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Consequently, this study may also be highly relevant for policy-makers, notably with a view to applying financial literacy programmes more effectively. It concerns what Brown, Henchoz, and Spycher observed, i.

Swiss culture and economic outcomes Several studies on Switzerland demonstrate that there is a clear distinction between the linguistic groups in terms of work attitudes, voting behaviour, demand for social insurance, taxation or financial practices Eugster et al. Guin shows, for example, that considerable differences exist in behaviour associated with savings and indebtedness.

Households in French-speaking regions save less than those in the German-speaking regions, and are more likely to take out formal credits and informal ones among the family network, for example in the case of financial difficulties and overdue payments. Footnote 1 Moreover, debts owed to the family or to friends are more common among the French-speaking Swiss than German speakers.

Footnote 2 The same tendency can be found among people aged 18—30 years.

The existing literature suggests that French-speaking students save less Guin, German-speaking people who leave the parental home have larger incomes, have fewer financial difficulties, save more and have fewer overdue payments than those in the other regions of the country Wernli and Henchoz, Two main theories have been advanced by economists to explain the origin of these cultural differences and their impact on financial practices.

The first concerns different conceptions of the state.

The more liberal vision of the state on the part of the German-speaking Swiss Eugster et al. The other theory relates to time preferences.

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The French-speaking Swiss, who are less patient Guin, , appear to be less prepared to wait and to delay their consumer choices until later. These studies often use non-financial indicators—such as, in Switzerland, voting results Eugster et al.

We do not have a great deal of information on cultural attitudes towards money in Switzerland. In a recent study comparing students aged 15 in a narrow geographic region along the German—French language border within the Swiss Canton of Fribourg, Brown et al. They observed that French-speaking students connect money more strongly with freedom.

However, they note that the lower level of financial literacy on the part of the French-speaking Swiss than that of their German-speaking counterparts could be explained more by their lower level of financial socialisation e. Data and methodology Our analysis is based on an online survey elaborated within the framework of sociological research funded by the Swiss National Science Foundation. This research uses a mixed-methods approach to study financial socialisation among young people in Switzerland.

It had three major themes: i attitudes and values linked to money; ii financial practices savings, management of money and consumption ; iii indebtedness type, extent and reasons for the debts.

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It was based on a raw sample of persons aged between 18 and 30 years residing in Switzerland. The survey was held from May to July , with contact by post a first mailing and one reminder , inviting the respondents to complete an online questionnaire. Because of their convenient format and their interactivity, a key advantage of web surveys is precisely their ability to produce high-quality data Schaefer and Dillman, Depending on the version, it has between 12 and 30 items that evaluate three components of the MES; the affective component good and bad , the behavioural component budget and the cognitive component accomplishment, respect and power Tang, Furnham, and Davis, ; Tang et al.

It has above all been used to determine the extent to which the cultural meaning of money had an impact on work-related attitudes, e.

We have not used this scale in full in our questionnaire for two main reasons. First, it cannot test the explanatory hypotheses arising from the qualitative part of the research in a satisfactory way. To these, we have added two other attributes associated with money and that are the result of sociology studies on the social meaning of money Lamont, ; Zelizer, question 5 and research on materialism Richins, ; Richins and Dawson, question 6.

Table 1 The dimensional instrument measuring attitudes towards money Full size table We also retained the behavioural component of the MES questions 7— In our survey, this second group of instruments measuring attitudes towards money is related to parental transmissions associated with the uses of money, i. We considered it important to evaluate the money attitudes learned through the socialisation process established in childhood and that relate to ways of acting, because it has been demonstrated that these aspects influence adult behaviour Argyle and Furnham, ; Furnham, Kirkcaldy, and Lynn, Moreover, parents are considered to play a decisive role in teaching attitudes towards money Beutler and Dickson, Organisation of the article, hypotheses and methods In the first part of the analysis, we describe the distribution of the responses related to the cognitive and behavioural component of attitudes towards money among our respondents.

Money is understood as an end in itself rather than as a means. On this basis, we could expect that the majority of our respondents would attribute a low score to the cognitive attributes associated with money items 1—5 except where money is seen to be a purpose in itself item 6 , which should obtain a high score. This also applies to the behavioural component related to money.

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First, it cannot test the explanatory hypotheses arising from the qualitative part of the research in a satisfactory way. In this study, the Web GIS Collaborative Spatial Delphi framework was designed to create a distributed, collaborative, and continual setting to address equity and access.