Browsing by Subject "nuoret aikuiset"

The importance of financial capability has been emphasized for the individual and society. There are a variety of financial products on the market from which consumers should choose the ones that suit them. Life expectancy has increased, which challenges the functioning of the pension system. These societal changes have broadened the field of financial capability and increased the individual's responsibility for his or her own finances. The aim of the study is to look at how young adults describe their financial capability learning and how young adults describe the challenges and skills related to the finance after moving out from their childhood home. The study was conducted as a qualitative study and the material was collected by interviewing 11 young adults aged 22–29 with a thematic interview. The material was analyzed by content analysis, and the division of financial expertise developed by Atkinson, McKay, Kempson, & Collard (2006) was also used as an analysis tool. According to the study, financial and money related issues have been learned in various ways in childhood. The financial capability learned at home could be described more comprehensively than those learned at school. Young adults also expressed a desire to increase economics education in schools. After moving out of the childhood home, finance and money related skills and knowledge were learned through new life situations (e.g., periods of unemployment, becoming a parent, buying a home), retrieving information yourself (e.g., the Internet, books, and social media) and talking about money with family, friends, and co-workers. When moving from a childhood home, the skills and challenges of the managing money (e.g., everyday budgeting) and the planning ahead challenges (e.g., applying for social benefits) were emphasized. However, there was a clear change in the challenges after several years of moving out from your childhood home. According to the young people, the focus of the challenges became time-oriented, such as saving and investing, retirement savings and mortgages. Based on the results of the research, it can be stated that young adults learn financial skills in their daily lives, although informal home teaching and formal schooling no longer support learning.

Introduction Young adulthood is an important stage of life. Health development and problems during young adulthood have impact on life later on (Koskinen, Kestilä, Martelin & Aromaa, 2005). Well- and ill-being during studying and working have been studied from the perspective of burnout and engagement. Burnout is defined as a studying- or work-related prolonged stress-disorder (Maslach, Schaufeli & Leiter, 2001; Salmela-Aro, 2009), while engagement is a positive, long-term affective-cognitive state (Schaufeli, Salanova, González-Romá & Bakker, 2002). According to the demands-resources -model, in studying and work, burnout leads to ill-being while engagement leads to well-being (Demerouti, Bakker, Nachreiner & Schaufeli, 2001; Salmela-Aro & Upadyaya, 2014a; Schaufeli & Bakker, 2004). Apparently it has not been previously studied, whether it is possible to experience burnout and engagement in leisure-time like it is in studying and working. The main goal of this study was to identify burnout- and engagement groups using the person-centered approach (Bergman & Anderson, 2010) in studying or working young adults, who could differ in terms of background-, health- and welfare-factors. The secondary goal was to explore the structure of burnout and engagement in leisure-time of the same participants and also find out what kind of factors were involved. Methods This study is part of the Finnish Educational Transitions Studies (FinEdu) -longitudinal study, using the latest questionnaire material collected in 2013–2014. Only students and employees were included in the analyzed data (N=924, women=562, primary students=317, employees=607), their age varying from 24 to 29 years of age. Burnout and engagement groups in studying and work were identified through latent profile analysis. The structure of burnout and engagement in leisure-time was studied with explorative factor analysis. The acquired groups along with burnout and engagement in leisure-time were compared to different background-, health- and welfare-factors. Results The latent-profile-analysis identified three burnout- and engagement groups in studying and work. The engaged (56%) experienced engagement and minor burnout in their studies or work. They also had the best state of health and well-being. The burned-out (14%) experienced burnout in their studies or work and had low engagement. Their group also had the worst state of health and well-being. The disengaged (30%) reminded the burned-out, but did not have as low experience of engagement or as high burnout as the burned-out. The disengaged placed in between the engaged and the burned-out in terms of health and well-being. In leisure-time, both burnout- and engagement dimensions were distinguishable through explorative factor analysis. Burnout in leisure-time was connected to a worse state of health and lesser well-being, while engagement linked to better health and higher well-being. In addition, burnout and engagement in leisure-time was connected to the burnout- and engagement groups in studying and work. Discussion Young adults experience burnout and engagement in their studies, work and leisure time. According to this study, half of the students experience more engagement than burnout in their studies or work. Alarmingly, the other half experiences more burnout than engagement in their studies or work which is also linked to burnout and engagement experienced in leisure-time. Burnout and engagement are linked to many ill- and well-being factors, thus having a great impact on both the individual and the society. Therefore, it is important that the study of these phenomena is pursued.