The Impact of Family Financial Education and Financial Knowledge on the Saving Behavior of Vocational High School Students

Abstract

Saving behavior among young people remains an important issue in financial education, as previous empirical studies have reported inconsistent findings regarding the influence of Family Financial Education and Financial Knowledge on saving behavior. Guided by the Theory of Planned Behavior (TPB), this study examines the partial and simultaneous effects of Family Financial Education and Financial Knowledge on Saving Behavior among vocational high school students. A descriptive quantitative approach was employed using questionnaire data collected from 90 respondents, and the data were analyzed using multiple linear regression. The findings reveal that both Family Financial Education and Financial Knowledge positively and significantly influence Saving Behavior, with Financial Knowledge emerging as the stronger predictor. These findings suggest that Family Financial Education may strengthen students' perceived social expectations toward saving, while Financial Knowledge may enhance their perceived capability to make sound financial decisions. The study provides practical implications for the development of financial education programs that foster positive saving behavior among adolescents and contributes to the growing body of research on financial behavior.