Financial anxiety and well-being 2600-DSdz3FAen

N/A
KNOWLEDGE
K_W01 – demonstrates a comprehensive understanding of financial anxiety and its impact on young adults/students.
K_W02 – understands the importance of financial literacy and well-being in managing financial anxiety.
SKILLS
K_U02 – is able to assess and analyze the importance of financial literacy and well-being for managing financial anxiety.
K_U07 – is able to read, interpret, and synthesize academic and managerial content, particularly scientific journal articles, and apply them in analyzing financial issues.
I.

Two class quizzes (Multiple Choice Questions): 10% + 10%
Reflection blog (Individual) – 20%
Final examination in the form of group assignments: 60%

Passing threshold: 60%
Group size: 5 persons/group

DESCRIPTION OF THE GROUP ASSIGNMENT:

The task: A RESEARCH ESSAY on a chosen topic from the course. The task will include but is not limited to the following generic structure:
1. Introduction and problem identification
 Introduction
 Research-gap identification
 Problem formation
2. Literature review: Discussion and evaluation of the pertaining literature
3. Methodology: Suggested methodological choice for this research (not much discussion is expected).
4. Results: Expected Results (not much discussion is expected).

5. Managerial implications: Why and how do you think your research will help the managers and practitioners?

SPECIFIC INSTRUCTIONS:
1. 3000 words (± 5%), excluding the title page and references
2. APA or Harvard style of citation.
3. 12 times new roman font, 1.5 spacing, and 1-inch margin on both sides.
4. Page number at the bottom of each page

CRITICAL ISSUES:
• Zero tolerance for plagiarism.
• Peer-review will be conducted.

REFLECTION BLOG (INDIVIDUAL) – 20% OF FINAL GRADE

Purpose of the reflection blog

The reflection blog is a core individual assessment in this course. Its purpose is to support the development of critical self-reflection skills, deepen understanding of course concepts, and encourage thoughtful reflection on personal learning and group collaboration.

Unlike other assessments that focus on knowledge testing or group outcomes, the reflection blog evaluates individual engagement, thinking, and learning development across the semester.

Format and general requirements

• Individual work (not group-based)
• Total length: 1000–1500 words across the semester
• Language: English
• Submission format: LMS blog tool or shared document, as specified during the curse introduction.
• Weighting: 20% of the total course grade
• This component contributes to the overall course passing requirement of 60%

Note: Reflections that are vague, generic, or not clearly grounded in personal experience will receive low marks.

Structure and submission schedule

The reflection blog consists of three mandatory entries, submitted at different stages of the course. All three entries must be completed to receive marks for this assessment.

Entry 1 – Reflection on Quiz 1
• Timing: After Quiz 1
• Length: 300–350 words

In this entry, reflect on your learning based on your performance in Quiz 1. You should:

• Identify one specific quiz question that you answered incorrectly or found challenging
• Explain why you selected your original answer
• Describe the misunderstanding or knowledge gap that led to this choice
• Explain how your understanding has changed after reviewing the relevant course material

You must clearly reference the relevant topic, concept, or lecture content.

Entry 2 – Reflection on the group work process

Timing: Mid-semester (March 27)
Suggested length: 300–400 words

This entry focuses on your experience of working in a group. You should:

• Describe one specific situation related to group coordination, communication, or decision-making
• Explain your individual role in this situation
• Describe how the issue was addressed and the outcome
• Reflect on what you personally learned and what you would do differently in a similar situation in the future

General descriptions of teamwork without reference to a concrete experience will not receive high marks.

Entry 3 – Reflection on the final group assignment

Timing: After submission of the final assignment
Suggested length: 250–300 words

This entry focuses on learning outcomes and the application of course concepts. You should:

• Select one key concept, method, or framework from the course
• Explain how your group applied (or failed to apply) this concept in the final assignment
• Refer to a specific part of the assignment (e.g., section, analysis, or decision)
• Reflect on what you would improve if you had more time
• Briefly explain how this concept may be useful in your future studies or professional practice

Use of AI tools

• AI tools may be used only for language support, such as: Grammar checking & Improving sentence clarity.
• AI tools must not be used to generate reflective content, personal experiences, or analytical judgments. Reflections that are overly generic, lack concrete references, or do not demonstrate personal engagement may receive reduced marks.

Assessment criteria (20%)
• Specificity and use of concrete examples - 30%
• Depth of personal reflection and insight - 30%
• Connection to course concepts and materials - 25%
• Clarity, structure, and quality of writing - 15%

Academic integrity

The reflection blog must represent your own work and thinking. Any suspected breaches of academic integrity will be handled in accordance with university regulations.

Summary

The reflection blog is a significant individual component of this course. It is designed to promote meaningful learning and to assess not only what students learn, but how they learn throughout the course.

COURSE GRADING:
90% - 100% = A
80% - 89% = B
70% - 79% = C
60% - 69% = D
< 60% = F (Fail)

Archuleta, K. L., Dale, A., & Spann, S. M. (2013). College students and financial distress: exploring debt, financial satisfaction, and financial anxiety. Journal of Financial Counseling and Planning, 24(2), 50-62.
Archuleta, K. L., Glenn, C., Lawson, D. R., Clady, J. P., & Solomon, S. (2021). I Know I Should, But Do I Do It? Connecting Covert and Overt Financial Behaviors. Journal of Financial Counseling and Planning, 32(3), 550-563.
Archuleta, K. L., Mielitz, K. S., Jayne, D., & Le, V. (2020). Financial goal setting, financial anxiety, and solution-focused financial therapy (SFFT): A quasi-experimental outcome study. Contemporary Family Therapy, 42, 68-76.
Brüggen, E. C., Hogreve, J., Holmlund, M., Kabadayi, S., & Löfgren, M. (2017). Financial well-being: A conceptualization and research agenda. Journal of Business Research, 79, 228-237.
Fan, L., & Henager, R. (2022). A structural determinants framework for financial well-being. Journal of Family and Economic Issues, 43(2), 415-428.
Grable, J. E. (2016). Financial risk tolerance. Handbook of consumer finance research, 19-31.
Huston, S. J. (2010). Measuring financial literacy. Journal of Consumer Affairs, 44(2), 296-316.
Lusardi, A., & Mitchell, O. S. (2011). Financial literacy and retirement planning in the United States. Journal of pension economics & finance, 10(4), 509-525.
Mahendru, M., Sharma, G. D., & Hawkins, M. (2022). Toward a new conceptualization of financial well‐being. Journal of Public Affairs, 22(2), e2505.
NOTE: Further materials related to specific modules will be provided later.