students allowance research paper

Allowances: Incidence in the US and Relationship to Financial Capability in Young Adulthood

• Original Paper
• Published: 07 January 2021
• Volume 42 , pages 533–544, ( 2021 )

Cite this article

• J. Michael Collins   ORCID: orcid.org/0000-0002-2280-2130 1 &
• Elizabeth Odders-White 1  

616 Accesses

6 Citations

9 Altmetric

Explore all metrics

This study describes the use of allowance payments by parents to children in the United States (US) and documents the association between receiving an allowance as a child and financial capability as a young adult. Based on the Panel Study of Income Dynamics, the majority of children in the US ages 6 to 15 receive an allowance in childhood. Allowances are a commonly used strategy by parents across many demographic and socioeconomic groups, with no strong relationship between parental income or education and parents offering an allowance. Young adults who received an allowance as children reported modestly higher levels of financial responsibility, suggesting that allowances for children and teenagers may be a useful complement to other financial development strategies for young people.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price includes VAT (Russian Federation)

Instant access to the full article PDF.

Rent this article via DeepDyve

Institutional subscriptions

Similar content being viewed by others

Does Household Income Affect children’s Outcomes? A Systematic Review of the Evidence

Kerris Cooper & Kitty Stewart

Private funding in Australian public schools: a problem of equity

Greg Thompson, Anna Hogan & Mark Rahimi

Impact of financial behaviour on financial well-being: evidence among young adults in Malaysia

Mohamad Fazli Sabri, Mervin Anthony, … Muslimah Ithnin

Data Availability

Public Data https://psidonline.isr.umich.edu/

Code Availability

Stata Code https://raw.githubusercontent.com/jmcollinswisc/Allowance

There is a high correlation between parents conditioning allowance on chores, schoolwork, and behavior. Estimating each question item separately results in similar findings. These items were not asked for children under age 10.

Although the LPM model is an approximation, estimates can be interpreted as directional marginal effects at the mean (Wooldridge 2002 ; Angrist and Pischke 2008 ). We confirmed predicted values are within [0,1] (Battey et al. 2019 ). Probit specification estimates are similar in magnitude and direction. All LPM estimates include robust standard errors (clustered at the household level).

White families had about double the mean income of Black families in the 2002 CDS.

The TA study was initiated in 2005 with CDS respondents age 18 of age or older. Subsequently, the TA was conducted in 2007, 2009, and 2011, until 2015 when the youngest individuals in CDS reached age 18.

If an experiment simply reminded parents to provide an allowance, but did not provide the funds for an allowance, it might be feasible to conduct a study among otherwise non-allowance providing households. If a study actually provides the allowance, however, then the allowance could have an income effect for the household, making the interpretation of the results specific to allowance unclear.

Abramovitch, R., Freedman, J. L., & Pliner, P. (1991). Children and money: Getting an allowance, credit versus cash, and knowledge of pricing. Journal of Economic Psychology, 12 (1), 27–45.

Article   Google Scholar  

Agnew, S. (2018). Empirical measurement of the financial socialisation of children by parents. Young Consumers, 19 (4), 421–431.

AICPA. (2019). Children’s Allowance pay is up—amount saved alarmingly low: AICPA survey, CPA Financial Literacy Commission, October 1, 2019 https://www.360financialliteracy.org/ .

Altonji, J. G., Hayashi, F., & Kotlikoff, L. J. (1997). Parental altruism and inter vivos transfers: Theory and evidence. Journal of Political Economy, 105 (6), 1121–1166.

Angrist, J. D., & Pischke, J. S. (2008). Mostly harmless econometrics: An empiricist’s companion . Princeton: Princeton University Press.

Book   Google Scholar  

Barnet-Verzat, C., & Wolff, F. C. (2002). Motives for pocket money allowance and family incentives. Journal of Economic Psychology, 23 (3), 339–366.

Barnet-Verzat, C., & Wolff, F. C. (2008). Pocket money and child effort at school. Economics Bulletin, 9 (13), 1–10.

Google Scholar  

Battey, H. S., Cox, D. R., & Jackson, M. V. (2019). On the linear in probability model for binary data. Royal Society Open Science, 6 (5), 190067.

Becker, G. S., & Tomes, N. (1986). Human capital and the rise and fall of families. Journal of Labor Economics, 4 (32), S1–S39.

Beutler, I. F., & Dickson, L. (2008). Consumer economic socialization. In J. J. Xiao (Ed.), Handbook of consumer finance research (pp. 83–102). New York: Springer.

Bowen, C. F. (2002). Financial knowledge of teens and their parents. Financial Counseling and Planning, 13 (2), 93–102.

Bucciol, A., & Veronesi, M. (2014). Teaching children to save and lifetime savings: What is the best strategy? Journal of Economics Psychology, 45, 1–17.

Clarke, M. C., Heaton, M. B., Israelsen, C. L., & Eggett, D. L. (2005). The acquisition of family financial roles and responsibilities. Family and Consumer Sciences Research Journal, 33 (4), 321–340.

Deenanath, V., Danes, S. M., & Jang, J. (2019). Purposive and unintentional family financial socialization, subjective financial knowledge, and financial behavior of high school students. Journal of Financial Counseling and Planning, 30 (1), 83–96.

Doss, V. S., Marlowe, J., & Godwin, D. D. (1995). Middle-school children’s sources and uses of money. Journal of Consumer Affairs, 29 (1), 219–241.

Drever, A. I., Odders-White, E., Kalish, C. W., Else-Quest, N. M., Hoagland, E. M., & Nelms, E. N. (2015). Foundations of financial well-being: Insights into the role of executive function, financial socialization, and experience-based learning in childhood and youth. Journal of Consumer Affairs, 49 (1), 13–38.

Feather, N. T. (1991). Variables relating to the allocation of pocket money to children: Parental reasons and values. British Journal of Social Psychology, 30 (3), 221–234.

Furnham, A. (1999). Economic socialization: A study of adults’ perceptions and uses of allowances (pocket money) to educate children. British Journal of Developmental Psychology, 17 (4), 585–604.

Furnham, A. (2001). Parental attitudes to pocket money/allowances for children. Journal of Economic Psychology, 22 (3), 397–422.

Furnham, A., & Kirkcaldy, B. (2000). Economic socialization: German parents’ perceptions and implementation of allowances to educate children. European Psychologist, 5 (3), 202.

Furnham, A., & Milner, R. (2017). Parent’s beliefs and behaviours about the economic socialisation, through allowances/pocket money, of their children. Psychology, 8 (08), 1216.

Furnham, A., & Thomas, P. (1984a). Adults’ perceptions of the economic socialization of children. Journal of Adolescence, 7 (3), 217–231.

Furnham, A., & Thomas, P. (1984b). Pocket money: A study of economic education. British Journal of Developmental Psychology, 2 (3), 205–212.

Gudmunson, C. G., & Danes, S. M. (2011). Family financial socialization: Theory and critical review. Journal of Family and Economic Issues, 32 (4), 644–667.

Junior Achievement. (2014) 2014 Teens and Personal Finance Survey. https://www.jacolorado.org/reports-white-papers/ Accessed 4 January 2020.

Kerr, M. K., & Cheadle, T. (1997). Allocation of allowances and associated family practices. Citizenship, Social and Economics Education, 2 (1), 1–11.

Kim, J., & Chatterjee, S. (2013). Childhood financial socialization and young adults’ financial management. Journal of Financial Counseling & Planning, 24 (1), 61–79.

Kuczynski, L., & Parkin, C. M. (2007). Agency and bidirectionality in socialization: Interactions, transactions, and relational dialectics. In J. E. Grusec & P. D. Hastings (Eds.), Handbook of socialization: Theory and research (pp. 259–283). New York: Guilford Press.

Laferrère, A., & Wolff, F. C. (2006). Microeconomic models of family transfers. Handbook of the Economics of Giving, Altruism and Reciprocity, 2, 889–969.

Leamy, E. (2017). Why parents who pay their kids for chores are getting it wrong. Washington Post . October 11, 2017. https://www.washingtonpost.com/lifestyle/on-parenting/ . Accessed 4 January 2020.

Lee, J. C., & Mortimer, J. T. (2009). Family socialization, economic self-efficacy, and the attainment of financial independence in early adulthood. Longitudinal and Life Course Studies, 1 (1), 45.

Lewis, A., & Scott, A. J. (2000). The economic awareness, knowledge and pocket money practices of a sample of UK adolescents: A study of economic socialisation and economic psychology. Citizenship, Social and Economics Education, 4 (1), 34–46.

Lewis, A., & Scott, A. J. (2002). A study of economic socialisation: Financial practices in the home and the preferred role of schools among parents with children under 16. Citizenship, Social and Economics Education, 5 (3), 138–147.

Mangleburg, T. F., & Brown, J. J. (1995). Teens’ sources of income: Jobs and allowances. Journal of Marketing Theory and Practice, 3 (1), 33–46.

Marshall, H. R., & Magruder, L. (1960). Relations between parent money education practices and children’s knowledge and use of money.  Child Development , 253-284.

Miller, J., & Yung, S. (1990). The role of allowances in adolescent socialization. Youth & Society, 22 (2), 137–159.

Mortimer, J. T., Dennehy, K., Lee, C., & Finch, M. D. (1994). Economic socialization in the American family: The prevalence, distribution, and consequences of allowance arrangements. Family Relations, 22, 23–29.

Neul, S. K. T., & Drabman, R. S. (2001). A practical procedure for instituting a chore and allowance program for grade school children: Specific guidelines for clinicians. Child & Family Behavior Therapy, 23 (4), 37–45.

Otto, A., & Webley, P. (2016). Saving, selling, earning, and negotiating: How adolescents acquire monetary lump sums and who considers saving. Journal of Consumer Affairs, 50 (2), 342–371.

Peng, T. M., Bartholomae, S., Fox, J. J., & Cravener, G. (2007). The impact of personal finance education delivered in high school and college courses. Journal of Family and Economic Issues, 28, 265–284.

Pollak, R. A. (1985). A transaction cost approach to families and households. Journal of Economic Literature, 23 (2), 581–608.

Rhine, S. L., & Greene, W. H. (2013). Factors that contribute to becoming unbanked. Journal of Consumer Affairs, 47 (1), 27–45.

Shim, S., Barber, B. L., Card, N. A., Xiao, J. J., & Serido, J. (2010). Financial socialization of first-year college students: The roles of parents, work, and education. Journal of Youth and Adolescence, 39 (12), 1457–1470.

Shim, S., Xiao, J. J., Barber, B. L., & Lyons, A. C. (2009). Pathways to life success: A conceptual model of financial well-being for young adults. Journal of Applied Developmental Psychology, 30 (6), 708–723.

Sohn, S. H., Joo, S. H., Grable, J. E., Lee, S., & Kim, M. (2012). Adolescents’ financial literacy: The role of financial socialization agents, financial experiences, and money attitudes in shaping financial literacy among South Korean youth. Journal of Adolescence, 35 (4), 969–980.

Sweeney Research. (2019). Westpac Kids and Money Report. https://financialcapability.gov.au/files/westpac_kids_and_money_exec_summary-1.pdf ). Accessed 4 January 2020.

Torabi, F. (2015). The right way to give kids an allowance. Money . July 20, 2015. http://time.com/money/3956339/give-allowance-kids/ . Accessed 4 January 2020.

Van Campenhout, G. (2015). Revaluing the role of parents as financial socialization agents in youth financial literacy programs. Journal of Consumer Affairs, 49 (1), 186–222.

Webley, P., & Nyhus, E. K. (2013). Economic socialization, saving and assets in European young adults. Economics of Education Review, 33, 19–30.

West, P., Sweeting, H., Young, R., & Robins, M. (2006). A material paradox: socioeconomic status, young people’s disposable income and consumer culture. Journal of Youth Studies, 9 (4), 437–462.

Wooldridge, J. (2002). Econometric analysis of cross section and panel data . Cambridge, MA: The MIT Press.

Yao, R., Gutter, M. S., & Hanna, S. D. (2005). The financial risk tolerance of Blacks, Hispanics, and Whites. Journal of Financial Counseling and Planning, 16 (1), 51–62.

Download references

No external funding was used for this project.

Author information

Authors and affiliations.

University of Wisconsin-Madison, 1300 Linden Drive, Madison, WI, 53706, USA

J. Michael Collins & Elizabeth Odders-White

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to J. Michael Collins .

Ethics declarations

Conflict of interest.

The authors declare that they have no conflict of interest. The authors received no external funding for this project and have no potential conflicts of interest related to this project and any current or prior sponsored projects. The data used in this project were collected as part of publically-funded surveys. This study is secondary research using these data. Human subjects consent is not required and qualifies as exempt research for human subjects.

Additional information

Publisher's note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Collins, J.M., Odders-White, E. Allowances: Incidence in the US and Relationship to Financial Capability in Young Adulthood. J Fam Econ Iss 42 , 533–544 (2021). https://doi.org/10.1007/s10834-020-09748-y

Download citation

Accepted : 22 December 2020

Published : 07 January 2021

Issue Date : September 2021

DOI : https://doi.org/10.1007/s10834-020-09748-y

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Pocket money
• Financial capability
• Financial socialization
• Intergenerational transfers
• Find a journal
• Publish with us
• Track your research

Browse Econ Literature

• Working papers
• Software components
• Book chapters
• JEL classification

More features

• Subscribe to new research

RePEc Biblio

Author registration.

• Economics Virtual Seminar Calendar NEW!

School Allowance and Students' Determination in Studies

• Author & abstract
• 2 References
• Most related
• Related works & more

Corrections

• Jerald C. Moneva
• Rey C. Miralles
• Jonathan Raman

Suggested Citation

Download full text from publisher, references listed on ideas.

Follow serials, authors, keywords & more

Public profiles for Economics researchers

Various research rankings in Economics

RePEc Genealogy

Who was a student of whom, using RePEc

Curated articles & papers on economics topics

Upload your paper to be listed on RePEc and IDEAS

New papers by email

Subscribe to new additions to RePEc

EconAcademics

Blog aggregator for economics research

Cases of plagiarism in Economics

About RePEc

Initiative for open bibliographies in Economics

News about RePEc

Questions about IDEAS and RePEc

RePEc volunteers

Participating archives

Publishers indexing in RePEc

Privacy statement

Found an error or omission?

Opportunities to help RePEc

Get papers listed

Have your research listed on RePEc

Open a RePEc archive

Have your institution's/publisher's output listed on RePEc

Get RePEc data

Use data assembled by RePEc

School Allowance and Students’ Determination in Studies

Content maybe subject to  copyright     Report

5  citations

29,115  citations

1,587  citations

View 1 reference excerpt

"School Allowance and Students’ Dete..." refers background in this paper

... The socioeconomic status is linked to academic achievement favorably yet weakly (White, 1982) Sexual orientation and financial status are the indicators of scholarly accomplishments of the students (Alade, Mwadingwe & Victor, 2014). ...

376  citations

... Persistence could be an advanced development that lends students to achieve the specific online course (Hart, 2012). ...

295  citations

127  citations

Related Papers (5)

Trending questions (3).

Daily allowances do not significantly affect students' determination in studies or academic performance based on the study conducted at Jagobiao National High School.

Not addressed in the paper.

Ask Copilot

Related papers

Related topics

Moneva Jerald Jagobiao National High School, Cebu City Philippines

Tuñacao Marijune Jagobiao National High School, Cebu City Philippines

corresponding author

Published by IRA Academico Research, a publisher member of the Publishers International Linking Association, Inc. (Crossref), USA.

This paper is reviewed in accordance with the Peer Review Program of IRA Academico Research

Students' Level of Financial Support Satisfaction Towards Their Daily Allowance

The purpose of this study is to determine the association on the students' level of financial support satisfaction and their daily allowance. The study used a quantitative approach-descriptive correlation using a self-made questionnaire that was answered by the senior high school student. The questionnaire mainly indicates the different ranges of school allowances and factors that influence the students' satisfaction. The weighted mean was used for computing the mean of the level of financial support satisfaction that students feel towards their daily allowance. It used the chi-square (x²) showing a significant association between students' financial support satisfaction and school allowance. Students' financial support satisfaction depends on the level of their daily allowance. Most of the students have the ranges forty-one to fifty pesos as their daily allowance. With this, students are satisfied with their daily school allowances. The students seem to have a peaceful mind in their financial life because of meeting financial obligations with fewer debts and liabilities. A student who manages well a financial resource leads to lesser debts and liabilities which tend to increase the level of financial support satisfaction. Furthermore, a financial support satisfied student is more confident, tolerant and less prone to stress for having improved individual well-being. In order to enhance budgeting skills and increased level of financial support satisfaction, this study suggests exploring more on the students who are making debts at an early age.

The published works in  Journal  except the content of the website are licensed under a  Creative Commons Attribution-NonCommercial 4.0 International License .

(ISSN: 2455-2526)

Reviewed & Published by IRA Academico Research | ©2012-2024, All Rights Reserved.

Money Management: Students' Budgeting Behavior

• John Lenard Arcangel

INTRODUCTION

Financial management is a discipline that everyone must have regardless of status. The purpose of this study was to explore how students manage their allowance. This study was made to identify their budgeting behavior and if they use what they have learned through their business finance. Budgeting is a task that everyone must do to be able to check and assess their spending and how they spend their money. Students in their early years have a limited income in the form of their allowances that was why student behavior on budgeting was a critical part to study.

A thematic approach was used to gather data using validated interview questions that were given to the respondents. The thematic approach allowed the researcher to develop a deeper understanding and appreciation to the respondents. The questions are given thematically one t another to see the consistency of the respondent respond. The researcher recorded the interview to be able to store and review the respondent's response as is and follows the record were transcribed, analyzed and interpreted.

The study found students budgeting behavior and factors that affect their spending. Students a lot their allowance on different school expenses specifically on their schoolwork, project, paper works, activities, and handouts. They also give priority particularly on their transportation expenses going to school and home. They consistently mentioned personal expenses that become their least priority expenses even food was last on their priority. It also shows that students that saved money tend to save for future school expenses. They also set goals to save money for them to have more motivation for saving money.

DISCUSSIONS

The study shows students behavior on budgeting and applying the principles of financial management at their personal level knowing their priority and spending their allowance wisely. It also shows their awareness of the value of proper budgeting their allowance from the most important things they need to the least. The study explicit how students used financial management skill in their needs.

Information

• For Readers
• For Authors
• For Librarians

©2017 by Ascendens Asia Pte. Ltd. | NLB Singapore-Registered Publisher.

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

• We're Hiring!
• Help Center

EFFECTS OF DAILY ALLOWANCE MANAGEMENT ON SENIOR HIGH SCHOOL WORKING STUDENT TO THEIR SCHOOL PERFORMANCE

Related Papers

Cheneth Roque

Keneth Salle

Academic performance shows students performance inside the classroom. It tells each student how well and how good they are at school. In school students have their projects and assignments that need a certain materials in order to finish it.Where in in order to get the materials needed they need money to buy the things needed to complete their projects and assignments. First and foremost, the researchers aim to know the socio economic status of the Grade 11 Senior High School students of Our Lady of Fatima University (OLFU). Furthermore, to be able to discover the students’ academic performance based on their general average last school year.The researchers also want to know if there is a association between students academic performance and the students socio economic status. The sample of this research is one hundred (100) Grade 11 students from the strand GAS and HUMMS which is selected using a non probability sampling particularly purposive sampling. The results shows the frequency in the students socio economic status and students academic performance.

International Journal of Trend in Scientific Research and Development

Brenfred Romero

The ESGP-PA scholars in the University of Eastern Philippines, in spite of the financial grant, have their fair share of challenges at home, in school, and with the scholarship management. This descriptive-qualitative study delved into documenting the scholars’ academic performance, discovering a myriad of their challenges, unlocking in them their perceived solutions, and mapped-out recommendations designed to help the ESGP-PA Scholarship Management for the academic advancement of the scholars. Results revealed that the scholars are fairly performing their academics but are affronted of school-related challenges ranging from hectic class schedule and time limitations in requirement submissions to pressures in maintaining their grades given their non-regular school attendance. For school management-related, they get to experience delays of the financial grant, and long queues for scholarship renewal and other submissions. At home, they are torn between their school and family priorit...

Frederick Edward Fabella

The purpose of this phenomenological study was to examine the lived experiences of former Pantawid Pamilyang Pilipino Program (4Ps) student-beneficiaries. The theories guiding this study were Human Capital Theory (1990), Social Capital Theory (1988), and The Concept of Experience by Dewey (1934). The study followed the theory and methods of the phenomenological research model proposed by Giorgi (2009) that allowed informants to provide personal perspectives and reflections on their experiences. The following three research questions guided the study: 1)What are the students’ distinct experiences as former beneficiaries of 4Ps? 2) How would the students describe their lives and values as 4Ps former beneficiaries?and 3) How are these experiences of being a former 4Ps recipient reflected in the co-researchers lives today?Interviews conducted to gather perceptive data from co-researcherswere transcribed, examined, coded, and broken down into themes emerged throughout the research process. The themes identified based on the distinct experiences of students as former beneficiaries of 4Ps were Financial Distress, Psychological Distress, and Financial Security. Identified themes based on description of lives and values of participants as former 4Ps beneficiaries were Reduced 3 Poverty, Spiritual Growth, and Social Growth. Identified themes based on reflection on the lives of co-researchers from gained experience as a former 4Ps member were Improved Confidence, Motivation, and Improved Academic Performance. The findings of the study may help in improving the 4Ps program and the experiences that will be brought by the said program to the present and future beneficiaries.

International Journal of Research and Innovation in Social Science

Jonelyn Arcayna

Business and Economic Research

jerald moneva

The study assessed the association of school allowance and students' determination in studies. The study used quantitative approach - the descriptive survey. The study was conducted in Jagobiao National High School - Senior High School Department. Mainly the Senior High School students are the respondents. The first part of the questionnaire talks about how students determines toward their studies. The weighted mean used to show how school allowance affects the determination of the students towards their studies. Using chi-square, it revealed that there was no significant association between school allowance and students' determination in studies. Students' determination in studies did not affect whether the school allowance of the students either high or low. In addition, students were determined in their studies sometimes. The students who were having a high socioeconomic status or low socioeconomic status did not affect their performance in school. In addition student...

Serban Olah , Gabriel Roseanu , Bodogai Simona , Chisgal Lioara

lawal haruna

International Journal for Research in Applied Science & Engineering Technology

IJRASET Publication

Background: The labor market in Qatar became unstable since the blockade in 2017. As a result, numerous incidents of job cessation became rampant, greatly affecting the foreign workforce in Qatar. Among the workforce population are Filipino employees who experienced a series of trials along with evident worries evoked by the possibilities of job cessation. Method: The researchers utilized a phenomenological research design to discern the lived experiences and perspectives of Filipino workers who underwent job loss and thereafter recovered employment after a span of three months, relative to the central question: "What are the mechanisms commonly practiced by Filipino Overseas in Qatar who experienced job cessation?". Findings: Findings have shown that resiliency serve as coping mechanisms of employees in facing employment after effects who seek to continuously provide the needs of their families even under undesirable situations. Conclusion: The drive to push through surmounted working obstacles plays a crucial role in recovering from job loss. Difficulties brought by migrational push-pull factor may waver an employee faced with job cessation but acquired job benefits will develop one's mindset and improve adaptability. Recommendation: To fill in the gap of this study, the paper suggests to gather respondents with different working backgrounds to compare the effect of cessation to various job positions.

RELATED PAPERS

Ejay Gumanas

Elizabeth Kleinhenz

Marco Mamangon

Shaheen Akter

Gopikesh Acharya

Ivan Vince Longa

Olga Moldovan

Okwera Johnson

Omot Badock Aballa

Umme Salma Shammi

alma corpuz

Yumilcka Beluan

Izabela Corrêa

Musa Adekunle Ayanwale

Learning and "Building Back Better"

James Keevy , Zaahedah Vally

Dickson Mtonga

EARLY CHILDHOOD EDUCATION

Julius Otitolaiye

Julie Tagle

SSRN Electronic Journal

Naomi Hossain

Janry Villegas

PAPILO VENTURES

Adeshina Babatunde

RWIGEMA PIERRE-CELESTIN

Dnyanesh Shejwal

Dinah Amankwah , Claressa Kyei-Akuoko

ansar uddin

Victor Ngwenya

Goran Loncar

Yumi Kuwana

In L. Moos & P. Hatzopolous (eds), School Leadership as a driving force for equity and learning: Comparative perspective, European Policy Network on School Leadership, 2013

Philip Woods

PUMZA DIBELA

JOHN MANOHAR

Franchesca Santiago , Mathew Jeron Milagroso

Catherine Nolin , Md Abdur Rashid

Victoria Makulilo

Denis Sekiwu

•   We're Hiring!
•   Help Center
• Find new research papers in:
• Health Sciences
• Earth Sciences
• Cognitive Science
• Mathematics
• Computer Science
• Academia ©2024

Business and Economic Research

Jerald C. Moneva Department of Education, Mandaue City Division Philippines

Rey C. Miralles Department of Education, Mandaue City Division Philippines

Jonathan Raman Jagobiao National High School Philippines

• Other Journals
• For Readers
• For Authors
• For Librarians
• Announcements
• Recruitment
• Editorial Board
• Ethical Guidelines
• Special issue

School Allowance and Students’ Determination in Studies

The study assessed the association of school allowance and students' determination in studies. The study used quantitative approach - the descriptive survey. The study was conducted in Jagobiao National High School - Senior High School Department. Mainly the Senior High School students are the respondents. The first part of the questionnaire talks about how students determines toward their studies. The weighted mean used to show how school allowance affects the determination of the students towards their studies. Using chi-square, it revealed that there was no significant association between school allowance and students' determination in studies. Students' determination in studies did not affect whether the school allowance of the students either high or low. In addition, students were determined in their studies sometimes. The students who were having a high socioeconomic status or low socioeconomic status did not affect their performance in school. In addition students' willingness in school was the factor why students are eager in their studies in school. Consecutively, to improve their determination in school they need to be interested in school and participated in school activities.

• There are currently no refbacks.

Copyright © Macrothink Institute

To make sure that you can receive messages from us, please add the 'macrothink.org' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.

------------------------------------------------------------------------------------------------------------------------------------------------------------