[[alternative]]The Study of Investment by Psychological Biases and Financial Literacy on Students of Community Colleges in Taipei City

[[abstract]] 本研究旨在探討社區大學學員投資心理偏誤與理財素養之間的關係，並瞭解不同背景的社區大學學員在投資心理偏誤與理財素養的差異現況。本研究以台北市社區大學學員為研究對象，共蒐取219名有效樣本。經以描述性統計、t-test、單因子變異數、皮爾森積差相關分析以及逐步多元迴歸的統計分析後，得到以下主要發現：一、不同性別、年齡、學歷、婚姻狀況、課程參與時間與投資心理學學習狀況的社區大學學員，在投資心理偏誤的表現上有顯著差異。二、不同性別、年齡、學歷、職業類別、婚姻狀況、課程參與時間與投資心理學學習狀況的社區大學學員，在創業績效的表現上有顯著差異。三、社區大學學員的投資心理偏誤與理財素養之間呈顯著負相關。四、社區大學學員在從眾偏誤與認知失調的表現，普遍對理財認知、理財責任與行為以及整體理財素養皆具有顯著的預測力。[[abstract]] The main purposes of this study were to identify the relationship of community colleges students’ investment psychological biases and financial literacy, and to examine the different level of investment psychological biases and financial literacy of these students among diverse backgrounds. All the students were adopted in Taipei community colleges, and there were 219 valid samples for this study. The collected data were analyzed by descriptive Statistics, t-test, one-way ANOVA, Pearson product-moment correlation coefficient and multiple stepwise regression analysis. The main findings of the study were as follows: (1) There were significant differences in the investment psychological biases with different gender, age, academic background, marital status, curriculum experience seniority and learning condition on Psychology of Investment. (2) There were significant differences in the financial literacy with different gender, age, academic background, occupation, marital status, curriculum experience seniority and learning condition on Psychology of Investment. (3) There were significant correlations among some variables within community colleges students’ investment psychological biases and some variables within financial literacy. (4)The community college students’ conformity biases and cognitive dissonance biases can significantly forecast their financial cognition, financial accountability and behaviors, and overall financial literacy