Abstract
This study aims to explore the factors affecting the financial self-efficacy of children on the basis of the survey data of 910 sixth-graders. The variables to be examined concern parental involvement for children's financial socialization, conversation between parents and children, children's financial literacy and so forth. The OLS regression models are estimated by gender in order to clarify the gendered structure of financial socialization. The way in which parents give pocket money and the manner to manage pocket money have no statistical significance in neither male nor female models; parental disciplinary practices at financial behaviors have no impact on children's financial self-efficacy. While none of the types of conversations between parents and children is statistically significant in male models, female models show a significant figure only on the conversation about one's own career expectation. There exists gender difference in the influence of the degree of understanding of economic terms as well. In sum, the results suggest that financial socialization processes through which children's financial self-efficacy is facilitated have a different structure by gender under the influence of gender role consciousness in home environment.
