Silva, Tarcísio Pedro da; Magro, Cristian Baú Dal; Gorla, Marcello Christiano; Nakamura, Wilson Toshiro

doi:10.1016/j.rausp.2016.12.010

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Sumário

Education, Research & Academic Production • Rev. Adm. (São Paulo) 52 (3) • Jul-Sep 2017 • https://doi.org/10.1016/j.rausp.2016.12.010 copiar

Nivel de educación financiera de estudiantes de la escuela secundaria y sus reflexiones económicas

Autoría SCIMAGO INSTITUTIONS RANKINGS

Resumen

Este estudio contribuye a la comprensión del nivel de educación financiera de estudiantes de secundaria de escuelas públicas; se examina cómo se desarrolla su conocimiento financiero y se ofrece una perspectiva de las deficiencias en la educación financiera con las que estos estudiantes pueden llegar a los cursos de grado más tarde. El objetivo del trabajo es determinar el nivel de educación financiera de estudiantes de secundaria de escuelas públicas, de acuerdo con aspectos individuales, demográficos y concernientes a la socialización. Se utiliza una metodología descriptiva para los procedimientos de recopilación/survey y el enfoque del problema de tipo cuantitativo. La población de estudio se compone de 4.698 estudiantes de secundaria de 14 escuelas públicas de la ciudad de Blumenau. En el tratamiento de los datos se han utilizado las pruebas de Kruskal-Wallis y chi cuadrado. Los resultados indican que no existe una educación financiera eficaz entre los jóvenes estudiantes de secundaria, lo que se observa en hallazgos tales como: parte de los jóvenes no está obligada a explicar a los padres en qué está gastando sus recursos financieros; los estudiantes han adquirido conocimientos financieros en gran medida con los padres y familiares, y en la práctica del día a día, sin embargo hay poco diálogo en la familia sobre asuntos financieros. El conocimiento financiero oriundo de la escuela es bajo, lo que requiere una mejora en la calidad de tal conocimiento en esta etapa o en el futuro, incluso en el curso de grado. Por último, los trabajadores potenciales pueden causar problemas sociales debido a la incapacidad para administrar sus recursos y/o los gastos de sus familias.

Palabras clave:
Educación financiera; Características individuales; Características demográficas; Características de socialización; Educación secundaria

Codes	Questions/results					Authors base
QAP1	High school level					Chen and Volpe (1998)Chen, H., & Volpe, R. P. (1998). An analysis of personal financial literacy among college students. Financial Services Review, 7(2), 107-128., Norvilitis et al. (2006)Norvilitis, J. M., Merwin, M. M., Osberg, T. M., Roehling, P. V., Young, P., & Kamas, M. M. (2006). Personality factors, money attitudes, financial knowledge, and credit-card debt in college students1. Journal of Applied Social Psychology, 36(6), 1395-1413., Shim et al. (2009)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., Robb (2011)Robb, C. A. (2011). Financial knowledge and credit card behavior of college students. Journal of Family and Economic Issues, 32(4), 690-698., Norvilitis and Mendes-Da-Silva (2013)Norvilitis, J. M., & Mendes-Da-Silva, W. (2013). Attitudes toward credit and finances among college students in Brazil and the United States. Journal of Business Theory and Practice, 1(1), 132-151., Potrich et al. (2016)Potrich, A. C. G., Vieira, K. M., & Mendes-Da-Silva, W. (2016). Development of a financial literacy model for university students. Management Research Review, 39(3), 356-376..
	(1)	(2)	(3)
	1 year	2 year	3 and/or 4 year
	29.74%	42.90%	27.36%

QAP2	Age					Chen and Volpe (1998)Chen, H., & Volpe, R. P. (1998). An analysis of personal financial literacy among college students. Financial Services Review, 7(2), 107-128., Norvilitis et al. (2006)Norvilitis, J. M., Merwin, M. M., Osberg, T. M., Roehling, P. V., Young, P., & Kamas, M. M. (2006). Personality factors, money attitudes, financial knowledge, and credit-card debt in college students1. Journal of Applied Social Psychology, 36(6), 1395-1413., Oehler and Werner (2008)Oehler, A., & Werner, C. (2008). Saving for retirement—a case for financial education in Germany and UK?. An economic perspective. Journal of Consumer Policy, 31(3), 253-283., Robb (2011)Robb, C. A. (2011). Financial knowledge and credit card behavior of college students. Journal of Family and Economic Issues, 32(4), 690-698., Sohn et al. (2012)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., and Potrich et al. (2016)Potrich, A. C. G., Vieira, K. M., & Mendes-Da-Silva, W. (2016). Development of a financial literacy model for university students. Management Research Review, 39(3), 356-376..
	(1)	(2)	(3)
	Under 16 years	Between 17 and 20 years	Over 20 years
	54.98%	44.50%	0.52%

QAP3	Number of members in the family group					Webley and Nyhus (2006)Webley, P., & Nyhus, E. K. (2006). Parents' influence on children's future orientation and saving. Journal of Economic Psychology, 27(1), 140-164., Norvilitis et al. (2006)Norvilitis, J. M., Merwin, M. M., Osberg, T. M., Roehling, P. V., Young, P., & Kamas, M. M. (2006). Personality factors, money attitudes, financial knowledge, and credit-card debt in college students1. Journal of Applied Social Psychology, 36(6), 1395-1413., Robb (2011)Robb, C. A. (2011). Financial knowledge and credit card behavior of college students. Journal of Family and Economic Issues, 32(4), 690-698., and Norvilitis and Mendes-Da-Silva (2013)Norvilitis, J. M., & Mendes-Da-Silva, W. (2013). Attitudes toward credit and finances among college students in Brazil and the United States. Journal of Business Theory and Practice, 1(1), 132-151..
	(1)	(2)	(3)	(4)
	2 members	3 members	4 members	Over 4 members
	6.51%	21.94%	34.80%	36.76%

QAP4	Monthly average income of the family group (R$)					Norvilitis et al. (2006)Norvilitis, J. M., Merwin, M. M., Osberg, T. M., Roehling, P. V., Young, P., & Kamas, M. M. (2006). Personality factors, money attitudes, financial knowledge, and credit-card debt in college students1. Journal of Applied Social Psychology, 36(6), 1395-1413., Robb (2011)Robb, C. A. (2011). Financial knowledge and credit card behavior of college students. Journal of Family and Economic Issues, 32(4), 690-698., Sohn et al. (2012)Sohn, S. H., Joo, S. H., Grable, J. E., Lee, S., & Kim, M. (2012). Adolescents financial literacy: The role of financial socialization agents, financial experiences, and money attitudes in shaping financial literacy among South Korean youth. Journal of Adolescence, 35(4), 969-980., and Potrich et al. (2016)Potrich, A. C. G., Vieira, K. M., & Mendes-Da-Silva, W. (2016). Development of a financial literacy model for university students. Management Research Review, 39(3), 356-376..
	(1)	(2)	(3)	(4)	(5)
	Up to R$ 788.00	From R$ 789.00 to R$ 2364.00	From R$ 2365.00 to R$ 3940.00	From R$ 3941.00 to R$ 5516.00	Over R$ 5516.00
	8.72%	42.13%	27.52%	13.11%	8.52%

QAP5	Genre					Chen and Volpe (1998)Chen, H., & Volpe, R. P. (1998). An analysis of personal financial literacy among college students. Financial Services Review, 7(2), 107-128., Lusardi and Mitchell (2011)Lusardi, A., & Mitchell, O. S. (2011). Financial literacy and retirement planning in the United States. Journal of Pension Economics and Finance, 10(4), 509-525., Sohn et al. (2012)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., Norvilitis and Mendes-Da-Silva (2013)Norvilitis, J. M., & Mendes-Da-Silva, W. (2013). Attitudes toward credit and finances among college students in Brazil and the United States. Journal of Business Theory and Practice, 1(1), 132-151., and Santos et al. (2016)Santos, D. B., Mendes-Da-Silva, W., Flores, E., & Norvilitis, J. M. (2016). Predictors of credit card use and perceived financial well-being in female college students: A Brazil–United States comparative study. International Journal of Consumer Studies, 40(2), 133-142..
	(1)	(2)	(3)
	Male	Female	Do not wish to declare
	46.62%	52.14%	1.24%

QAP6	With respect to financial gains					Chen and Volpe (1998)Chen, H., & Volpe, R. P. (1998). An analysis of personal financial literacy among college students. Financial Services Review, 7(2), 107-128., Norvilitis et al. (2006)Norvilitis, J. M., Merwin, M. M., Osberg, T. M., Roehling, P. V., Young, P., & Kamas, M. M. (2006). Personality factors, money attitudes, financial knowledge, and credit-card debt in college students1. Journal of Applied Social Psychology, 36(6), 1395-1413., Robb (2011)Robb, C. A. (2011). Financial knowledge and credit card behavior of college students. Journal of Family and Economic Issues, 32(4), 690-698., Sohn et al. (2012)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., Pires et al. (2013)Pires, D., Lima, O., Dalongaro, R., Silva, P. S., & Silveira, J. (2013). Educação Financeira como Estratégia para Inclusão de Jovens na Bolsa de Valores. Encontros Científicos-Tourism & Management Studies, 3, 720-730., and Potrich et al. (2016)Potrich, A. C. G., Vieira, K. M., & Mendes-Da-Silva, W. (2016). Development of a financial literacy model for university students. Management Research Review, 39(3), 356-376..
	(1)	(2)	(3)	(4)	(5)
	I have a salary	I have a salary and I financially support the family.	Although I have a salary, I get financial help from the family	I do not have a salary, and I do not receive financial support from the family	I do not have a salary, but I get financial help from the family
	20.96%	15.44%	6.14%	17.81%	39.65%

Codes	Questions/results							Authors base
QEF1	Regarding how I manage my financial resources, I usually:							Potrich et al. (2015)Potrich, A. C. G., Vieira, K. M., & Kirch, G. (2015). Determinantes da Alfabetização Financeira: Análise da Influência de Variáveis Socioeconômicas e Demográficas. Revista Contabilidade & Finanças, 26(69), 362-377. and Potrich et al. (2016)Potrich, A. C. G., Vieira, K. M., & Mendes-Da-Silva, W. (2016). Development of a financial literacy model for university students. Management Research Review, 39(3), 356-376..
	(1) 15.85%	(2) 27.16%	(3) 37.89%	(4) 14.25%	(5) 4.85%
	Save part of resources but without future plans	Save money only when possible	Save resources partially to spend as planned	Save and invest part of my income	Have some kind of investment on my behalf

QEF2	About the responsibility to submit financial reports to parents and/or partners:							Shim et al. (2009)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., Pires et al. (2013)Pires, D., Lima, O., Dalongaro, R., Silva, P. S., & Silveira, J. (2013). Educação Financeira como Estratégia para Inclusão de Jovens na Bolsa de Valores. Encontros Científicos-Tourism & Management Studies, 3, 720-730., Potrich et al. (2015)Potrich, A. C. G., Vieira, K. M., & Kirch, G. (2015). Determinantes da Alfabetização Financeira: Análise da Influência de Variáveis Socioeconômicas e Demográficas. Revista Contabilidade & Finanças, 26(69), 362-377., and Santos et al. (2016)Santos, D. B., Mendes-Da-Silva, W., Flores, E., & Norvilitis, J. M. (2016). Predictors of credit card use and perceived financial well-being in female college students: A Brazil–United States comparative study. International Journal of Consumer Studies, 40(2), 133-142..
	(1) 23.18%	(2) 16.73%	(3) 20.65%	(4) 39.44%
	I have an obligation to explain how I am using my financial resources	I have to give some kind of explanation only when the resources spent are very high	I have to give some kind of explanation only when I need to ask for more money	No need to explain how I am using the financial resources

QEF3	About the dialog when deciding to buy a product for family use, I usually:							Pires et al. (2013)Pires, D., Lima, O., Dalongaro, R., Silva, P. S., & Silveira, J. (2013). Educação Financeira como Estratégia para Inclusão de Jovens na Bolsa de Valores. Encontros Científicos-Tourism & Management Studies, 3, 720-730., Potrich et al. (2015)Potrich, A. C. G., Vieira, K. M., & Kirch, G. (2015). Determinantes da Alfabetização Financeira: Análise da Influência de Variáveis Socioeconômicas e Demográficas. Revista Contabilidade & Finanças, 26(69), 362-377., and Santos et al. (2016)Santos, D. B., Mendes-Da-Silva, W., Flores, E., & Norvilitis, J. M. (2016). Predictors of credit card use and perceived financial well-being in female college students: A Brazil–United States comparative study. International Journal of Consumer Studies, 40(2), 133-142..
	(1) 54.47%	(2) 6.45%	(3) 5.11%	(4) 25.30%	(5) 8.67%
	When prompted, I give my opinion and it is considered	When prompted, I give my opinion and it is not considered	When prompted, I do not give my opinion	Even when not prompted, I give my opinion	I do not have my opinions requested by my parents or partner

QEF4	How often do you talk to your parents about money?							Shim et al. (2009)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., Pires et al. (2013)Pires, D., Lima, O., Dalongaro, R., Silva, P. S., & Silveira, J. (2013). Educação Financeira como Estratégia para Inclusão de Jovens na Bolsa de Valores. Encontros Científicos-Tourism & Management Studies, 3, 720-730., Potrich et al. (2015)Potrich, A. C. G., Vieira, K. M., & Kirch, G. (2015). Determinantes da Alfabetização Financeira: Análise da Influência de Variáveis Socioeconômicas e Demográficas. Revista Contabilidade & Finanças, 26(69), 362-377., and Santos et al. (2016)Santos, D. B., Mendes-Da-Silva, W., Flores, E., & Norvilitis, J. M. (2016). Predictors of credit card use and perceived financial well-being in female college students: A Brazil–United States comparative study. International Journal of Consumer Studies, 40(2), 133-142..
	(1) 23.23%	(2) 29.79%	(3) 26.23%	(4) 20.75%
	I do not usually talk	I spontaneously talk	I regularly talk	I talk daily

QEF5	Which financial issue is most discussed with the family:							Shim et al. (2009)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., Pires et al. (2013)Pires, D., Lima, O., Dalongaro, R., Silva, P. S., & Silveira, J. (2013). Educação Financeira como Estratégia para Inclusão de Jovens na Bolsa de Valores. Encontros Científicos-Tourism & Management Studies, 3, 720-730., and Santos et al. (2016)Santos, D. B., Mendes-Da-Silva, W., Flores, E., & Norvilitis, J. M. (2016). Predictors of credit card use and perceived financial well-being in female college students: A Brazil–United States comparative study. International Journal of Consumer Studies, 40(2), 133-142..
	(1) 11.09%	(2) 14.14%	(3) 29.48%	(4) 10.43%	(5) 34.85%
	I do not usually talk to my parents.	About consumerism	About studies and career	About investments	On the conscious use of money

QEF6	If you have some financial knowledge, how did you get it?							Webley and Nyhus (2006)Webley, P., & Nyhus, E. K. (2006). Parents' influence on children's future orientation and saving. Journal of Economic Psychology, 27(1), 140-164., Shim et al. (2009)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., Pires et al. (2013)Pires, D., Lima, O., Dalongaro, R., Silva, P. S., & Silveira, J. (2013). Educação Financeira como Estratégia para Inclusão de Jovens na Bolsa de Valores. Encontros Científicos-Tourism & Management Studies, 3, 720-730., and Santos et al. (2016)Santos, D. B., Mendes-Da-Silva, W., Flores, E., & Norvilitis, J. M. (2016). Predictors of credit card use and perceived financial well-being in female college students: A Brazil–United States comparative study. International Journal of Consumer Studies, 40(2), 133-142..
	(1) 45.38%	(2) 8.11%	(3) 24.73%	(4) 2.58%	(5) 9.09%	(6) 5.01%	(7) 5.11%
	Family and Relatives	Media, TV, internet and newspapers	Day-to-day practice	Friends and acquaintances	School	I have no knowledge	Work, specific courses

QEF7	In relation to my financial profile, I consider myself:							Santos et al. (2016)Santos, D. B., Mendes-Da-Silva, W., Flores, E., & Norvilitis, J. M. (2016). Predictors of credit card use and perceived financial well-being in female college students: A Brazil–United States comparative study. International Journal of Consumer Studies, 40(2), 133-142.
	(1) 22.72%	(2) 10.33%	(3) 41.77%	(4) 18.84%	(5) 6.35%
	A spender, I spend almost everything I get	Conservative, I do not take the risk to earn more	Cautious, shopping only when needed	A saver, I avoid spending my savings	Careless, I have no control over my expenses

QEF8	How do I decide what to do with my money?							Webley and Nyhus (2006)Webley, P., & Nyhus, E. K. (2006). Parents' influence on children's future orientation and saving. Journal of Economic Psychology, 27(1), 140-164., Shim et al. (2009)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., Pires et al. (2013)Pires, D., Lima, O., Dalongaro, R., Silva, P. S., & Silveira, J. (2013). Educação Financeira como Estratégia para Inclusão de Jovens na Bolsa de Valores. Encontros Científicos-Tourism & Management Studies, 3, 720-730., Potrich et al. (2015)Potrich, A. C. G., Vieira, K. M., & Kirch, G. (2015). Determinantes da Alfabetização Financeira: Análise da Influência de Variáveis Socioeconômicas e Demográficas. Revista Contabilidade & Finanças, 26(69), 362-377., and Santos et al. (2016)Santos, D. B., Mendes-Da-Silva, W., Flores, E., & Norvilitis, J. M. (2016). Predictors of credit card use and perceived financial well-being in female college students: A Brazil–United States comparative study. International Journal of Consumer Studies, 40(2), 133-142..
	(1) 56.07%	(2) 33.56%	(3) 3.46%	(4) 3.10%	(5) 3.82%
	Alone	Talking to parents or partner	Talking to other people	My parents decide on what I should spend my money with	I do not receive any money

Financial education issues	Level of education	Age	Number of family members	Family income
QEF1	0.003^* * p < 0.05.	0.081	0.292	0.000^* * p < 0.05.
QEF2	0.003^* * p < 0.05.	0.000^* * p < 0.05.	0.269	0.937
QEF3	0.011^* * p < 0.05.	0.866	0.007^* * p < 0.05.	0.000^* * p < 0.05.
QEF4	0.002^* * p < 0.05.	0.821	0.440	0.391
QEF5	0.024^* * p < 0.05.	0.057	0.382	0.000^* * p < 0.05.
QEF6	0.002^* * p < 0.05.	0.250	0.123	0.205
QEF7	0.002^* * p < 0.05.	0.165	0.020^* * p < 0.05.	0.956
QEF8	0.049^* * p < 0.05.	0.135	0.263	0.072

QEF1	Level of education	Family income	QEF2		Level of education		Family income
	Average rank	Average rank			Average rank		Average rank
(1)	896.81	919.60	(1)		918.08		931.56
(2)	938.33	896.20	(2)		963.93		949.15
(3)	1017.88	1031.88	(3)		931.23		901.56
(4)	996.29	1000.10	(4)		1020.85		1034.73
(5)	914.61	955.36
QEF3	Level of education	Number of family members		Family income		QEF4	Level of education
	Average rank	Average rank		Average rank			Average rank
(1)	996.36	933.40		990.11		(1)	884.15
(2)	933.63	1056.89		941.75		(2)	1007.01
(3)	809.57	1002.50		779.74		(3)	983.56
(4)	957.76	985.26		998.77		(4)	959.51
(5)	950.24	1060.02		881.40
QEF5	Level of education		Family income		QEF6		Level of education
	Average rank		Average rank				Average rank
(1)	895.87		855.90		(1)		945.18
(2)	952.35		901.31		(2)		994.66
(3)	1002.45		994.14		(3)		1004.91
(4)	1038.47		1100.27		(4)		917.93
(5)	949.97		971.95		(5)		1012.10
					(6)		797.09
					(7)		1083.68
QEF7	Level of education	Number of family members	QEF8	Level of education	Age	Number of family members	Family income
QEF7	Average rank	Average rank	QEF8	Average rank	Average rank	Average rank	Average rank
(1)	903.41	917.04	(1)	975.64	974.73	973.81	987.61
(2)	912.98	943.88	(2)	989.43	970.02	953.69	952.93
(3)	1002.10	999.80	(3)	880.55	1009.08	915.66	1037.16
(4)	1022.46	946.67	(4)	824.75	984.23	957.23	844.96
(5)	918.42	1059.40	(5)	889.18	827.34	1090.78	875.89

Facts (Dependents)	Sig. Chi-square
	Independent variables
	Gender (QAP5)	Financial gains (QAP6)
QEF1	0.162	0.241
QEF2	0.024^* * p < 0.05	0.000^* * p < 0.05
QEF3	0.000^* * p < 0.05	0.000^* * p < 0.05
QEF4	0.000^* * p < 0.05	0.000^* * p < 0.05
QEF5	0.008^* * p < 0.05	0.000^* * p < 0.05
QEF6	0.000^* * p < 0.05	0.001^* * p < 0.05
QEF7	0.000^* * p < 0.05	0.683
QEF8	0.001^* * p < 0.05	0.000^* * p < 0.05

		QEF2
		(1)	(2)	(3)	(4)
Gender	Male	Score	204	162	160	377
	Male	Exp. Score	209.3	151	186.50	356.2
	Female	Score	242	160	233	375
	Female	Exp. Score	234.1	168.9	208.6	398.4
	Undefined	Score	3	2	7	12
	Undefined	Exp. Score	5.6	4	5	9.5

Financial gains	I have a salary	Score	79	69	53	205
	I have a salary	Exp. Score	94.1	67.9	83.8	160.1
	I have a salary and I help my family.	Score	69	67	48	115
	I have a salary and I help my family.	Exp. Score	69.3	50	61.7	117.9
	Even though I have a salary, I get help from my family	Score	26	20	29	44
	Even though I have a salary, I get help from my family	Exp. Score	27.6	19.9	24.6	46.9
	I have no salary, and I do not get help from my family.	Score	77	52	72	144
	I have no salary, and I do not get help from my family.	Exp. Score	80	57.7	71.2	136.1
	I do not have a salary, but I get help from my family.	Score	198	116	198	256
	I do not have a salary, but I get help from my family.	Exp. Score	178	128.5	158.6	302.9

		QEF3
		1	2	3	4	5
Gender	Male	Score	473	76	62	207	85
	Male	Exp. Score	491.8	58.3	46.2	228.4	78.3
	Female	Score	573	45	34	281	77
	Female	Exp. Score	550.1	65.2	51.6	255.5	87.6
	Undefined	Score	9	4	3	2	6
	Undefined	Exp. Score	13.1	1.5	1.2	6.1	2.1

Financial gains	I have a salary	Score	241	28	14	89	34
	I have a salary	Exp. Score	221.1	26.2	20.8	102.7	35.2
	I have a salary and I help my family.	Score	156	22	17	78	26
	I have a salary and I help my family.	Exp. Score	162.9	19.3	15.3	75.6	25.9
	Even though I have a salary, I get help from my family	Score	69	6	9	29	6
	Even though I have a salary, I get help from my family	Exp. Score	64.8	7.7	6.1	30.1	10.3
	I have no salary, and I do not get help from my family.	Score	154	32	30	86	43
	I have no salary, and I do not get help from my family.	Exp. Score	187.9	22.3	17.6	87.3	29.9
	I do not have a salary, but I get help from my family.	Score	435	37	29	208	59
	I do not have a salary, but I get help from my family.	Exp. Score	418.3	49.6	39.3	194.3	66.6

		QEF4
		1	2	3	4
Gender	Male	Score	252	229	257	158
	Male	Exp. Score	207.7	266.8	235.2	186.3
	Female	Score	187	338	241	238
	Female	Exp. Score	232.7	299.0	263.5	208.7
	Undefined	Score	7	6	7	4
	Undefined	Exp. Score	5.6	7.1	6.3	5.0

Financial gains	I have a salary	Score	82	108	125	90
	I have a salary	Exp. Score	93.9	120.6	106.3	84.2
	I have a salary and I help my family.	Score	50	90	79	75
	I have a salary and I help my family.	Exp. Score	68.2	87.6	77.2	61.1
	Even though I have a salary, I get help from my family	Score	21	41	28	29
	Even though I have a salary, I get help from my family	Exp. Score	27.6	35.4	31.2	24.7
	I have no salary, and I do not get help from my family.	Score	117	86	75	63
	I have no salary, and I do not get help from my family.	Exp. Score	79.0	101.6	89.5	70.9
	I do not have a salary, but I get help from my family.	Score	176	248	198	143
	I do not have a salary, but I get help from my family.	Exp. Score	177.3	227.8	200.8	159.0

		QEF5
		1	2	3	4	5
Gender	Male	Score	115	130	230	107	321
	Male	Exp. Score	100.2	127.7	266.2	94.2	314.7
	Female	Score	95	142	333	94	346
	Female	Exp. Score	112.1	142.9	297.7	105.3	352.0
	Undefined	Score	5	2	8	1	8
	Undefined	Exp. Score	2.7	3.4	7.1	2.5	8.4

Financial gains	I have a salary	Score	36	68	104	42	156
	I have a salary	Exp. Score	45.1	57.4	119.7	42.3	141.5
	I have a salary and I help my family.	Score	30	40	85	44	100
	I have a salary and I help my family.	Exp. Score	33.2	42.3	88.1	31.2	104.2
	Even though I have a salary, I get help from my family	Score	9	12	43	17	38
	Even though I have a salary, I get help from my family	Exp. Score	13.2	16.8	35.1	12.4	41.5
	I have no salary, and I do not get help from my family.	Score	71	48	95	31	100
	I have no salary, and I do not get help from my family.	Exp. Score	38.3	48.8	101.7	36.0	120.2
	I do not have a salary, but I get help from my family.	Score	69	106	244	68	281
	I do not have a salary, but I get help from my family.	Exp. Score	85.2	108.6	226.4	80.1	267.6

		QEF6
		1	2	3	4	5	6	7
Gender	Male	Score	392	88	212	40	81	50	40
	Male	Exp. Score	409.8	73.2	223.3	23.3	82.0	45.2	46.2
	Female	Score	480	67	257	9	93	46	58
	Female	Exp. Score	458.3	81.9	249.8	26.1	91.8	50.6	51.6
	Undefined	Score	7	2	10	1	2	1	1
	Undefined	Exp. Score	10.9	1.9	5.9	0.6	2.2	1.2	1.2

Financial gains	I have a salary	Score	176	23	113	8	31	23	32
	I have a salary	Exp. Score	184.2	32.9	100.4	10.5	36.9	20.3	20.8
	I have a salary and I help my family.	Score	125	21	87	13	23	11	19
	I have a salary and I help my family.	Exp. Score	135.7	24.2	73.9	7.7	27.2	15.0	15.3
	Even though I have a salary, I get help from my family	Score	60	6	29	4	11	2	7
	Even though I have a salary, I get help from my family	Exp. Score	54.0	9.6	29.4	3.1	10.8	6.0	6.1
	I have no salary, and I do not get help from my family.	Score	144	38	77	12	37	26	11
	I have no salary, and I do not get help from my family.	Exp. Score	156.6	28.0	85.3	8.9	31.3	17.3	17.6
	I do not have a salary, but I get help from my family.	Score	374	69	173	13	74	35	30
	I do not have a salary, but I get help from my family.	Exp. Score	348.5	62.2	189.9	19.8	69.8	38.5	39.3

			QEF7
			1	2	3	4	5
Gender	Male	Score	183	123	362	182	53
	Male	Exp. Score	205.1	93.2	377.1	170.2	57.3
	Female	Score	252	74	438	180	66
	Female	Exp. Score	229.4	104.3	421.8	190.3	64.1
	Undefined	Score	5	3	9	3	4
	Undefined	Exp. Score	5.5	2.5	10.0	4.5	1.5

		QEF8
		1	2	3	4	5
Gender	Male	Score	540	276	39	25	23
	Male	Exp. Score	506.3	303.0	31.2	28.0	34.5
	Female	Score	529	370	28	34	49
	Female	Exp. Score	566.3	338.9	34.9	31.3	38.6
	Undefined	Score	17	4	0	1	2
	Undefined	Exp. Score	13.5	8.1	0.8	0.7	0.9

Financial gains	I have a salary	Score	246	135	12	10	3
	I have a salary	Exp. Score	227.6	136.2	14.0	12.6	15.5
	I have a salary and I help my family.	Score	165	114	8	12	0
	I have a salary and I help my family.	Exp. Score	167.6	100.3	10.3	9.3	11.4
	Even though I have a salary, I get help from my family	Score	72	41	3	2	1
	Even though I have a salary, I get help from my family	Exp. Score	66.7	39.9	4.1	3.7	4.5
	I have no salary, and I do not get help from my family.	Score	200	78	11	18	38
	I have no salary, and I do not get help from my family.	Exp. Score	193.4	115.8	11.9	10.7	13.2
	I do not have a salary, but I get help from my family.	Score	403	282	33	18	32
	I do not have a salary, but I get help from my family.	Exp. Score	430.6	257.7	26.6	23.8	29.3

Departamento de Administração da Faculdade de Economia, Administração e Contabilidade da Universidade de São Paulo Avenida Professor Luciano Gualberto, 908, sala F184, 05508-900 São Paulo / SP Brasil, Tel./Fax 55 11 3818-4002 - São Paulo - SP - Brazil
E-mail: rausp@usp.br

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[1] * Corresponding author at: Rua Antônio da Veiga, 140 – CEP 89012-900, Blumenau/SC, Brazil. E-mail:tarcisio@furb.br (T.P. Silva).