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Abstract

The purpose of this study is to investigate the effectiveness of an ADDIE-based financial literacy curriculum in enhancing financial knowledge among first-year college students in Changchun, China. Additionally, the study explores the mediating roles of student engagement and self-efficacy in financial management, as well as the moderating role of time management skills. This research adopts a quantitative, cross-sectional design with a sample of 150 first-year college students from Changchun, China. A stratified random sampling method was employed to select the participants. Data were collected through structured survey questionnaires using a 5-point Likert scale. The survey assessed variables such as the ADDIE-based financial literacy curriculum, financial knowledge, student engagement, self-efficacy in financial management, and time management skills. Descriptive statistics, reliability analysis, correlation analysis, and regression analysis were conducted using SPSS, while mediation and moderation effects were tested using the PROCESS Macro. The findings reveal that the ADDIE-based financial literacy curriculum significantly enhances students' financial knowledge. Moreover, student engagement and self-efficacy in financial management serve as significant mediators, while time management skills act as a moderator in the relationship between the financial literacy curriculum and financial knowledge. This study contributes to the academic literature by providing insights into the application of the ADDIE model in financial literacy education and its impact on students' financial knowledge. It offers practical implications for curriculum design in higher education, particularly in emerging economies like China.