Financial literacy and behavioral aspects of economic choice among students in the context of economic digitalization

The article examines the relationship between the level of financial literacy, digital activity, and the rationality of economic behavior among students in the context of the digitalization of the economy. The empirical basis of the study is formed by a survey of 342 university students in the Yaroslavl region, analyzed using correlation and logistic regression methods. The findings indicate that cognitive knowledge and digital engagement constitute a complementary system of factors that jointly influence the formation of rational models of financial behavior. The average values of the cognitive, behavioral, and digital indices amounted to 0.64, 0.46, and 0.71, respectively, reflecting a structural imbalance between knowledge, practical skills, and technological use of financial tools. The analysis revealed a statistically significant positive correlation between the cognitive and digital indices (r = 0.41; p < 0.01) and a negative relationship between the level of knowledge and impulsive consumption (r = –0.36; p < 0.01). The combined effect of cognitive and digital factors increases the probability of budgeting and maintaining a reserve fund by 10–15%. It was found that the digitalization of the financial environment strengthens the rationality of economic decision-making and expands opportunities for autonomous personal finance management. The study concludes that the development of digital financial ecosystems and analytical services contributes to greater financial awareness, discipline, and the economic sustainability of households in the modern economy.