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This study aims to examine and analyze the effect of income on financial well-being, with financial literacy serving as a mediating variable. A quantitative research approach was employed, with the object of study being the community of Poncokusumo Tourism Village. The sample size was determined using a saturated sampling technique, involving 154 respondents from the village community. Data were collected through questionnaires and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings reveal that: (i) income has a significant effect on financial well-being, (ii) financial literacy significantly influences financial well-being, (iii) income positively affects financial literacy, and (iv) financial literacy mediates the relationship between income and financial well-being. Income plays a crucial role as it significantly enhances individuals' quality of life by enabling them to meet daily needs, improve living standards, and plan for future financial security. Furthermore, stable income contributes to greater economic resilience among families and fosters community development. Respondents reported a general satisfaction with their monthly income, which in turn facilitates better financial management and supports the achievement of both short-term and long-term financial goals. This study contributes to the literature by suggesting that village government institutions, non-governmental organizations, and other stakeholders should take initiatives to provide financial literacy training. Future research is encouraged to incorporate additional variables to deepen the understanding of factors influencing financial well-being.

This study investigates the impact of financial literacy, financial inclusion, and financial behavior on the performance of micro-businesses in Sikka Regency, Indonesia, in light of the persistent challenges faced by micro-business operators, including limited financial knowledge, restricted access to financial services and poor financial management practices. The research objective is to examine the relationships among these financial factors and their influence on micro-business performance, introducing financial behavior as a moderating variable to provide deeper insights into its role. The study employs a quantitative research approach, utilizing a survey method with a structured questionnaire. The sample was determined using the Slovin formula with a 5% margin of error, resulting in a final sample size of 346 micro businesses drawn from a population of 2,536 micro businesses through five cooperatives. The results indicate that financial literacy has a significant positive effect on micro business performance, financial inclusion significantly enhances micro business performance, financial behavior plays a crucial role in improving micro business performance, financial literacy positively influences financial inclusion, financial inclusion mediates the relationship between financial literacy and micro business performance, and financial behavior moderates the relationship between financial literacy and micro business performance. This study contributes to the literature by confirming the necessity for integrated financial literacy and behavior training programs to enhance the sustainability of micro businesses.

In the context of rapid technological advancement and evolving financial ecosystems, this study investigates the interplay between financial literacy, digital finance, and financial behaviour among high school teachers in KwaZulu-Natal (KZN), South Africa. Structural equation modelling (SEM) approach was used to describe intricate relationships between latent constructs, namely, financial literacy, financial Behaviour and, digital finance Knowledge as well as observed variables (B7 to B22, C23 to C44, D45 to D56, demographics). Demographic variables include Gender, Age Category, Qualification Type, Teaching Duration, Financial Literacy Course and Field Employed. The model defined each construct as a linear combination of its observed variables as well as demographic variables under its measurement component, and hypothetical relationships among three latent variables under its structural component. We used Python software and machine learning code to create and estimate the model using observed data. The missing values in each observed variable were imputed with averages of the variables’ data. The tests of normality assumption for SEM were performed using histogram and q-q plots, Shapiro-Wilk test D'Agostino and Pearson's test.  Most data vectors violated the normality assumption. Diagonally Weighted Least Squares (DWLS) was used for parameter estimation as a suitable method that can provide better estimation for more complex models with many parameters. This method has an additional advantage of being less sensitive to outliers. The DWLS parameter estimation results, based on p-values, suggest that financial literacy and financial behaviour have a negative association which means that lacking financial behaviour results in financial literacy. A positive association between has been identified between financial behaviour and digital finance knowledge. Financial literacy and digital finance knowledge have a weak or no relationship. Thus, having or not having digital finance knowledge does not necessarily determine the possibility of experiencing financial literacy. Furthermore, among demographic variables, the financial literacy Course is the only demographic variable that has a significant impact, and only on Financial Behaviour and Financial literacy. The rest of the variables do not significantly influence the latent constructs. This study uniquely applies SEM using the DWLS estimator to explore personal finance dynamics in an emerging economy, offering concise insights into key relationships.

The literature reveals that have poor spending habits arising from poor budgeting skills and lack financial knowledge, among others. However, it is unclear which individual lifestyles and attitudes influence the students' spending habits. This study, therefore, fills this gap with empirical evidence from accounting students in South Africa. Specifically, the study aims to investigate the existence of relationships between socio-demographic, attitudinal and lifestyle factors on the one hand and students' spending behaviour, on the other. Using an online structured questionnaire, we collected data from 290 accounting students at the University of KwaZulu-Natal in South Africa, which was analysed using descriptive and inferential statistical techniques. The study finds that socio-demographic factors such as students' age and parental income have the greatest influence on students’ spending habits. Students' spending habits were also found to be influenced by attitudinal factors such as confidence in investment decision-making and shopping for necessities. Finally, it was observed that living an extravagant lifestyle, which includes purchasing branded clothing, compulsive shopping, the latest cell phones, and excessive alcohol purchases, were the primary cause of students' poor spending habits. These findings primarily support the social learning theory, implying that parents and/or guardians play an important role in shaping their children's spending habits.

This study investigates the relationship between financial literacy and financial well-being among youth entrepreneurs in Tanzania, focusing on the mediating role of financial behaviour. Drawing on human capital theory and behavioural economics, this study employed a cross-sectional design and collected data from a sample of youth entrepreneurs using structured questionnaires in selected urban areas in Tanzania. Data were analysed using Structural Equation Modelling (SEM) to assess both direct and indirect relationships among the variables. The findings reveal that financial literacy significantly and positively affects financial well-being, underscoring the foundational role of financial knowledge in enhancing economic decision making. Furthermore, financial literacy significantly influenced financial behaviour, and financial behaviour partially mediated the relationship between financial literacy and financial well-being. These results suggest that while financial knowledge is critical, it is the consistent application of this knowledge through daily financial practices, such as budgeting, saving, and debt management that ultimately leads to improved financial outcomes. This study contributes to the growing literature on financial capability and entrepreneurial sustainability in developing economies and supports the advancement of Sustainable Development Goals, particularly SDG 1, SDG 4.4, and SDG 8. These findings have important implications for policymakers, educators, and development partners aiming to enhance youth financial empowerment through integrated financial education and behaviour-focused intervention.

In the context of rapid technological advancement and evolving financial ecosystems, this study investigates the interplay between financial literacy, digital finance, and financial behaviour among high school teachers in KwaZulu-Natal (KZN), South Africa. Structural equation modelling (SEM) approach was used to describe intricate relationships between latent constructs, namely, financial literacy, financial Behaviour and, digital finance Knowledge as well as observed variables (B7 to B22, C23 to C44, D45 to D56, demographics). Demographic variables include Gender, Age Category, Qualification Type, Teaching Duration, Financial Literacy Course and Field Employed. The model defined each construct as a linear combination of its observed variables as well as demographic variables under its measurement component, and hypothetical relationships among three latent variables under its structural component. We used Python software and machine learning code to create and estimate the model using observed data. The missing values in each observed variable were imputed with averages of the variables’ data. The tests of normality assumption for SEM were performed using histogram and q-q plots, Shapiro-Wilk test D'Agostino and Pearson's test.  Most data vectors violated the normality assumption. Diagonally Weighted Least Squares (DWLS) was used for parameter estimation as a suitable method that can provide better estimation for more complex models with many parameters. This method has an additional advantage of being less sensitive to outliers. The DWLS parameter estimation results, based on p-values, suggest that financial literacy and financial behaviour have a negative association which means that lacking financial behaviour results in financial literacy. A positive association between has been identified between financial behaviour and digital finance knowledge. Financial literacy and digital finance knowledge have a weak or no relationship. Thus, having or not having digital finance knowledge does not necessarily determine the possibility of experiencing financial literacy. Furthermore, among demographic variables, the financial literacy Course is the only demographic variable that has a significant impact, and only on Financial Behaviour and Financial literacy. The rest of the variables do not significantly influence the latent constructs. This study uniquely applies SEM using the DWLS estimator to explore personal finance dynamics in an emerging economy, offering concise insights into key relationships.

The literature reveals that have poor spending habits arising from poor budgeting skills and lack financial knowledge, among others. However, it is unclear which individual lifestyles and attitudes influence the students' spending habits. This study, therefore, fills this gap with empirical evidence from accounting students in South Africa. Specifically, the study aims to investigate the existence of relationships between socio-demographic, attitudinal and lifestyle factors on the one hand and students' spending behaviour, on the other. Using an online structured questionnaire, we collected data from 290 accounting students at the University of KwaZulu-Natal in South Africa, which was analysed using descriptive and inferential statistical techniques. The study finds that socio-demographic factors such as students' age and parental income have the greatest influence on students’ spending habits. Students' spending habits were also found to be influenced by attitudinal factors such as confidence in investment decision-making and shopping for necessities. Finally, it was observed that living an extravagant lifestyle, which includes purchasing branded clothing, compulsive shopping, the latest cell phones, and excessive alcohol purchases, were the primary cause of students' poor spending habits. These findings primarily support the social learning theory, implying that parents and/or guardians play an important role in shaping their children's spending habits.

This study investigates the relationship between financial literacy and financial well-being among youth entrepreneurs in Tanzania, focusing on the mediating role of financial behaviour. Drawing on human capital theory and behavioural economics, this study employed a cross-sectional design and collected data from a sample of youth entrepreneurs using structured questionnaires in selected urban areas in Tanzania. Data were analysed using Structural Equation Modelling (SEM) to assess both direct and indirect relationships among the variables. The findings reveal that financial literacy significantly and positively affects financial well-being, underscoring the foundational role of financial knowledge in enhancing economic decision making. Furthermore, financial literacy significantly influenced financial behaviour, and financial behaviour partially mediated the relationship between financial literacy and financial well-being. These results suggest that while financial knowledge is critical, it is the consistent application of this knowledge through daily financial practices, such as budgeting, saving, and debt management that ultimately leads to improved financial outcomes. This study contributes to the growing literature on financial capability and entrepreneurial sustainability in developing economies and supports the advancement of Sustainable Development Goals, particularly SDG 1, SDG 4.4, and SDG 8. These findings have important implications for policymakers, educators, and development partners aiming to enhance youth financial empowerment through integrated financial education and behaviour-focused intervention.

This study aims to examine and analyze the effect of income on financial well-being, with financial literacy serving as a mediating variable. A quantitative research approach was employed, with the object of study being the community of Poncokusumo Tourism Village. The sample size was determined using a saturated sampling technique, involving 154 respondents from the village community. Data were collected through questionnaires and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings reveal that: (i) income has a significant effect on financial well-being, (ii) financial literacy significantly influences financial well-being, (iii) income positively affects financial literacy, and (iv) financial literacy mediates the relationship between income and financial well-being. Income plays a crucial role as it significantly enhances individuals' quality of life by enabling them to meet daily needs, improve living standards, and plan for future financial security. Furthermore, stable income contributes to greater economic resilience among families and fosters community development. Respondents reported a general satisfaction with their monthly income, which in turn facilitates better financial management and supports the achievement of both short-term and long-term financial goals. This study contributes to the literature by suggesting that village government institutions, non-governmental organizations, and other stakeholders should take initiatives to provide financial literacy training. Future research is encouraged to incorporate additional variables to deepen the understanding of factors influencing financial well-being.

This paper investigated the financial management practices among Small, Medium, and Micro Enterprises (SMMEs) in the Thulamela Local Municipality using a qualitative approach. The research focused on a sample of forty-eight respondents from the informal sector, which was deemed representative of the SMME landscape.  Interviews were conducted with SMME owners, guided by an interview framework, and recorded for transcription and thematic analysis. Findings revealed that competition is perceived as the primary cause of business failures; however, inadequate financial management emerged as a significant underlying issue. The study emphasizes the urgent need for intervention from government, banks, and academic institutions to offer financial management training and improve access to funding for SMMEs. Recommended actions include the establishment of workshops and seminars designed to enhance financial literacy among business owners. Such training would provide them with essential accounting and budgeting skills, ultimately enabling them to meet loan requirements from financial institutions and reducing the risk of cash flow issues and business failure.