A Quantitative Study on the Influence of Education on College Students’ Investment and Financial Management Behaviors in Hunan Province

Abstract

This study investigates the financial literacy, behavior, and educational experiences of university students in Hunan, China, focusing on how institutional, psychological, and social factors influence financial decision-making. Using quantitative data from 300 respondents and applying descriptive, correlation, and regression analyses, the research identifies that structured university training—particularly experiential and embedded learning—has a stronger impact on financial behavior than traditional coursework or seminars. Psychological factors such as self-efficacy and peer influence also moderately affect investment and money management behaviors, while financial knowledge alone proves insufficient without practical application. The findings highlight significant disparities across institution types, emphasizing the need for standardized and equitable financial education frameworks. Policy and institutional recommendations include integrating digital tools, peer mentoring, and behavioral reinforcement into financial curricula. Overall, the study calls for a multidimensional approach to financial literacy—one that goes beyond knowledge to include motivation, digital fluency, and supportive learning environments for lasting behavioral change.