School children's conceptions of economics: prices, wages, investments and strikes

A. Furnham, A. Cleare

Research output: Contribution to journalArticlepeer-review

21 Citations (Scopus)

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 languageEnglish
Article numberN/A
Pages (from-to)467-479
Number of pages13
JournalJOURNAL OF ECONOMIC PSYCHOLOGY
Volume9
Issue number4
DOIs
Publication statusPublished - Dec 1988

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