Financial education and academic performance in postgraduate students at a Peruvian public university
DOI:
https://doi.org/10.35622/Keywords:
finance, financial behavior, higher education, postgraduate student, student attitudeAbstract
Difficulties in personal financial management are a recurring problem among postgraduate students at public universities, who often face academic, work, and economic demands simultaneously. This situation may be associated with their perceived academic performance and their persistence in study programs. In this context, the objective of this research was to analyze the relationship between financial education and perceived academic performance in postgraduate students at a Peruvian public university. The study followed a quantitative approach with a non-experimental, correlational, cross-sectional design. The sample consisted of 536 students enrolled in master’s programs in accounting and administrative sciences. Data were collected using a structured questionnaire that assessed financial education through the dimensions of financial knowledge, financial behavior, and financial attitudes, as well as perceived academic performance through cognitive performance, academic behavior, and academic self-efficacy. The instrument’s reliability was verified using Cronbach’s alpha, obtaining adequate values for financial education (α = 0.870) and perceived academic performance (α = 0.892). The results showed that 67.2% of students have a high level of financial education, and 64.2% have a high level of perceived academic performance. Likewise, a positive and significant correlation was identified between both variables (ρ = 0.617; p < .001). It is concluded that financial education is significantly related to students’ perceived academic performance, highlighting the need to strengthen financial literacy programs in public higher education institutions.
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