Money: saving, investing and big decisions

Numbers match the citations in the article. A working link isn't proof that a page supports a claim; check the quoted passage and date.

1. 1

   An integrated model of financial socialization, technology, and financial capability in predicting financial well-being.

   PloS one (Anh)Published Mar 24, 2026Checked Oct 4, 2026

   “Artificial intelligence exerts a stronger influence on financial behaviour than family financial socialisation, while its impact on financial well-being operates primarily through behavioural pathways. Financial literacy and digital trust significantly strengthen the effect of artificial intelligence on financial behaviour, although the moderating effects are relatively modest. Financial well-being is positioned as the ultimate outcome of the model, and the findings confirm that improvements in well-being are largely driven by behavioural adjustments rather than direct technological exposure alone. The study offers theoretical contributions by integrating social, technological, and capability-based elements into a unified financial well-being framework and highlights the conditional roles of digital trust and financial literacy in shaping AI-driven financial behaviour. It also provides practical implications for financial education and responsible digital finance adoption to enhance financial resilience and long-term well-being.”

2. 2

   The challenge of explicit learning in life skill education.

   NPJ science of learning (Piehlmaier & Warmath)Published Dec 1, 2025Checked Oct 4, 2026

   “Curriculum design in programs to build life skills often focuses on explicit learning methods that aim to increase declarative knowledge. However, this type of education has been shown to have minimal impact on behavior. We introduce a continuum of knowledge and argue that more flexible forms of knowledge are required to impact behavior, especially for novices. Using a randomized controlled trial conducted over several sessions, this study explores the ability of semi-flexible and flexible knowledge to promote optimal behaviors in the context of personal finances. We found that as knowledge became more flexible, desired changes in actual behavior became more likely. Our results provide evidence that life skills education programs, such as collegiate financial education, may be "barking up the wrong tree" with the focus on explicit learning. Expanding program design to incorporate a focus on flexible knowledge may improve the impact of such programs on desired behavior.”

3. 3

   The mediating role of financial behavior in the relationship between psychological capital and financial wellbeing: evidence from a cross-sectional study in China.

   Frontiers in psychology (Zhang et al.)Published Apr 14, 2026Checked Oct 4, 2026

   “We found that Psychological Capital does indeed influence Financial wellbeing (β = 0.563, p β = 0.081, p Q 2_predict > 0.10; Standardized Root Mean Square Residual (SRMR) = 0.028; Normed Fit Index (NFI) = 0.973) and a smoothness across gender, education, and age. We also find that it is consistent across gender/education and age groups. All of these results support Psychological Capital to be a potentially flexible psychological tool that can positively affect financial wellbeing directly and in a more adaptive manner. This suggests that interventions embedding resilience-building, hope-enhancing, and self-efficacy-strengthening components within financial education may help individuals cultivate more secure long-term financial outcomes. By embedding Psychological Capital within a behavioral explanation framework, we complement the model of financial well-being and provide one of the first population-weighted PLS-SEM studies on the relationships between Psychological Capital and Financial Behavior in China.”

4. 4

   Retirement Planning and Readiness of Local Government Employees in North-Western Ghana.

   Journal of aging research (Gyader et al.)Published Jun 26, 2026Checked Oct 4, 2026

   “Data were analyzed using thematic analysis, guided by the life course perspective and theory of planned behavior.FindingsKey findings include (1) thoughts on retirement indicated that there was high awareness but age-related postponement of planning; (2) retirement aspirations were guided by financial security, homeownership, healthcare access, and family time; (3) content of retirement plans included land acquisition prioritized over financial instruments due to eroded trust in banking institutions; (4) drivers of retirement planning included personal goals, family obligations, and notably, the absence of workplace retirement education programs; (5) overall preparedness showed inadequate preparation, complicated by cultural norms of wealth secrecy as a protective strategy against envy and social obligations.ConclusionLocal government employees in Northwestern Ghana demonstrate inadequate retirement preparedness. Effective interventions require context-sensitive approaches addressing financial literacy, workplace education programs, and the cultural dynamics of savings disclosure in collectivist, resource-constrained settings.”

5. 5

   Adapting a U.S.-based micro-savings program for Uganda: implementation process and lessons learned.

   Children and youth services review (Namuwonge et al.)Published Feb 3, 2026Checked Oct 4, 2026

   “The analysis focused on saving behaviors among the entire sample and a subsample of 690 participants who opened CDAs. We examined self-reported and administrative savings outcomes over 30 months, encompassing bank savings behavior and savings beyond the initial deposit. Analyses also addressed key sociodemographic and psychosocial factors. A mixed-effect and adjusted logistic regression model were applied.ResultsAt enrollment, the participant's mean age was 15.37 years. The intervention improved bank saving behavior, evidenced by significant intervention-by-time interaction effects [χ2(2) = 43.38, p Conclusions and implicationsThese findings suggest that, overall, CDA-based micro-saving programs implementation is possible even in resource limited communities like Uganda, and when given the opportunity, families living in low-income households can utilize the CDA "infrastructure" to save. Overall, for the saving intervention to yield its intended benefits, institutional barriers need to be addressed, including bringing the bank services to the people and providing financial literacy training to instill the culture of saving from a young age.”

6. 6

   Security (finance) (Wikipedia)

   WikipediaPublished Sep 30, 2026Checked Oct 4, 2026

   “A security is a tradable financial asset. The term commonly refers to any form of financial instrument, but its legal definition varies by jurisdiction. In some countries and languages people commonly use the term "security" to refer to any form of financial instrument, even though the underlying legal and regulatory regime may not have such a broad definition. In some jurisdictions the term specifically excludes financial instruments other than equity and fixed income instruments. In some jurisdictions it includes some instruments that are close to equities and fixed income, e.g., equity warrants. Securities may be represented by a certificate or, more typically, they may be "non-certificated", that is in electronic (dematerialized) or "book entry only" form. Certificates may be bearer, meaning they entitle the holder to rights under the security merely by holding the security, or registered, meaning they entitle the holder to rights only if they appear on a security register maintained by the issuer or an intermediary.”