Abstract
The article presents the results of a study of the monetary representations as the cognitive component of the monetary socialization of student’s youth. Monetary socialization is the formation of value attitude to money, skills, monetary behavior, holistic reflection in human consciousness of the monetary relations.
The cognitive component of monetary socialization was described. It consists of monetary representations and economic knowledge in the sphere of monetary relations.
The dominant influence of professionalization on the process of monetary socialization in adolescence was defined during the study. Professionalization affects the economic-psychological adaptation, which is the final stage of monetary socialization. Professionalization helps to implement aims and objectives in the monetary sector through the use of professional knowledge. Professional education leads to uneven access to economic knowledge, involves a different level of practical training in the financial activities.
There are 6 basic types of monetary representations of students by factor analysis: cumulative, hedonistic, dominant, antisocial, compulsive, irrational.
The characteristics of the monetary views of young people differ and depend from gender, socio-economic conditions, professional orientation of students.
Found that Ukrainian students more aspire to make money savings, that can be explained by the instability of Ukrainian economic system. European students more aspire to multiplying money through investment, due to the conditions of the developed Western economies. Boys are more interested to increase money than girls, that can be explained by gender stereotypes about the traditional roles of men and women in the society. Students-financiers and the future managers have a more productive monetary representations compared to future psychologists and lawyers, due to different number of disciplines of the economic theory and practice.
References
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