This study gauges Finnish people’s knowledge about pensions and their trust in the pension system. A further aim is to see if knowledge and trust are related and to explore the role of sociodemographic factors in that relationship. We examine both self-assessed and objective knowledge of pension system details and look at how age, gender, education, income, and socioeconomic status are reflected in pension knowledge and trust. The results reveal that the relationship between pension knowledge and trust is driven by sociodemographic factors. However, for those with a primary education, there is a positive association between pension knowledge and trust.

We review journal publications from 2007 to 2023 that specifically study or consider racial/ethnic and gender differences in financial knowledge. Of the 32 papers we review, 12 focus on racial/ethnic differences, 7 focus on gender differences, and 13 consider racial/ethnic and gender differences. From these studies, we estimate that, on average White adults score 17 percentage points higher than Black adults on objective financial knowledge, 14 percentage points higher than Hispanic adults, and 2 percentage points lower than Asian adults. We also estimate that, on average, men score 13 percentage points higher than women on objective financial knowledge. We also provide average racial/ethnic and gender differences in subjective financial, knowledge, and these differences across groups seem much smaller. We provide an overview of possible determinants for these racial/ethnic and gender gaps in financial knowledge. We discuss how stakeholders should leverage research on financial knowledge and directions for future research with the purpose to address racial/ethnic and gender gaps in financial knowledge in the United States.

For the very first time, in the Spring of 2023, the European Commission (EC) carried out a survey across all member states to assess their level of financial literacy. This survey complements other national surveys and fills an important gap because it provides a consistent metric that allows comparisons among the European Union (EU) countries. The motivation behind the EC’s survey stems from the need to advance the state of financial literacy to safeguard financial stability and promote important projects, such as the creation of a Capital Markets Union. In this paper, we analyze these new data and confirm findings in the literature about the importance of being financially knowledgeable to achieve good financial outcomes. Unfortunately, the survey also confirms that barely one in two individuals, on average in the EU, is financially literate.

This paper surveys what we have learned on financial literacy and its relation to financial behavior from data collected in the Dutch Central Bank (DNB) Household Survey, a project done in collaboration with academics. A pioneering survey fielded in 2005 included an extensive set of financial literacy questions and questions that can serve as instruments for financial literacy in regression analyses to assess the causal effect of financial literacy on behavior. We describe how this survey spurred a series of research papers demonstrating the crucial role of financial literacy in stock market participation, retirement planning, and wealth accumulation. This inspired various follow-up studies and experiments based on new data collections in the DNB Household Survey. Researchers worldwide have used these data for innovative studies, and other surveys have included similar questions. This case study exemplifies the essential role of data in empirical research, showing how innovative data collections can inspire new research initiatives and significantly contribute to our understanding of household financial decision-making.

We provide a brief history of administering financial literacy questions in probability-based Internet panels. After financial literacy questions were asked in the Centerpanel in the Netherlands and the RAND American Life Panel, the Understanding America Study (UAS) has been administering 14 financial literacy questions in its biannual core surveys since 2014. Due to its longitudinal nature and the vast amount of available information on its panel members, the UAS provides unique opportunities for analyzing patterns of financial literacy over time and its associations with financial outcomes, cognition, health, personality, and economic preferences, among others. The UAS survey-based dataset is further enriched with administrative records from consenting respondents. Importantly, researchers can incorporate additional questions and modules to gather specific data, which can then be linked to both existing and forthcoming information on panel members. In this paper, we describe the UAS financial literacy measures and offer descriptive analyses, highlighting the patterns of financial knowledge over time and by individuals’ background characteristics. We also show how financial outcomes, such as financial wealth and retirement preparedness, relate to financial literacy scores.