從眾效應與國小教師理財行為關係之研究

本研究主要探討從眾效應與國小教師理財行為的關係。教師因其收入結構及所處職場環境的特殊性，而成為不必為財務擔憂的族群，正因如此，所以在金融相關知識的著墨可能較少，教師們普遍沒有良好的管理財富與資產分配觀念。在年金改革後，國小教師理財行為是否會因從眾效應而產生差異性，便是本研究的研究動機。本研究對象以桃園市公立國民小學教師抽樣300位作為研究樣本，並以問卷調查法進行施測並回收資料。根據問卷分析結果，本研究主要發現摘要如下： (一) 國小教師從眾效應與理財行為會因背景變項的差異而有不同的結果呈現，部分達統計顯著性，表示不同背景變項確實有可能影響從眾效應與理財行為。 (二) 造成從眾效應與理財行為具有差異性的背景變項中，對理財資訊感興趣程度、理財實務經驗這兩個變項是影響最廣的因素，所以可以推論教師的理財行為如果會受到從眾效應的影響，最可能的原因要取決於自身對理財資訊感興趣程度以及自身的實務經驗。 (三) 不論是Pearson或是Spearman的相關性分析結果，在從眾效應的四個構面(個人特質、群體特性、品牌特性、工作環境)與理財行為的三個構面(收支管理、風險控管、資產配置)中，兩邊的向度間有九成達顯著正相關，表示從眾效應與國小教師理財行為會互相影響。

關鍵字

理財行為；從眾效應；國小教師

並列摘要

This research mainly explores the relationship between bandwagon effect and elementary school teachers' financial management behavior. Teachers, because of their income structure and the particularity of the workplace environment, have become a group that does not have to worry about finances. Because of this, there may be less writing on finance-related knowledge. Teachers generally do not have good ideas about managing wealth and asset allocation. . After the pension reform, whether the financial management behavior of elementary school teachers will be different due to the herd effect is the research motivation of this research. The object of this research is a sample of 300 teachers from public elementary schools in Taoyuan City, and the survey is carried out using a questionnaire survey method and the data is collected. Based on the results of the questionnaire analysis, the main findings of this study are summarized as follows: 1. The bandwagon effect and financial management behavior of elementary school teachers will show different results due to the difference of background variables, and some of them are statistically significant, indicating that different background variables may indeed affect bandwagon effect and financial management behavior. 2. Among the background variables that cause the difference between bandwagon effect and financial management behavior, the two variables, the degree of interest in financial information and financial management practice experience, are the most influential factors. Therefore, it can be inferred that teachers’ financial management behaviors will be affected by bandwagon effect.The most likely reason for the impact of the effect depends on the degree of interest in financial information and your own practical experience. 3. Whether it is Pearson or Spearman's correlation analysis results, the four dimensions of bandwagon effect (personal characteristics, group characteristics, brand characteristics and work environment) and the three dimensions of financial behavior (income and expenditure management, risk control, and investment instrument allocation), 90% of the two dimensions are significantly positively correlated, indicating that bandwagon effect and elementary school teachers’ financial management behavior will interact with each other.