{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,10]],"date-time":"2026-08-10T04:30:56Z","timestamp":1786336256973,"version":"build-2736575974"},"reference-count":29,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,8,10]],"date-time":"2026-08-10T00:00:00Z","timestamp":1786320000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Financial-literacy education can change behavior, but the psychological mechanisms through which it works and how long its effects last remain underspecified, especially for underrepresented learners.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>\n                      In a cluster randomized trial, four first-year classes (\n                      <jats:italic>N<\/jats:italic>\n                      \u202f=\u202f320) at a Chinese vocational college were allocated at the class level to a four-week, eight-session financial-literacy curriculum or an active control. Financial knowledge, financial self-efficacy, future-orientation (CFC), risk and debt attitudes, and a scenario-based behavioral decision-quality index were measured at baseline, immediately afterward, and 6\u202fmonths later.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      Under cluster-respecting inference\u2014the appropriate basis for causal claims with class-level randomization\u2014no outcome attained conventional significance: all enumerated wild-cluster-bootstrap\n                      <jats:italic>p<\/jats:italic>\n                      values sit at the structural floor of 0.125 imposed by four clusters, and exact randomization inference is likewise bounded (\n                      <jats:italic>p<\/jats:italic>\n                      \u202f=\u202f0.333). As a cluster randomized trial, the study therefore cannot reject the null at the unit of randomization. Individual-level difference-in-differences estimates (knowledge\n                      <jats:italic>d<\/jats:italic>\n                      \u202f=\u202f0.37; self-efficacy\n                      <jats:italic>d<\/jats:italic>\n                      \u202f=\u202f0.51; decision quality\n                      <jats:italic>d<\/jats:italic>\n                      \u202f=\u202f0.48) are reported as effect-size estimates requiring confirmation in adequately clustered trials. In exploratory, individual-level mediation analysis, financial self-efficacy and future-orientation (CFC) appeared as parallel partial mediators, jointly accounting for 41% of the effect on decision quality; sensitivity analysis shows these indirect effects would be nullified by modest mediator\u2013outcome confounding. Knowledge estimates faded by 6\u202fmonths, whereas self-efficacy showed a directional but non-significant trend toward persistence.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>The findings provide effect-size estimates and mechanism hypotheses\u2014capacity beliefs and future-orientation as parallel pathways\u2014for adequately clustered confirmatory trials of financial-literacy education in this underserved population.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.3389\/fpsyg.2026.1906773","type":"journal-article","created":{"date-parts":[[2026,8,10]],"date-time":"2026-08-10T04:22:06Z","timestamp":1786335726000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["Psychological mechanisms linking a financial-literacy curriculum to scenario-based financial decision quality: a cluster randomized trial of financial self-efficacy and future-orientation in Chinese vocational students"],"prefix":"10.3389","volume":"17","author":[{"given":"Shaoran","family":"Yu","sequence":"first","affiliation":[{"name":"Department of Economics & Trade, Deyang Vocational College of Technology and Trade","place":["Deyang, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Zhao","family":"Zhang","sequence":"additional","affiliation":[{"name":"School of Sports Training, Chengdu Sport University","place":["Chengdu, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,8,10]]},"reference":[{"key":"ref1","volume-title":"Self-Efficacy: The Exercise of Control","author":"Bandura","year":"1997"},{"key":"ref2","doi-asserted-by":"publisher","first-page":"335","DOI":"10.3368\/jhr.0720-11049R2","article-title":"The impact of high school financial education on financial knowledge and saving choices: evidence from a randomized trial in Spain","volume":"61","author":"Bover","year":"2026","journal-title":"J. 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