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

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• Journal of Teaching in Higher Education. Editorial Board Member ( 2015 - 2022)
• Journal Research in Economics and Management. Editorial Board Member ( 2016 - 2018)

Review and Refereeing

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• Australasian Teaching Economics Conference. ( 2013 )
• Journal of Management Education ( 2016 - 2022)

Research Groups

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.