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In increasingly complex and dynamic economic contexts, early financial education is considered a key component for developing skills that promote economic well-being throughout the life cycle. This study analyzes the relationship between financial education in childhood, as perceived by adults, their perceptions of financial management, budgeting and savings habits, and adult savings levels, using a cross-sectional quantitative design ( n = 2,733). Hierarchical cluster analysis on principal components (HCPC) was applied to identify distinct financial behavior profiles, followed by a binary logistic regression model (Logit) to estimate the probability of achieving higher monthly savings levels based on behavioral, perceptual, and socioeconomic variables. The model demonstrates robust discriminant capacity (AUC = 0.805). The results suggest that the development of financial skills related to saving in adulthood is not conclusively related to early financial education and can be better understood as a cumulative result of the combination of behavioral, perceptual, and socioeconomic factors. These findings support the need for a pedagogical approach based on self-regulation and structural equity.
Bedoya et al. (Mon,) studied this question.