Attitudes of college seniors toward graduate student loan debt: the role of financial education

Abstract

Purpose – This paper aims to examine prospective graduate students’ attitudes toward educational loan borrowing in an experimental setting. Design/methodology/approach – Participants were randomly assigned to two treatment groups and one control group. Subjects in experimental group 1 received financial education: a short online course on the economic viability of getting a master’s degree and how to finance it with a graduate student loan, while subjects in experimental group 2 received financial education along with information on the availability bias. Findings – Relying on a control group in the assessment of financial literacy education intervention impacts, this research finds positive causal treatment effects on individuals’ attitudes toward debt-financed graduate education. In comparison to the control group, experimental subjects perceived the possibility of going into debt with a graduate loan to complete a master’s degree as less stressful and worrying. Practical implications – This study has important educational policy implications to prevent students from stopping investing in human capital by perceiving educational loan debt as something stressful or worrying. The results can help potential (and current) grad students develop a feasible financial plan for graduate school by encouraging higher education institutions to implement educational loan information and financial education into university seminar courses for better graduate student loan decision-making. Originality/value – Student attitudes toward debt have been analyzed in the context of higher education, but only a fewresearchers internationally have used an experimental design to study personal financial decision-making.