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dc.contributor.advisorPrice, Larry R.
dc.contributor.advisorMiller, Brian K.
dc.contributor.authorMorgan, Byron Lynnen_US
dc.date.accessioned2012-02-24T10:22:04Z
dc.date.available2012-02-24T10:22:04Z
dc.date.issued2008-12-10en_US
dc.identifier.urihttps://digital.library.txstate.edu/handle/10877/4117
dc.descriptionPresented to the Graduate Council of Texas State University-San Marcos in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy, December 2008.en_US
dc.description.abstractThe problem of consumer credit card debt has permeated college campuses. Nellie Mae (2005) reported that 76 percent of undergraduates have at least one credit card, freshman carry an average of $1,585 in credit card debt, and students graduate with credit card balances averaging $2,864. The purpose of this investigation is to examine how experiential, attitudinal, and dispositional factors are moderated by personal credit literacy (PCL) in the prediction of the credit card debt level of college students, which in turn predicts the outcomes of stress, increased work hours, relationship conflict, school interruptions, and self-esteem. The present study focused on nine independent variables that indicate an association to credit card debt (Allen & Jover, 1997; Hayhoe, each, Turner, Bruin, &; Lawrence 2000; Joo, Grable, &; Blackwell, 2003; Norvilitis, Szablicki, Wilson, 2003) as well as the aforementioned outcomes. The investigation will employ the use of a mediated moderation multiple regression model.en_US
dc.formatText
dc.format.extent198 pages
dc.format.medium1 file (.pdf)
dc.language.isoen_US
dc.subjectCredit cardsen_US
dc.subjectCollege studentsen_US
dc.subjectPersonal credit literacyen_US
dc.subjectMediated-moderated regressionen_US
dc.subjectCredit card debten_US
dc.subject.classificationEducationen_US
dc.subject.classificationFinance and Financial Managementen_US
dc.titleThe Interactive Effects of Personal Credit Literacy in Predicting the Credit Card Debt of College Students and Subsequent Outcomesen_US
txstate.documenttypeDissertation
dc.contributor.committeeMemberAllen, Judy L.
dc.contributor.committeeMemberKeeffe, Michael J.
dc.contributor.committeeMemberPayne, Emily Miller
thesis.degree.departmentCounseling, Leadership, Adult Education and School Psychologyen_US
thesis.degree.grantorTexas State Universityen_US
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophyen_US
txstate.departmentCounseling, Leadership, Adult Education, and School Psychology


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