Ãîäèøåí àëìàíàõ "Íàó÷íè èçñëåäâàíèÿ íà äîêòîðàíòè"

Îùå ñòàòèè îò òîçè áðîé

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  ÀÍÀËÈÇ ÍÀ ÀÊÒÓÀËÍÈÒÅ ÏÐÎÁËÅÌÈ Â ÁÀÍÊÎÂÀÒÀ ÑÔÅÐÀ È ÍÅÉÍÀÒÀ ÑÒÐÀÒÅÃÈ×ÅÑÊÀ ÎÐÈÅÍÒÀÖÈß Â ÊÎÍÒÅÊÑÒA ÍÀ ÄÈÃÈÒÀËÈÇÀÖÈßÒÀ ÍÀ ÁÀÍÊÎÂÈÒÅ ÓÑËÓÃÈ Â ÅÑ

  Ñúâêóïíîñòòà îò àêòóàëíèòå ïðîáëåìè â áàíêîâàòà ñôåðà âúçïðåïÿòñòâà íåéíîòî ïîñëåäâàùî ðàçâèòèå. Ãîëÿìà ÷àñò îò òÿõ ñå ñâúðçâàò ïðåäèìíî ñ íåðåøåíè âúïðîñè îò ïîñëåäíàòà ôèíàíñîâà êðèçà. Êðåäèòíèòå èíñòèòóòè â ñâåòîâåí ìàùàá èçïèòâàò äîïúëíèòåëíî çàòðóäíåíèÿ ñ ïðåîäîëÿâàíåòî íà íåãàòèâíèòå ëèõâåíè ïðîöåíòè è ñ ïîääúðæàíåòî íà ïå÷àëáèòå íà íèâà, ... Ñúâêóïíîñòòà îò àêòóàëíèòå ïðîáëåìè â áàíêîâàòà ñôåðà âúçïðåïÿòñòâà íåéíîòî ïîñëåäâàùî ðàçâèòèå. Ãîëÿìà ÷àñò îò òÿõ ñå ñâúðçâàò ïðåäèìíî ñ íåðåøåíè âúïðîñè îò ïîñëåäíàòà ôèíàíñîâà êðèçà. Êðåäèòíèòå èíñòèòóòè â ñâåòîâåí ìàùàá èçïèòâàò äîïúëíèòåëíî çàòðóäíåíèÿ ñ ïðåîäîëÿâàíåòî íà íåãàòèâíèòå ëèõâåíè ïðîöåíòè è ñ ïîääúðæàíåòî íà ïå÷àëáèòå íà íèâà, ïðèåìëèâè çà èíâåñòèòîðèòå. Ðåøåíèåòî íà ìèíàëè è íàñòîÿùè êàçóñè ñå îêàçâà íåäîñòàòú÷íî çà îñèãóðÿâàíå íà áúäåùî ïðîñïåðèðàíå íà áàíêîâèÿ ñåêòîð. Íà äíåâåí ðåä â ìíîãî êðåäèòíè èíñòèòóòè ñòîè âúïðîñúò îòíîñíî òÿõíàòà ñòðàòåãè÷åñêà îðèåíòàöèÿ â êîíòåêñòà íà äèãèòàëèçàöèÿ íà áàíêîâèòå óñëóãè. Åäèíñòâåíî ïðàâèëíîòî ïàçàðíî ïîçèöèîíèðàíå íà áàíêèòå ïîñðåäñòâîì ïðåìåðåíè èíâåñòèöèè â îáåùàâàùè òåõíîëîãèè ìîæå äà îñèãóðè òÿõíîòî äúëãîñðî÷íî ïðîñúùåñòâóâàíå.

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  FINANCIAL LITERACY LEVEL OF HIGH SCHOOL STUDENTS AND ITS ECONOMIC PATTERNS REFLECTIONS

  This study contributes to the understanding of the level of financial literacy of high school students in Israel. The research purpose is to describe the level of financial literacy among high school students in Israel aged 15-18 and to examine the implications that financial literacy has on their economic behaviour patterns. The study examines ... This study contributes to the understanding of the level of financial literacy of high school students in Israel. The research purpose is to describe the level of financial literacy among high school students in Israel aged 15-18 and to examine the implications that financial literacy has on their economic behaviour patterns. The study examines the different relationships between financial knowledge, attitudes and economic behaviour of students with different demographic characteristics. The working thesis of the paper is that the low educational level of students in the field of personal finance poses risks in their effective management in the future. One of the conclusions drawn from this finding is that students may need to have an additional toolbox, knowledge, and basic skills to cope with the new economic environment of the day. In addition, it is clear from the findings that a student's attitudes and beliefs have some influence on his / her financial knowledge and ability to solve financial issues, and have a greater impact on the adolescent's economic behaviour. The contribution is to the understanding that emphasis should be placed on financial education programs at school to provide tools to help students overcome psychological and emotional barriers, enhance a student's perception of competence, and teach him / her to avoid satisfaction and demonstrate self-discipline. This combination of providing cognitive and non-cognitive tools may raise the level of financial literacy of high school students in Israel and remain with them for a period.

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  ÊÎÍÖÅÏÒÓÀËÍÈ ÎÑÍÎÂÈ ÍÀ ËÎßËÍÎÑÒÒÀ

  Ïîñâåòåíà íà òåîðåòè÷íîòî ïîçíàíèå, íàñòîÿùàòà ðàçðàáîòêà çàñÿãà èçÿñíÿâàíå íà ïðîèçõîäà è ñúùíîñòòà íà ôåíîìåíà „ëîÿëíîñò“ êàòî ìàðêåòèíãîâ ïðîáëåì. Ñèíòåçèðàíè ñà îñíîâíèòå äåôèíèöèîííè è êëàñèôèêàöèîííè ðàçëè÷èÿ ïðè èí-êîðïîðèðàíåòî íà ïîíÿòèåòî „ëîÿëíîñò“ â ìàðêåòèíãîâàòà òåîðèÿ è óïðàâëåíñ-êàòà ïðàêòèêà. Ñòúïâàéêè íà òÿõ, å èçâåäåíà ... Ïîñâåòåíà íà òåîðåòè÷íîòî ïîçíàíèå, íàñòîÿùàòà ðàçðàáîòêà çàñÿãà èçÿñíÿâàíå íà ïðîèçõîäà è ñúùíîñòòà íà ôåíîìåíà „ëîÿëíîñò“ êàòî ìàðêåòèíãîâ ïðîáëåì. Ñèíòåçèðàíè ñà îñíîâíèòå äåôèíèöèîííè è êëàñèôèêàöèîííè ðàçëè÷èÿ ïðè èí-êîðïîðèðàíåòî íà ïîíÿòèåòî „ëîÿëíîñò“ â ìàðêåòèíãîâàòà òåîðèÿ è óïðàâëåíñ-êàòà ïðàêòèêà. Ñòúïâàéêè íà òÿõ, å èçâåäåíà êîíöåïòóàëíà äåôèíèöèÿ çà ëîÿë-íîñòòà. Äèñêóòèðàíè ñà îñíîâíèòå íàïðàâëåíèÿ ïðè èçó÷àâàíå íà ÿâëåíèåòî.  çàêëþ÷åíèå ñå êîìåíòèðàò ïîñëåäèöèòå îò äèôåðåíöèàöèÿòà â ðàçëè÷íèòå êîí-öåïòóàëèçàöèè íà ïîòðåáèòåëñêàòà ëîÿëíîñò êúì áðàíäà êàòî ïðåäïîñòàâêà çà ïðîáëåì ïðè îáùîâàëèäíîñòòà è ñúïîñòàâèìîñòòà íà èçâåäåíèòå îöåíêè çà ëîÿë-íîñò.