Economic Literacy among Beginning Higher Education Economics Students in Japan and Germany and Its Socio-Demographic Influencing Factors

Autor/inn/en	Reichert-Schlax, Jasmin; Zlatkin-Troitschanskaia, Olga; Happ, Roland; Yamaoka, Michio; Asano, Tadayoshi; Abe, Shintaro
Titel	Economic Literacy among Beginning Higher Education Economics Students in Japan and Germany and Its Socio-Demographic Influencing Factors
Quelle	In: Research in Comparative and International Education, 17 (2022) 2, S.281-300 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.1177/17454999211057621
Schlagwörter	Foreign Countries; Student Mobility; Labor Market; Global Approach; Economics; Cross Cultural Studies; Economics Education; Higher Education; Access to Education; Comparative Analysis; College Students; Student Attitudes; Student Interests; Gender Differences; Prior Learning; Standardized Tests; Japan; Germany; Test of Economic Literacy + Suchen Sie Ihr Suchwort? Ausland; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Labour market; Arbeitsmarkt; Globales Denken; Volkswirtschaftslehre; Cultural comparison; Kulturvergleich; Wirtschaftskunde; Hochschulbildung; Hochschulsystem; Hochschulwesen; Education; Access; Bildung; Zugang; Bildungszugang; Collegestudent; Schülerverhalten; Studieninteresse; Geschlechterkonflikt; Vorkenntnisse; Standadised tests; Standardisierter Test; Deutschland
Abstract	In view of cross-national student mobility and increasing internationalization of the labor market, a common understanding of economic concepts as well as awareness for country-specific factors influencing economics education is essential. Therefore, the development of instruments that allow for comparable investigation across countries is crucial. The present study describes economic education in Japan and Germany and explores the specific conditions for access to higher education in each country. On this basis, we examine the level of economic literacy (using TEL-IV) at the beginning of higher education among 232 German and 198 Japanese students of Business & Economics and the impact of personal influencing factors thereon. Overall, comparable entry levels can be observed, whereby each student group shows different response patterns. Predicting economic literacy, primarily gender and interest reach significance. A final outlook regarding the significance of cross-national studies is given, taking limitations and implications of this study into account. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01