Abstract
The understanding of various economic concepts (prices, wages, investments and strikes) by 134 British school children aged 11–16 was assessed by a questionnaire based on earlier work by Leiser (1983). Older children's concepts were more integrated, less contradictory and more comprehensive than those of younger children. However, even at 16, children had inconsistent understanding, with good comprehension in some areas and poor knowledge of others. There were negligible class differences, while several sex differences were evident, possibly linked to sex role stereotypes. The results suggest that more teaching with regard to economic concepts may be beneficial to both individuals and society.
Original language | English |
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Article number | N/A |
Pages (from-to) | 467-479 |
Number of pages | 13 |
Journal | JOURNAL OF ECONOMIC PSYCHOLOGY |
Volume | 9 |
Issue number | 4 |
DOIs | |
Publication status | Published - Dec 1988 |