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• W990298927 abstract "This study looked at the financial behavior of college students and recent alumni as it relates to economic theory and the life-cycle hypothesis. With student loans increasing dramatically and credit card debt becoming more of a reality, it is critical to understand what drives financial stability or instability after graduation. The pool of 230 participants was composed of 174 women and 56 men, representative of eight years of graduating classes, 2009-2016, from Connecticut College. Students comprised 29.1% of the participants and alumni made up the remaining 70.9%. Participants completed a survey including three quantitative measures on credit card use, financial well-being, and attitudes toward debt, as well as an extensive demographic questionnaire regarding spending and saving habits. Results suggested that participants overestimated future salaries, making it difficult for them to smooth current consumption based on future earning as predicted by the life-cycle model. Debit and credit were not the primary methods of payment of the participants who reported a preference for using cash. Students who were confident financially were more responsible with their credit cards and more tolerant of debt. The life-cycle hypothesis, although a theoretically sound model, was not upheld by participants in this study. LIFE-CYCLE THEORY AND COLLEGE STUDENTS iii Acknowledgements This thesis represents the capstone of my college career, combining my passions for economics and psychology. Without a few key people, this work would not have been possible. Thank you... ...to Dr. Stuart Vyse, for your guidance and support throughout the past four years. From playing music during Psychology 101, to teaching me about interaction effects and follow-up tests, to challenging me to develop my own behavioral economics research project, you have allowed me to take responsibility for my own learning. You stood by me through all of the ups and downs this year, and for that I will be forever grateful. ...to Dr. Ann Devlin, for your patience as I navigated the ins and outs of APA style. Your attention to detail focused me throughout the editing process and your standard for excellence challenged me to strive for success. ...to Dr. David Chavanne, for your input and advice throughout the course of my writing process. Your insight these last two semesters has been invaluable. ...to the members of the Behavioral Economics Research Group (BERG), for keeping this journey lighthearted and for reminding me how much I love learning about psychology. ...to all of the professors in the Economics and Psychology Departments at Connecticut College who helped me to discover the connection between the two disciplines. ...to my friends and teammates, for listening to me endlessly rant about the work still to be done and for keeping me company into the late hours of the night. ...to Coach, for always believing in me. ...and last, but certainly not least, to Mom and Dad for making all of this possible. I would not have made it without your unconditional support throughout this year. LIFE-CYCLE THEORY AND COLLEGE STUDENTS iv Table of" @default.
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• W990298927 date "2013-01-01" @default.
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• W990298927 title "Does the Life-Cycle Theory Really Matter? Saving and Spending Habits of College Students" @default.
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