FINANCIAL LITERACY AND ACCESS TO LEARNING RESOURCES ON FINANCIAL BEHAVIOR THROUGH FINANCIAL SELF-EFFICACY

Abstract

This study aims to analyze the influence of financial literacy and access to learning resources on the financial behavior of students at SMKN 2 Semarang, with financial self-efficacy (FSE) serving as a mediating variable. A quantitative approach was employed by distributing questionnaires to 207 students in the Accounting Expertise Program. The data were analyzed using Structural Equation Modeling (SEM) to examine both direct and indirect relationships among the variables. The results indicate that financial literacy has a significant effect on FSE, while access to learning resources does not show a significant influence. FSE strongly affects financial behavior, whereas financial literacy and access to learning resources do not provide a direct effect on students’ financial behavior. Mediation analysis reveals that FSE fully mediates the relationship between financial literacy and financial behavior and partially mediates the relationship between access to learning resources and financial behavior. These findings highlight that students’ confidence in managing finances plays an essential role in shaping more responsible financial behavior. The study recommends strengthening FSE through practice-based financial learning, improving the quality of financial literacy materials, and providing relevant and accessible learning resources.