Task 2: Completion and Reflection of Two Empathy Interviews
任务2：完成和反思两次同理心访谈
学生财务代写 In the last few decades, the U.S. has experienced dramatic changes in higher education financing. These changes, perhaps…
Description of the chosen problem space
In the last few decades, the U.S. has experienced dramatic changes in higher education financing. These changes, perhaps, started with the Higher Education Act of 1992, which drew attention to loans as opposed to need-based grants (Mulhern et al., 2015). This shift could also have been caused by state governments’ expenditures on other priorities, such as Medicaid, leading to reduced higher education appropriations to public institutes. As such, the cost of education has beaten the inflation rate (Mulhern et al., 2015). Students and parents are forced to bear a growing proportion of the burden of education cost by these trends in education.
However, some families may not have enough income to cater to the overall cost of study for their children. Due to the limited financial resources and the rising cost of education, many students are experiencing financial problems, and others are getting more than one job to survive the financial struggles. Yet, most students have little or no background in finance or how to manage their finances. Subsequently, it is not a surprise that financial stress is one of the most prevalent stressors among students in universities.
所选问题空间的描述 学生财务代写
译文：在过去的几十年里，美国在高等教育融资方面经历了巨大的变化。这些变化可能始于 1992 年的《高等教育法案》，该法案提请注意贷款而不是基于需求的赠款（Mulhern 等，2015）。这种转变也可能是由于州政府在医疗补助等其他优先事项上的支出导致公共机构高等教育拨款减少所致。因此，教育成本已经超过了通货膨胀率（Mulhern 等，2015）。由于这些教育趋势，学生和家长被迫承担越来越多的教育成本负担。
然而，有些家庭可能没有足够的收入来支付孩子的整体学习费用。由于财政资源有限和教育成本上升，许多学生面临经济问题，而其他人则通过一份以上的工作来度过经济困难。然而，大多数学生几乎没有或没有金融或如何管理财务方面的背景。随后，经济压力成为大学学生中最普遍的压力源之一也就不足为奇了。
A description of the two chosen people and their connection to Student Finances
We had two interviewees. The first interviewee was a fourth-year UTS undergraduate who lived with her parents. This individual was a 19-year old white American woman. This interviewee is a middle-class income earner who was selected because she has a few years’ work experience. This was important for our investigation as it would help us understand the financial issues of working students. The second interviewee was a second-year resident student. This interviewee was a 22-year old African-American man. This interviewee did not have a job when the interview was conducted, and therefore he did not have an income.
These two interviewees were selected because they had different demographic characteristics such as age, gender, ethnicity, income levels, and education levels. These different demographics would help us understand the student finance problem from various perspectives.
对两个被选中的人及其与学生财务的联系的描述
译文：我们有两个受访者。第一位受访者是悉尼科技大学四年级本科生，她与父母住在一起。这个人是一名 19 岁的美国白人女性。这位受访者是一个中产阶级收入者，因为她有几年的工作经验而被选中。这对我们的调查很重要，因为它可以帮助我们了解在职学生的财务问题。第二位受访者是一名二年级的住校学生。这位受访者是一名 22 岁的非裔美国人。该受访者在进行采访时没有工作，因此没有收入。
选择这两名受访者是因为他们具有不同的人口特征，例如年龄、性别、种族、收入水平和教育水平。这些不同的人口统计数据将帮助我们从不同的角度理解学生财务问题。 学生财务代写
Motivations in asking particular questions
Interviewees included various types of questions. Firstly, the interviewees were asked how the coronavirus affected their financial position. This question was motivated by the fact that the novel coronavirus pandemic is a current global issue that has put the world economy at risk (Unido.org, 2020). The coronavirus pandemic has caused and will continue to cause significant human suffering as well as major economic disruptions on individuals, companies, countries, and the world at large (Unido.org, 2020).
For instance, many companies, schools, and airports, among others, have shut down due to the stay-at-home directive. Consequently, most people have felt the impact more directly, and this may continue, with loss of salaries, bonuses, and other incentive payments due to permanent or temporary loss of a job. If the coronavirus causes the economic contraction to turn into a lasting financial situation, there might be a wider spread of lower wages and job loss (Unido.org, 2020). University students are not immune to the economic disruptions caused by the novel coronavirus, as they have been affected by this pandemic in various ways. This question was meant to inform us of how the students are affected by the coronavirus.
Secondly, interviewees were asked what their most significant universities’ expenses were. Budgeting and financial management play crucial roles in achieving financial freedom, and they are essential for students (Susilowati et al., 2017). By asking this question, we wanted to find out if students were able to balance their expenses with income.
提出特定问题的动机
译文：受访者提出了各种类型的问题。首先，受访者被问及冠状病毒如何影响他们的财务状况。提出这个问题的动机是，新型冠状病毒大流行是当前的全球性问题，使世界经济面临风险（Unido.org，2020）。冠状病毒大流行已经并将继续造成重大的人类苦难以及对个人、公司、国家和整个世界的重大经济破坏（Unido.org，2020）。 学生财务代写
例如，许多公司、学校和机场等都因居家指令而关闭。因此，大多数人更直接地感受到了这种影响，而且这种影响可能会持续下去，因为永久性或暂时性失业导致工资、奖金和其他奖励金的损失。如果冠状病毒导致经济收缩转变为持久的财务状况，则可能会出现更广泛的低工资和失业现象（Unido.org，2020）。大学生也无法幸免于新型冠状病毒造成的经济混乱，因为他们以各种方式受到了这种大流行的影响。这个问题旨在告诉我们学生如何受到冠状病毒的影响。
其次，受访者被问及他们最重要的大学开支是什么。预算和财务管理在实现财务自由方面发挥着至关重要的作用，对学生来说至关重要（Susilowati 等，2017）。通过问这个问题，我们想知道学生是否能够平衡他们的开支和收入。
Thirdly, interviewees were asked what the effects of financial stress were on their mental health.
This question was motivated by the realization that mental health involves our psychological, emotional, and social well-being. Mental health affects how people feel, act, and think (Mentalhealth.gov, 2020). The threat of financial problems such as inadequate income or continuing debt can lead to feelings of anxiety, emotional and mental distress, and loss of control. Chronic financial stress has been shown to cause increased rates of dropping out, skipping classes, depression, isolation, and low academic performance. Therefore, we wanted to get insight into the magnitude of financial stress on our interviewees. Lastly, the interviewees were asked if they had any background in finance.
This question was motivated by the fact that financial background is increasingly significant for financial well-being and not just for investors but students, too (Susilowati et al., 2017). We wanted to find out if students are financially educated, have the knowledge and skills required to choose the right savings plan, and to manage their finances effectively.
Some interview questions were more successful than others. The open-ended questions were more successful than others. Open0ended questions were more successful than others and gave us the most insightful answers from our interviewees (Desai & Reimers, 2018). Open-ended questions are not answered with “yes” or “no,” or one-word answers.
第三，受访者被问及经济压力对他们心理健康的影响。 学生财务代写
译文：这个问题的动机是认识到心理健康涉及我们的心理、情感和社会福祉。心理健康会影响人们的感受、行为和思考方式（Mentalhealth.gov，2020）。收入不足或持续债务等财务问题的威胁会导致焦虑、情绪和精神困扰以及失控。长期的经济压力已被证明会导致辍学、逃课、抑郁、孤立和学习成绩下降的比率增加。因此，我们想深入了解受访者的财务压力程度。最后，受访者被问及是否有金融背景。
这个问题的动机是金融背景对财务福祉越来越重要，不仅对投资者而且对学生也是如此（Susilowati 等，2017）。 我们想了解学生是否接受过财务教育，是否具备选择正确储蓄计划以及有效管理财务所需的知识和技能。
一些面试问题比其他问题更成功。 开放式问题比其他问题更成功。 开放式问题比其他问题更成功，并为我们提供了受访者最有见地的答案（Desai & Reimers，2018 年）。 开放式问题不会以“是”或“否”或一个词的答案来回答。
Instead, they are responded to with lists, long, or short answers, or lengthy stories.
According to Desai and Reimers (2018), open-ended questions can be used with other methods of interviewing or on their own to search topics comprehensively, to find probable causes of observed connection, or to comprehend processes. Open-ended questions were the most successful in this interview because they allowed us to find out more than we expected. Desai and Reimers (2018) argue that when people are asked open-ended questions, they tend to disclose surprising things to the interviewer, such as their fears, hopes, and their incredible mental models. Through open-ended questions, interviewers can give detailed and a variety of prospective responses.
For instance, we asked the interviewees whether they were working and how the jobs affected their studies. One interviewee answered that he did not have a job, and he added that he was actively searching. The other reason why the open-ended questions were successful was that their responses were created and not proposed by the response option; thus, open-ended questions avoid bias brought by suggesting responses to participants (Desai & Reimers, 2018). Thirdly, Desai, and Reimers (2018) theorize that open-ended questions are more successful than others because they are similar to cued-recall activities that highly rely on controlled retrieval processes and offer local retrieval cues. Also, open-ended type of questions provides the interviewer with qualitative data (Desai & Reimers, 2018).
相反，他们会得到列表、长短答案或冗长故事的回应。
译文：根据 Desai 和 Reimers (2018) 的说法，开放式问题可以与其他访谈方法或单独使用，以全面搜索主题，找到观察到的联系的可能原因，或理解过程。在这次采访中，开放式问题是最成功的，因为它们让我们发现了超出我们预期的更多信息。 Desai 和 Reimers (2018) 认为，当人们被问到开放式问题时，他们倾向于向面试官透露令人惊讶的事情，例如他们的恐惧、希望和他们令人难以置信的心理模型。通过开放式问题，面试官可以给出详细和多样的前瞻性回答。 学生财务代写
例如，我们询问受访者是否在工作，以及工作对他们的学习有何影响。一位受访者回答说他没有工作，并补充说他正在积极寻找。开放式问题成功的另一个原因是他们的回答是由回答选项创建而不是提出的；因此，开放式问题避免了向参与者建议回应所带来的偏见（Desai 和 Reimers，2018 年）。第三，Desai 和 Reimers（2018）认为开放式问题比其他问题更成功，因为它们类似于高度依赖受控检索过程并提供局部检索线索的线索回忆活动。此外，开放式问题为面试官提供定性数据（Desai & Reimers，2018 年）。
Three insights I have gained about Student Finances
I have gained some insights about student finances problem. One of the insights is that a lack of financial literacy can lead to financial stress for students, in general, and can lead to poor spending, reduced job opportunities, and over-reliance on parents. Financial literacy is defined as having the ability and the knowledge to overcome financial challenges and decisions in day-to-day life (Susilowati et al., 2017). Abdul Rashid et al. (2020) argue that financially literate students are educated, knowledgeable, as well as, informed about the issues of successful assets and money management, insurance, credit, taxes, and banking.
Financial literate students also comprehend the fundamental theories key to money and assets management, and employ understanding and knowledge to strategize and execute financial decisions (Susilowati et al., 2017). Financial literacy has a significant impact on financial management behavior (Susilowati et al., 2017). For example, students with higher financial literacy levels have better behavior of personal financial management, and students with lower financial literacy levels have poor individual financial management behaviors. Most students do not know where their money is going (Abdul Rashid et al., 2020).
The second insight that I have learned is that there is an indirect connection between perceived financial confidence and financial behavior and attitude towards money among students (Susilowati et al., 2017). Students’ confidence and attitude toward finances influence their financial behavior. According to Susilowati et al. (2017), socially-oriented actualization ideals generate desirable financial behavior, whereas self-actualization values influence the students’ attitudes toward their finances.
我对学生财务的三个见解 学生财务代写
译文：我对学生财务问题有了一些见解。其中一个见解是，缺乏金融知识通常会给学生带来财务压力，并可能导致支出不足、工作机会减少和过度依赖父母。金融素养被定义为具有克服日常生活中的金融挑战和决策的能力和知识（Susilowati 等，2017）。阿卜杜勒·拉希德等人。 (2020) 认为具有金融知识的学生受过教育，知识渊博，并且了解成功的资产和资金管理、保险、信贷、税收和银行业务等问题。
具有金融素养的学生还理解货币和资产管理的关键基础理论，并运用理解和知识来制定和执行财务决策（Susilowati 等，2017）。财务素养对财务管理行为有重大影响（Susilowati 等，2017）。例如，金融素养水平较高的学生个人理财行为较好，金融素养水平较低的学生个人理财行为较差。大多数学生不知道他们的钱去哪儿了（Abdul Rashid 等，2020）。
我学到的第二个见解是，感知到的财务信心与学生的财务行为和对金钱的态度之间存在间接联系（Susilowati 等，2017）。学生对财务的信心和态度会影响他们的财务行为。根据 Susilowati 等人的说法。 （2017），以社会为导向的实现理想会产生理想的财务行为，而自我实现价值观会影响学生对财务的态度。 学生财务代写
Susilowati et al. (2017) also state that money signifies success and is the root of all evil.
As such, students with perceived financial confidence tend to have destructive financial behaviors, such as overspending on food and going out, and they do not budget their money well (Susilowati et al., 2017). For instance, in our case study, one of the participants relies heavily on his parents and states that his parents can afford to pay all his expenses and rent. Due to this financial confidence, this interviewee overspends his money on food and going out. Attitude towards money affects one’s financial behavior. Students with positive attitudes toward money tend to know how their financial decisions will affect their financial aspects and always think before spending (Susilowati et al., 2017).
Students with positive attitudes toward money may also have higher levels of financial literacy. This is translated in their financial management and behavior (Susilowati et al., 2017). For instance, our second interviewee seems to have a positive attitude towards money. He does not have huge expenses except for SAF, and he used to observe his expenses.
苏西洛瓦蒂等人。 (2017) 还指出，金钱象征成功，是万恶之源。
译文：因此，具有财务信心的学生往往有破坏性的财务行为，例如在食物上超支和外出，并且他们不会很好地预算（Susilowati 等，2017）。例如，在我们的案例研究中，其中一位参与者严重依赖他的父母，并表示他的父母有能力支付他所有的费用和租金。由于这种财务信心，这位受访者在食物和外出上超支。对金钱的态度会影响一个人的财务行为。对金钱持积极态度的学生往往知道他们的财务决定将如何影响他们的财务方面，并且总是在花钱之前三思而后行（Susilowati 等，2017）。 学生财务代写
对金钱持积极态度的学生也可能具有更高水平的金融知识。这体现在他们的财务管理和行为中（Susilowati 等，2017）。例如，我们的第二位受访者似乎对金钱持积极态度。除了SAF，他没有大笔开支，他过去常常观察他的开支。
The third insight is about overspending.
I learned that students who have an overspending behavior tend to live beyond their means. They fail to make financial decisions based on the money they have available. According to Tew and Tew (2014), overspending is usually caused by psychological causes like social media influence and peer pressure, stress and low self-esteem, and loneliness. Abdul Rashid et al. (2020) give an example of first-year students who spend all their money during the first few days of university. In our interviews, one participant reported that he relies on his parents to finance all his university expenses. This participant does not have a job and spends much money on food and going out.
When we asked whether he has a finance background, the participant does not seem to understand what financial background is. This participant reports that financial stress affects his mental health, and he is always required to be cautious about how he spends his finances. Lastly, he says that coronavirus affected his finances as he lost his fixed-term job. According to Tew and Tew (2014), the impact of overspending is financial stress, debt problem, working two to three part-time jobs to cater to essential expenses, and conflicts with friends and family members. Tew and Tew (2014) also note that financial stress caused by overspending can lead to mental and physical health and criminal behavior.
第三个见解是关于超支。 学生财务代写
译文：我了解到，有超支行为的学生往往会入不敷出。他们无法根据可用的资金做出财务决策。根据 Tew 和 Tew（2014 年）的说法，超支通常是由社交媒体影响和同伴压力、压力和自卑以及孤独等心理原因造成的。阿卜杜勒·拉希德等人。 (2020) 举了一个在大学头几天花光所有钱的一年级学生的例子。在我们的采访中，一位参与者报告说他依靠父母来支付他所有的大学费用。该参与者没有工作，在食物和外出上花费很多。
当我们问他是否有金融背景时，参与者似乎不明白什么是金融背景。该参与者报告说，财务压力会影响他的心理健康，因此他始终需要谨慎对待自己的财务支出方式。最后，他说冠状病毒影响了他的财务状况，因为他失去了定期工作。根据 Tew 和 Tew（2014 年）的说法，超支的影响是财务压力、债务问题、做两到三份兼职工作以满足基本开支，以及与朋友和家人的冲突。 Tew 和 Tew（2014 年）还指出，超支造成的财务压力会导致身心健康和犯罪行为。
References
Abdul Rashid, A., Jantan, M., Azam Fairuz, A., & Abdul Halim, N. (2020). Financial Knowledge and Personal Financial Literacy in Investment Priorities among University Students. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3541998.
Desai, S., & Reimers, S. (2018). Comparing the use of open and closed questions for Web-based measures of the continued-influence effect. Behavior Research Methods, 51(3), 1426-1440. https://doi.org/10.3758/s13428-018-1066-z.
Mentalhealth.gov. (2020). What Is Mental Health? | MentalHealth.gov. Mentalhealth.gov. Retrieved 2 May 2020, from https://www.mentalhealth.gov/basics/what-is-mental-health.
Mulhern, C., Spies, R., & Wu, D. (2015). The Effects of Rising Student Costs in Higher Education. https://doi.org/10.18665/sr.221021.
Susilowati, N., Latifah, L., & Jariyah. (2017). College Student Financial Behavior: An Empirical Study on the Mediating Effect of Attitude toward Money. Advanced Science Letters, 23(8), 7468-7472. https://doi.org/10.1166/asl.2017.9500.
Tew, K., & Tew, P. (2014). Financial Literacy and the College Student. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.2430795.
Unido.org. (2020). Coronavirus: the economic impact | UNIDO. Unido.org. Retrieved 3 May 2020, from https://www.unido.org/stories/coronavirus-economic-impact.
