FINANCIAL LITERACY, GENDER, AND ACADEMIC ABILITY OF GEN Z STUDENTS OF THE MANAGEMENT STUDY PROGRAM

Management

Financial literacy is defined as the combination of awareness, knowledge, skills, attitudes, and behaviors that a person needs to make wise financial decisions and ultimately achieve individual well-being. The importance of financial literacy is emphasized in the midst of the rampant wasteful and consumptive behavior of students supported by the ease of online shopping. This study aims to determine the influence of gender and academic ability on financial literacy in Gen Z students of the Management Study Program. This study uses a descriptive quantitative approach. The theoretical framework used is the Theory of Planned Behavior (TPB), which assumes that individual behavior is influenced by certain resources and abilities, including background factors such as gender and knowledge. The research sample was selected using the purposive sampling method, and the data analysis was carried out using multiple linear regression analysis techniques. Statistical prerequisite testing, including validity, reliability, and classical assumption tests, is used to ascertain the feasibility of the model. The results of the study show that simultaneously, gender factors and academic ability have a significant effect on the level of financial literacy. Similarly, in the partial test, gender and academic ability both have a significant effect on financial literacy. Partial findings indicate that differences between men and women affect the understanding of financial concepts, where men tend to have better literacy and think more carefully in financial decision-making. Meanwhile, high academic ability proves that there is a better ability of students to understand financial concepts, which directly supports their level of financial literacy. These results prove that there is a close relationship between gender and academic ability and the level of individual financial literacy

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