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dc.contributor.advisorPillay, Kathryn.
dc.creatorMotsepe, Lula.
dc.date.accessioned2018-07-03T07:48:06Z
dc.date.available2018-07-03T07:48:06Z
dc.date.created2016
dc.date.issued2016
dc.identifier.urihttp://hdl.handle.net/10413/15348
dc.descriptionMaster of Social Sciences in Sociology. University of KwaZulu-Natal, Durban 2016.en_US
dc.description.abstractThis study explored the financial literacy of first year students of Howard College, University of KwaZulu-Natal, using a framework informed by the Socio-Cultural and Life-Cycle epistemological perspectives. Data was collected by means of semi-structured interviews which focused on exploring students’ financial literacy, and their saving and debt behaviour. In addition, the relationship between financial literacy levels and saving and debt behaviour was examined. Thematic analysis was undertaken, and the findings indicated low financial literacy levels amongst students. However, in spite of this, saving behaviour was evident, with low debt. What is more, while the results indicate that there is no relationship between perceived financial knowledge and saving and debt behaviour, it was uncovered that practical exposure to financial activities at school enhances savings behaviour.en_US
dc.language.isoen_ZAen_US
dc.subject.otherFinancial literacy.en_US
dc.subject.otherUniversity of KwaZulu-Natal students.en_US
dc.subject.otherThermatic analysis.en_US
dc.subject.otherSpending patterns - students.en_US
dc.titleExploring financial literacy amongst first year university students : a case study of Howard College, University of KwaZulu-Natal.en_US
dc.typeThesisen_US


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