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Dr Stephen Robert Agnew

Contact

Department: Department of Economics and Finance

Email: steve.agnew@canterbury.ac.nz

Direct Dial: +64 3 3694019

Office: Meremere 425

Language: English

About
Research / Creative works
Networks
Projects

Fields of Research

  • Education of Economics, focussing on first year tertiary and secondary school.

Researcher Summary

My main research interest is economics and financial literacy education. Specifically, the effect of social economic standing on the provision of economics and financial literacy education, as well as the understanding of economics and financial literacy education.

Subject Area: Disciplines

  • Economics: Microeconomics
  • Resilience: Social: Education

Research/Scholarly/Creative Works

Journal Articles
  • Agnew S., Kerr J. and Watt R. (2021) The effect on student behaviour and achievement of removing incentives to complete online formative assessments. Australasian Journal of Educational Technology 37(4): 173-185. http://dx.doi.org/10.14742/ajet.6203.
  • Agnew S. (2018) Empirical measurement of the financial socialisation of children by parents. Young Consumers 19(4): 421-431. http://dx.doi.org/10.1108/YC-07-2017-00717.
  • Agnew S., Maras P. and Moon A. (2018) Gender differences in financial socialization in the home—An exploratory study. International Journal of Consumer Studies 42(3): 275-282. http://dx.doi.org/10.1111/ijcs.12415.
  • Agnew S. and Harrison N. (2017) The Role of Gender, Cognitive Attributes and Personality on Willingness to Take Risks. Business and Economic Research 7(1): 16. http://dx.doi.org/10.5296/ber.v7i1.10371.
  • Agnew S., Cameron-Agnew T., Lau A. and Walker S. (2016) What Business School Characteristics are Correlated with More Favourable National Student Survey (NSS) Rankings? The International Journal of Management Education 14(3): 219-227. http://dx.doi.org/10.1016/j.ijme.2016.05.001.
  • Harrison N. and Agnew S. (2016) Individual and social influences on students' attitudes to debt: A cross-national path analysis using data from England and New Zealand. Higher Education Quarterly 70(4): 332-353. http://dx.doi.org/10.1111/hequ.12094.
  • Agnew S. (2015) Current Trends In Economics Enrolments At Secondary And Tertiary Level. New Zealand Economic Papers 49(1): 33-43. http://dx.doi.org/10.1080/00779954.2014.914428.
  • Agnew S. and Cameron-Agnew T. (2015) The influence of consumer socialisation in the home on gender differences in financial literacy. International Journal of Consumer Studies. 39(6): 630-638. http://dx.doi.org/10.1111/ijcs.12179.
  • Agnew S. and Cameron-Agnew T. (2015) The Influence of Gender and Household Culture on Financial Literacy Knowledge; Attitudes and Behaviour. Journal of Financial Management, Markets and Institutions 3(1): 31-50. http://dx.doi.org/10.12831/80529.
  • Agnew S. and Harrison N. (2015) Financial literacy and student attitudes to debt: A cross national study examining the influence of gender on personal finance concepts. Journal of Retailing and Consumer Services 25: 122-129. http://dx.doi.org/10.1016/j.jretconser.2015.04.006.
  • Harrison N., Agnew S. and Serido J. (2015) Attitudes to debt among indebted undergraduates: A cross-national exploratory factor analysis. Journal of Economic Psychology 46: 62-73. http://dx.doi.org/10.1016/j.joep.2014.11.005.
  • Agnew S. (2013) The Financial Literacy of Maori Relative to Europeans in New Zealand. The Journal of Business and Leadership 19(1): 102-116.
  • Hickson S. and Agnew S. (2013) Assigning grades during an earthquake - shaken or stirred? New Zealand Economic Papers 47(3): 288-303. http://dx.doi.org/10.1080/00779954.2012.715825.
  • Agnew SR. and Hickson SM. (2012) Using online assessment to replace invigilated assessment in times of a natural disaster: Are some online assessment conditions better than others? Journal of Open, Flexible and Distance Learning 16(1): 13.
  • Agnew S. (2011) Accounting for Differences: What Impact do Decile and Gender Have on NCEA Level Three Accounting Results? Journal of Modern Accounting and Auditing 7(6): 634-644.
  • Agnew S. (2011) Has the Academic Performance of Low Socioeconomic Students and Students from Ethnic Minorities Improved in the Subject of Economics over the First Five Years of a Standards-Based Assessment Regime? Citizenship, Social and Economics Education 10(1): 3-13. http://dx.doi.org/10.2304/csee.2011.10.1.3.
  • Agnew S. (2011) The Impact Of School Socioeconomic Status On Student Generated Teacher Ratings. Journal of College Teaching & Learning 8(1): 39-46.
  • Agnew S. (2010) Accounting for the NCEA : Has the Transition to Standards-based Assessment Achieved its Objectives? Australasian Accounting Business and Finance Journal 4(4): 87-102.
  • Agnew S. (2010) What is Happening to Girls Studying Economics in Low Decile Schools? New Zealand Journal of Applied Business Research 8(2): 43-57.
Conference Contributions - Other
  • Agnew S. (2019) A Pilot Study of the Efficacy of University Student Financial Dairies. Auckland: BUILDING FINANCIALLY CAPABLE COMMUNITIES: OUR PATHWAYS TO SUCCESS, 28-30 Nov 2019.
  • Agnew SR. (2016) Savings Accounts, Pocket Money or Financial Discussions. Which is More Important? Sydney, Australia: 38th International Business Research Conference, 21-23 Nov 2016.
  • Agnew SR. and Harrison N. (2015) Individual and social influences on students’ attitudes to debt: a cross-national path analysis using data from England and New Zealand. SRHE Research Conference 2015, 9-11 Dec 2015.
  • Agnew S. and Harrison N. (2014) Scale and Determinants Of 'Financial Literacy' In First Year Undergraduate Students: A Cross-National Study. Porto, Portugal: European Educational Research Association 2014 (EERA), 2-5 Sep 2014.
  • Agnew S. and Harrison N. (2014) The Infuence of Gender and Parental Education Levels on Attitudes Toward Student Debt. Oxford, UK: Symposium on the Financing of Education, 8-10 Dec 2014.
  • Harrison N., Agnew S. and Serido J. (2014) Constructing and exploring university students' attitudes to debt: a cross-national study. London, UK: British Educational Research Association Conference (BERA), 23-25 Sep 2014.
  • Harrison N., Agnew S. and Serido J. (2014) Constructing and exploring university students' attitudes to debt: a cross-national study. Porto, Portugal: European Educational Research Association 2014 (EERA), 2-5 Sep 2014.
  • Agnew S. and Webber D. (2013) Online Resources in a First year economics Class: Creating Better Students or Identifying Better Students? Newcastle, Australia: 18th Australasian Teaching Economics Conference (ATEC 2013), 1-2 Jul 2013.
  • Agnew S. (2012) The Financial Literacy of Māori Relative to Europeans in New Zealand. Kauai, HI: Applied Business and Entrepreneurship Association International Conference, 16-20 Nov 2012.
  • Agnew S. and Hickson S. (2012) Using Online Assessment to Replace Invigilated Assessment in Times of Natural Disaster: Are Some Online Assessment Conditions Better Than Others? Wellington, New Zealand: DEANZ 2012 Conference, 11-13 Apr 2012.
  • Hickson S. and Agnew S. (2012) Assigning Grades During An Earthquake - Shaken Or Stirred? Kauai, HI: Applied Business and Entrepreneurship Association International Conference, 16-20 Nov 2012.
  • Agnew S. (2011) The Teaching and Assessment of Output Taxes and Subsidies. Who's Got it Right? Wellington, New Zealand: 52nd Annual Conference of the New Zealand Association of Economics, 29 Jun-1 Jul 2011.
  • Agnew S. (2010) Accounting for the NCEA: Has the transition to standards-based assessment achieved its objectives? University of Waikato, Hamilton, New Zealand: 4th New Zealand Management Accounting Conference, 18-19 Nov 2010.
  • Agnew S. (2010) The effect of school decile on student evaluations of their teachers. University of Auckland, New Zealand: Teacher Education Fourm of Aotearoa New Zealand (TEFANZ) Biennial Conference 2010, 26-28 Oct 2010.
  • Agnew S. (2010) What Impact has NCEA had on Participation in Economics? Hamilton, New Zealand: 15th Australasian Teaching Economics Conference (ATEC2010), 28-29 Jun 2010.
  • Agnew S. (2010) What is Happening to Girls Studying Economics in Low Decile Schools? Hamilton, New Zealand: 15th Australasian Teaching Economics Conference (ATEC2010), 28-29 Jun 2010.

Editorial Work

Displaying all items.
  • Journal of Teaching in Higher Education. Editorial Board Member ( 2015 - 2023)
  • Journal Research in Economics and Management. Editorial Board Member ( 2016 - 2018)

Review and Refereeing

Displaying all items.
  • Australasian Teaching Economics Conference. ( 2013 )
  • Journal of Management Education ( 2016 - 2023)

Research Groups

  • Resilience: Social Research

Research Projects

  • Undergraduate teaching of economics

Future Research

  • An audit of financial literacy programmes in NZ secondary school, stratified by school decile.
  • Intergenerational transfer of financial literacy knowledge stratified by socioeconomic status.
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