Thematic overview
| Theme | Central organising concept | Organisational categories/topics |
|---|---|---|
| Theme 1: Life-course development of FSE and capability | Early-life FSE and capability are shaped through gendered parental modelling, where observing mothers and fathers perform distinct financial roles provides foundational scripts for later financial attitudes and behaviours | Parental modelling (mothers), parental modelling (fathers) |
| Theme 2: Early mastery experiences and foundations of financial capability | FSE and capability are grounded in early mastery experiences, where initial encounters with earning, spending and limited financial education shape confidence, decision-making orientation and temporal perspectives toward money | Early work and spending experience, financial education in schools, short-term over long-term money decisions (younger cohort), part-time work undertaken during school years |
| Theme 3: Adult life-course transitions, risk, and uneven efficacy accumulation | FSE develops unevenly across adulthood, as life-course transitions, such as ageing, increased responsibility and parenthood, shape confidence, risk tolerance and perceived control over financial decisions | Confidence gains with increasing age, managing financial risk, mastery experiences that build risk tolerance, control, impact of having children on finances |
| Theme 4: Security strategies, partnership status and structural context | FSE and capability are shaped by structural conditions, where partnership status and access to assets, such as home ownership, constrain or enable financial security strategies and perceived financial control | Being single as a financial disadvantage, home ownership |
| Theme 5: Vicarious learning and verbal persuasion through relatable others | FSE is shaped through vicarious learning and verbal persuasion from relatable others, where peer and online interactions provide accessible models, encouragement and shared experiences that influence financial confidence and behaviour | Verbal persuasion via peers, verbal persuasion online, vicarious experiences via peers, vicarious experiences online, mastery experiences online |
| Theme 6: Digitally mediated financial learning as an accessible efficacy pathway | Digital financial environments function as accessible learning pathways, where formats such as podcasts and inclusive online communities enable knowledge sharing, reduce barriers to engagement and support the development of FSE | Podcast format, inclusivity/supportive community, building/sharing knowledge |
| Theme 7: Community, credibility and the limits of digital persuasion | While digital communities foster openness and shared experience, FSE is ultimately shaped through independent evaluation and critical engagement, highlighting the limits of digital persuasion and the importance of perceived credibility | Openness/shared experience, independent exploration, critical thinking and evaluating |
| Theme | Central organising concept | Organisational categories/topics |
|---|---|---|
| Early-life FSE and capability are shaped through gendered parental modelling, where observing mothers and fathers perform distinct financial roles provides foundational scripts for later financial attitudes and behaviours | Parental modelling (mothers), parental modelling (fathers) | |
| FSE and capability are grounded in early mastery experiences, where initial encounters with earning, spending and limited financial education shape confidence, decision-making orientation and temporal perspectives toward money | Early work and spending experience, financial education in schools, short-term over long-term money decisions (younger cohort), part-time work undertaken during school years | |
| FSE develops unevenly across adulthood, as life-course transitions, such as ageing, increased responsibility and parenthood, shape confidence, risk tolerance and perceived control over financial decisions | Confidence gains with increasing age, managing financial risk, mastery experiences that build risk tolerance, control, impact of having children on finances | |
| FSE and capability are shaped by structural conditions, where partnership status and access to assets, such as home ownership, constrain or enable financial security strategies and perceived financial control | Being single as a financial disadvantage, home ownership | |
| FSE is shaped through vicarious learning and verbal persuasion from relatable others, where peer and online interactions provide accessible models, encouragement and shared experiences that influence financial confidence and behaviour | Verbal persuasion via peers, verbal persuasion online, vicarious experiences via peers, vicarious experiences online, mastery experiences online | |
| Digital financial environments function as accessible learning pathways, where formats such as podcasts and inclusive online communities enable knowledge sharing, reduce barriers to engagement and support the development of FSE | Podcast format, inclusivity/supportive community, building/sharing knowledge | |
| While digital communities foster openness and shared experience, FSE is ultimately shaped through independent evaluation and critical engagement, highlighting the limits of digital persuasion and the importance of perceived credibility | Openness/shared experience, independent exploration, critical thinking and evaluating |
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