Date of Award


Degree Type


Degree Name

Honors Thesis



First Advisor

Bryan Foltice


This study aims to provide insight into the relationships between proven significant drivers of financial knowledge (numeracy, cognitive ability, mathematics anxiety, and financial literacy) and an individual's premeditated strategy to tackle their student loans. From a sample of 160 undergraduate students, we find few significant results that affirm the hypotheses of the study. However, we also determine that several descriptive factors (i.e., general mathematical skill, anticipated level of debt and interest to be repaid, etc.) vary by an extremely wide margin, suggesting that students lack the very skills necessary to calculate and deal with their own loans. Additionally, we find that existing literature may not apply to undergraduate students, as our data (although insignificant) points to heightened complexity in individuals with student loans.