Using survey data from 730 undergraduates in Vietnam, we find that learning motivation and its components, especially self-efficacy, finance learning value, and achievement goals, significantly correlate with students' financial literacy performance. In addition, these correlations are moderated by student characteristics, among which academic seniority, university type, parents' education, and extra math study during high school matter the most. Our results raise significant implications to policymakers, researchers, and educators that include understanding the role of motivation and incorporating it in financial literacy education and intervention programs and considering the moderation roles that individuals' characteristics play in the motivation-financial literacy link. We encourage more research in these areas.

中文翻译：

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学习动机对越南大学生金融知识的作用

使用越南 730 名本科生的调查数据，我们发现学习动机及其组成部分，尤其是自我效能感、金融学习价值和成就目标，与学生的金融素养表现显着相关。此外，这些相关性还受到学生特征的调节，其中学术资历、大学类型、父母的教育程度和高中期间的额外数学学习最重要。我们的结果对政策制定者、研究人员和教育工作者产生了重大影响，包括了解动机的作用并将其纳入金融知识教育和干预计划，以及考虑个人特征在动机-金融知识联系中发挥的调节作用。我们鼓励在这些领域进行更多研究。