School of Behavioral Sciences


Doctor of Education in Community Care and Counseling (EdD)


Mary Hollingsworth


money, psychological well-being, depression, financial literacy, education, savings


Education | Psychology


The purpose of this quantitative study was to examine teacher perceptions as related to the influence of financial literacy on the psychological well-being of military-connected students in kindergarten through grade twelve. Financial literacy among students serves a vital function in the development of financially literate adults. A lack of financial resources has been linked to depressive symptoms, marital discourse, and suicide. Financial literacy includes the knowledge and skills required to make enlightened and effective decisions with money. The theory guiding this study was Constructivism as formulated by Jean Piaget. Constructivism provides for the incorporation of new information within existing constructs to enhance the educational process. The study utilized a non-probability convenience sampling procedure. The participants for this quantitative study were drawn from a sample of military-connected teachers residing in the United States or connected to United States military bases abroad. An online, self-administered survey was evaluated utilizing an independent samples t-test. There were 107 respondents who completed the survey. Data was collected, analyzed, and chronicled using descriptive statistics. Results indicated that survey participants affirmed the teaching financial literacy was important and likely to positively affect students’ psychological well-being. Future research may incorporate student perceptions on the influence of financial literacy on their psychological well-being. The significance of the study is prodigious as its impact may prompt the development and implementation of an enhanced financial literacy curriculum for elementary, middle, and high school students.

Available for download on Friday, May 24, 2024