. Eighth, the largest causal factors affecting their financial management behaviors were found to be the financial management functions followed by their financial communication, their allowances management skills, and their financial stresses. Indirect factors that had the greatest impact on their financial management behaviors turned out to be their financial communication, followed by their financial stresses, their allowances management skills, their genders, their'student loans'experiences, student loans, and their part-time job experiences. In this study, based on the understanding of the sociodemographic and financial characteristics of the study subjects, the effects were analyzed on their financial stress, their financial communication, their financial management abilities, their financial management behaviors. It gives this study its values that methods were presented to promote more efficient financial management behaviors among the college students.