The Association between Parental Instruction and Financial Wellbeing among Working Adults in the U.S. across Four Generations.

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Ashley Tuen
Ashley Tuen

Ashley is a sophomore pursuing a double major in Economics and Government and a minor in Data Analysis at Wesleyan University. Coming from Hong Kong, Ashley works as a Course Assistant for Econ300 (Quantitative Methods in Economics) and Econ301 (Microeconomic Analysis). In addition, Ashley has participated in Wesleyan Debate and is has helped organize Wesleyan’s first Hackathon in a half-a-decade, WesHack! With a particular interest in money market security and investor behavior, Ashley will be working as a Research Assistant to further her academic interests through Wesleyan’s QAC Apprenticeship Program over the summer of 2021.

Abstract: With the gradual privatization of the financial service sector, the responsibility of personal finance is falling increasingly on the shoulders of individuals. Alongside the rise of on-hand financial technology, millennials find themselves ever susceptible to impulsive consumer behavior and mounting indebtedness. In recent years, researchers have begun to examine to what extent parental involvement in childhood financial discipline plays a significant role in shaping an individual’s future financial health. While a few studies have corroborated the positive relationship between parental involvement and future financial wellness, it is unknown whether the cause of poor financial performance among millennials can be attributed to decreasing levels of parental instruction.

The goals of the present analysis include [1] establishing the relationship between parental instruction and financial wellbeing; [2] determining whether or not the relationship between parental instruction and financial wellbeing is affected by generational status; and [3] identifying whether parental instruction levels have changed across four generations in the United States.

QAC201-Final-Poster