Analysis of Student Economic Behavior in the Utilization of Financial Technology
Keywords:
FinTech, Economic Behavior, Students, Digital Financial, Literacy Social Influence Self-ControlAbstract
This research aims to analyze the economic behavior of students in utilizing financial technology (FinTech) in the midst of rapid economic digitalization in 2026. The main focus of the study is to evaluate the influence of digital financial literacy, self-control, and social influence on the rationality of economic decision-making. Using a quantitative approach with the Structural Equation Modeling (SEM-PLS) method, data was collected from 250 students in urban areas through a structured questionnaire. The results of the study revealed that the Social Influence variable had the most dominant and significant impact on students' economic behavior ($\beta = 0.542$), surpassing the influence of digital financial literacy and self-control. These findings show the existence of the phenomenon of "Inclusion without Literacy", where the ease of access to FinTech is used more to meet lifestyle demands and social validation than productive financial planning. Although digital financial literacy has a positive effect, its power is not significant enough to stem the impulse of impulsive consumption triggered by peer environments and persuasive app designs. The conclusion of the study emphasizes the need to reorient financial literacy programs in universities that not only focus on technical-cognitive aspects, but also on strengthening behavioral psychology and resilience to digital social pressures. This research recommends a more integrative education policy to create a healthy digital financial ecosystem for the younger generation.
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