This article argues that narrow interpretations of financial literacy lack a valued moral component. Reviewing literature that defines financial literacy, morality, and financial morality, the authors present the results of a study that interpreted patterns of influence on agreement with financial morality. The study involved education majors at a public Midwest institution for higher learning. There were approximately 270 respondents. The study found that the set of variables significantly influenced only one of the subscales (identity issues). The authors call for additional research into this area that uses broader samples and which interprets relationships among other influential variables.
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