JOURNAL ARTICLE

Affective financial learning: College students' experiences through observation and self‐reflection.

  • Published In: Family & Consumer Sciences Research Journal, 2025, v. 53, n. 3. P. 1 1 of 3

  • Database: Business Source Ultimate 2 of 3

  • Authored By: Delgadillo, Lucy M.; Boschetto, Lacee 3 of 3

Abstract

This paper presents a qualitative content analysis of college students' responses to three affective learning assignments designed using social learning and constructivism. The participants were college students enrolled in a financial literacy course. The study explores how extrospective social observation and introspective self‐reflection of financial experiences lead to gains in new perspectives. Instead of prescribing actions, teachers encouraged observation and reflection. Key results include students gaining insights by observing parents' financial behaviors, reflecting on childhood financial memories, creating new meanings about money, and developing healthier financial relationships. Affective learning empowers students to construct their financial knowledge and future financial paths. [ABSTRACT FROM AUTHOR]

Additional Information

  • Source:Family & Consumer Sciences Research Journal. 2025/03, Vol. 53, Issue 3, p1
  • Document Type:Article
  • Subject Area:Health and Medicine
  • Publication Date:2025
  • ISSN:1077-727X
  • DOI:10.1111/fcsr.70002
  • Accession Number:184017021
  • Copyright Statement:Copyright of Family & Consumer Sciences Research Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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