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PISA 2022 Results (Volume IV)
How Financially Smart Are Students?
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Annex B1. Results for countries and economies
Table IV.B1.1. Students’ performance in financial literacy in PISA 2022: Chapter 2 annex tables
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Table IV.B1.2.1 |
Mean financial literacy scores in 2012, 2015, 2018 and 2022 |
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Table IV.B1.2.2 |
Students' proficiency in financial literacy |
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Table IV.B1.2.3 |
Top performers in financial literacy, mathematics and reading |
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Table IV.B1.2.4 |
Low performers in financial literacy, mathematics and reading |
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Table IV.B1.2.5 |
Change over time in students' proficiency in financial literacy |
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Table IV.B1.2.6 |
Performance in financial literacy, and performance in mathematics and reading |
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Table IV.B1.2.7 |
Variation in financial literacy performance associated with mathematics and reading performance |
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Table IV.B1.2.8 |
Relative performance in financial literacy |
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Table IV.B1.2.9 |
Contexts of countries participating in the financial literacy assessment |
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Table IV.B1.2.10 |
"I know how to manage my money" by low/high performance in financial literacy |
Table IV.B1.2. Variations in students’ performance in financial literacy within countries/economies: Chapter 3 annex tables
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Table IV.B1.3.1 |
Mean score and variation in financial literacy performance, current cycle |
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Table IV.B1.3.2 |
Total variation in financial literacy performance, and variation between and within schools (with and without modal grade restriction) |
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Table IV.B1.3.3 |
Change over time in the distribution of financial literacy performance, percentiles |
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Table IV.B1.3.4 |
Change over time in the distribution of financial literacy performance |
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Table IV.B1.3.5 |
Percentage of boy and girl students in each country |
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Table IV.B1.3.6 |
Mean score and variation in financial literacy performance, by gender |
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Table IV.B1.3.7 |
Students at each proficiency level in financial literacy, by gender |
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Table IV.B1.3.8 |
Gender differences in financial literacy performance, by performance in other PISA subjects |
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Table IV.B1.3.9 |
Change over time in mean financial literacy scores, by gender |
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Table IV.B1.3.10 |
Change over time in the proportion of low and top performers in financial literacy, by gender |
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Table IV.B1.3.11 |
Mean scores in financial literacy, by students' socio-economic status |
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Table IV.B1.3.12 |
Students' socio-economic status and performance in financial literacy |
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Table IV.B1.3.13 |
Students' socio-economic status and performance in the core PISA subjects |
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Table IV.B1.3.14 |
Students and school location |
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Table IV.B1.3.15 |
Student performance in financial literacy, by school location |
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Table IV.B1.3.16 |
Differences in financial literacy performance, by school location |
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Table IV.B1.3.17 |
Students and school programme orientation |
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Table IV.B1.3.18 |
Student performance in financial literacy, by school programme orientation |
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Table IV.B1.3.19 |
Differences in financial literacy performance, by school location |
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Table IV.B1.3.20 |
Percentage of students with an immigrant background, current cycle |
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Table IV.B1.3.21 |
Students' immigrant background and performance in financial literacy |
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Table IV.B1.3.22 |
Student performance in financial literacy and the core PISA subjects, by immigrant background |
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Table IV.B1.3.23 |
Difference in financial literacy performance, by immigrant background |
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Table IV.B1.3.24 |
Language spoken at home |
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Table IV.B1.3.25 |
Student performance in financial literacy, by language spoken at home |
Table IV.B1.3. Students’ interactions with their parents about money matters: Chapter 4 annex tables
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Table IV.B1.4.1 |
Topics and frequency of discussion between students and their parents about money matters |
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Table IV.B1.4.2 |
Students discussing money matters with parents, by gender |
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Table IV.B1.4.3 |
Students discussing money matters with parents, by socio-economic status |
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Table IV.B1.4.4 |
Students discussing money matters with parents, by immigrant background |
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Table IV.B1.4.5 |
Performance in financial literacy, by frequency of discussion with parents about money matters |
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Table IV.B1.4.6 |
Students' autonomy in handling money |
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Table IV.B1.4.7 |
Students' autonomy in handling money, by gender |
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Table IV.B1.4.8 |
Students' autonomy in handling money, by socio-economic status |
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Table IV.B1.4.8 |
Students' autonomy in handling money, by immigrant background |
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Table IV.B1.4.10 |
Performance in financial literacy, by students' autonomy in handling money |
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Table IV.B1.4.11 |
Parental involvement in financial literacy and students' autonomy in handling money |
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Table IV.B1.4.12 |
Students' attitudes towards making their own decisions about money |
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Table IV.B1.4.13 |
Students' attitudes towards making their own decisions, by gender |
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Table IV.B1.4.14 |
Students' attitudes towards making their own decisions, by socio-economic status |
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Table IV.B1.4.15 |
Students' attitudes towards making their own decisions, by immigrant background |
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Table IV.B1.4.16 |
Performance in financial literacy, by students' attitudes towards making their own decisions |
Table IV.B1.4. Students’ self-reported exposure to financial literacy in school: Chapter 5 annex tables
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Table IV.B1.5.1 |
Learning about financial/economic terms in school |
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Table IV.B1.5.2 |
Mean and variation in the index of familiarity with concepts of finance |
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Table IV.B1.5.3 |
Learning about financial/economic terms in school, by gender |
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Table IV.B1.5.4 |
Learning about financial/economic terms in school and socio-economic status |
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Table IV.B1.5.5 |
Learning about financial/economic terms in school and school socio-economic profile |
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Table IV.B1.5.6 |
Learning about financial/economic terms in school, by school location |
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Table IV.B1.5.7 |
Learning about financial/economic terms in school, by school orientation |
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Table IV.B1.5.8 |
Performance in financial literacy, by reporting having learned financial terms in school and knowing what they mean |
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Table IV.B1.5.9 |
Tasks and activities in school lessons |
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Table IV.B1.5.10 |
Tasks and activities in school lessons, by gender |
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Table IV.B1.5.11 |
Tasks and activities in school lessons and socio-economic status |
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Table IV.B1.5.12 |
Tasks and activities in school lessons and school socio-economic profile |
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Table IV.B1.5.13 |
Tasks and activities in school lessons, by school location |
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Table IV.B1.5.14 |
Tasks and activities in school lessons, by school orientation |
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Table IV.B1.5.15 |
Performance in financial literacy, by reporting having encountered tasks and activities in school lessons |
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Table IV.B1.5.16 |
Classes where students report encountering money-related tasks |
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Table IV.B1.5.17 |
Classes where students report encountering money-related tasks, by gender |
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Table IV.B1.5.18 |
Classes where students report encountering money-related tasks, and socio-economic status |
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Table IV.B1.5.19 |
Classes where students report encountering money-related tasks, and school socio-economic profile |
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Table IV.B1.5.20 |
Tasks and activities in school lessons, by school location |
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Table IV.B1.5.21 |
Classes where students report encountering money-related tasks, by school orientation |
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Table IV.B1.5.22 |
Performance in financial literacy, by where students report having encountered money-related tasks |
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Table IV.B1.5.23 |
Learning how to manage money in a course |
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Table IV.B1.5.24 |
Learning how to manage money in a course, by gender |
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Table IV.B1.5.25 |
Learning how to manage money in a course, by socio-economic status |
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Table IV.B1.5.26 |
Learning how to manage money in a course, by school socio-economic profile |
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Table IV.B1.5.27 |
Learning how to manage money in a course, by school location |
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Table IV.B1.5.28 |
Learning how to manage money in a course, by school orientation |
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Table IV.B1.5.29 |
Performance in financial literacy, by where students report having learned how to manage money |
Table IV.B1.5. Students’ attitudes towards money matters: Chapter 6 annex tables
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Table IV.B1.6.1 |
Students' interest in money matters |
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Table IV.B1.6.2 |
Interest in money matters, by gender |
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Table IV.B1.6.3 |
Interest in money matters, by socio-economic status |
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Table IV.B1.6.4 |
Interest in money matters, by immigrant background |
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Table IV.B1.6.5 |
Interest in money matters and exposure to financial education in school (index of familiarity with concepts of finance) |
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Table IV.B1.6.6 |
Interest in money matters and parental involvement in financial matters |
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Table IV.B1.6.7 |
Performance in financial literacy, by students' attitudes |
Table IV.B1.6. Money and basic financial services: access, use, and attitudes: Chapter 7 annex tables
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Table IV.B1.7.1 |
Students holding basic financial products |
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Table IV.B1.7.2 |
Students holding an account at a bank and holding a bank card |
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Table IV.B1.7.3 |
Students holding an account with a bank and/or a mobile app |
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Table IV.B1.7.4 |
Change over time in students holding bank accounts |
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Table IV.B1.7.5 |
Change over time in students holding payment or debit cards |
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Table IV.B1.7.6 |
Holding basic financial products, by gender |
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Table IV.B1.7.7 |
Holding basic financial products, by socio-economic status |
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Table IV.B1.7.8 |
Holding basic financial products, by immigrant background |
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Table IV.B1.7.9 |
Students' digital financial transactions |
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Table IV.B1.7.10 |
Digital financial transactions, by holding of an account with a bank, building society, post office or credit union |
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Table IV.B1.7.11 |
Digital financial transactions, by gender |
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Table IV.B1.7.12 |
Digital financial transactions, by socio-economic status |
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Table IV.B1.7.13 |
Digital financial transactions, by immigrant background |
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Table IV.B1.7.14 |
Students' sources of money |
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Table IV.B1.7.15 |
Holding basic financial products, by students' sources of money |
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Table IV.B1.7.16 |
Sources of money, by gender |
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Table IV.B1.7.17 |
Sources of money, by socio-economic status |
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Table IV.B1.7.18 |
Sources of money, by immigrant background |
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Table IV.B1.7.19 |
Students' confidence in dealing with traditional money matters |
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Table IV.B1.7.20 |
Confidence in dealing with tradtional money matters, by gender |
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Table IV.B1.7.21 |
Confidence in dealing with tradtional money matters, by socio-economic status |
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Table IV.B1.7.22 |
Confidence in dealing with traditional money matters, by immigrant background |
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Table IV.B1.7.23 |
Students' confidence in using digital financial services |
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Table IV.B1.7.24 |
Confidence in using digital financial services, by gender |
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Table IV.B1.7.25 |
Confidence in using digital financial services, by socio-economic status |
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Table IV.B1.7.26 |
Confidence in using digital financial services, by immigrant background |
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Table IV.B1.7.27 |
Holding of an account at a bank, by confidence in dealing with traditional money matters |
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Table IV.B1.7.28 |
Students' digital financial transactions, by confidence in dealing with traditional money matters |
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Table IV.B1.7.29 |
Students' digital financial transactions, by confidence in using digital financial services |
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Table IV.B1.7.30 |
Performance in financial literacy, by whether students hold basic financial products |
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Table IV.B1.7.31 |
Performance in financial literacy, by whether students had carried out digital financial transactions |
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Table IV.B1.7.32 |
Performance in financial literacy, by students' sources of money |
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Table IV.B1.7.33 |
Performance in financial literacy, by students' sources of money |
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Table IV.B1.7.34 |
Performance in financial literacy, by students' confidence in dealing with traditional money matters |
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Table IV.B1.7.35 |
Performance in financial literacy, by students' confidence in using digital financial services |
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Table IV.B1.7.36 |
Performance differences in financial literacy, by students' sources of money and digital financial transactions |
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Table IV.B1.7.37 |
Performance differences in financial literacy, by students' confidence in dealing with traditional money matters and using digital financial services |
Table IV.B1.7. Students’ spending and saving behaviour and attitudes: Chapter 8 annex tables
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Table IV.B1.8.1 |
Students' spending behaviour |
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Table IV.B1.8.2 |
Spending behaviour, by gender |
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Table IV.B1.8.3 |
Spending behaviour, by socio-economic status |
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Table IV.B1.8.4 |
Spending behaviour, by immigrant background |
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Table IV.B1.8.5 |
Students' spending strategies |
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Table IV.B1.8.6 |
Spending strategies, by gender |
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Table IV.B1.8.7 |
Spending strategies, by socio-economic status |
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Table IV.B1.8.8 |
Spending strategies, by immigrant background |
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Table IV.B1.8.9 |
Students' spending attitudes |
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Table IV.B1.8.10 |
Spending attitudes, by gender |
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Table IV.B1.8.11 |
Spending attitude, by socio-economic status |
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Table IV.B1.8.12 |
Spending attitude, by immigrant background |
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Table IV.B1.8.13 |
Performance in financial literacy, by students' spending attitude |
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Table IV.B1.8.14 |
Students' spending behaviour, by performance in financial literacy |
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Table IV.B1.8.15 |
Students' spending strategies, by performance in financial literacy |
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Table IV.B1.8.16 |
Influence of friends on spending behaviour and attitudes |
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Table IV.B1.8.17 |
Influence of friends on spending behaviour and attitudes, by gender |
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Table IV.B1.8.18 |
Influence of friends on spending behaviour and attitudes, by socio-economic status |
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Table IV.B1.8.19 |
Influence of friends on spending behaviour and attitudes, by immigrant background |
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Table IV.B1.8.20 |
Influence of friends on spending behaviour and attitudes, by performance in financial literacy |
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Table IV.B1.8.21 |
Performance in financial literacy, by students' attitudes |
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Table IV.B1.8.22 |
Students' saving behaviour and attitudes |
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Table IV.B1.8.23 |
Students' saving behaviour |
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Table IV.B1.8.24 |
Students' saving behaviour and attitudes, by gender |
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Table IV.B1.8.25 |
Students' saving behaviour and attitudes, by socio-economic status |
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Table IV.B1.8.26 |
Students' saving behaviour and attitudes, by immigrant background |
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Table IV.B1.8.27 |
Performance in financial literacy, by students' saving attitudes |
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Table IV.B1.8.28 |
Students' saving behaviour, by performance in financial literacy |