Financial well-being is a desirable state as it benefits individuals, families, organizations, and society, and these benefits reach beyond the financial domain. We assessed financial well-being as two components (current financial stress and expected future financial security) and used data from a representative sample of adults in the United Kingdom (n = 411). Our study provides novel insights based on preregistered hypotheses, method, and analysis plan on the Open Science Framework. We hypothesized that both executive functioning and financial self-efficacy are positively related to financial well-being via positive financial behaviors. We also hypothesized that executive functioning moderated the indirect relation of financial self-efficacy with financial well-being, and that financial self-efficacy moderated the indirect relation of executive functioning with financial well-being. As predicted, results showed that financial self-efficacy was strongly positively related to financial well-being via positive financial behaviors. Our results did not show that executive functioning was related to financial well-being via positive financial behaviors, nor that executive functioning or financial self-efficacy operated as moderators. This study provides possible strategies for financial practitioners and service providers, among others, to help individuals and families better their financial behaviors and their financial well-being.

The present study used a Solomon four-group quasi-experimental design to examine the short-term effect of a large-scale national financial education program on children's knowledge and skills in responsible spending and performing transactions effectively. Our study included a representative sample of Dutch pupils in the fifth grade of primary school (N ¼ 2,650). Controlling for different children-specific characteristics, results showed that the program increased pupils' knowledge and skills scores in performing transactions effectively, but not in responsible spending. The insights gained from the present study show how financial education programs that enable children to immediately apply what they learn in practice can improve children's knowledge and skills regarding certain financial competencies.

A goal of financial therapy is to increase clients' financial satisfaction by helping them to perform positive financial behaviors. The present study argues that the success of such therapies can be further enhanced by considering the individual factors that underlie such behaviors. To identify the possibly most promising factors, data from the 2018 Money Advice Service (MAS) Financial Capability Survey (n = 2,133) were used and three sets of individual factors were examined: knowledge factors (financial knowledge and financial confidence), attitudinal factors (future orientation and attitude toward money), and sense of control factors (spending self-control and perceived behavioral control). Path analysis findings indicated that all factors were associated with financial satisfaction via one or more positive financial behaviors. All factors except for attitude toward money were also directly related to financial satisfaction. Financial confidence was the most promising individual factor to improve clients' financial satisfaction, followed by future orientation and perceived behavioral control.