Common use of Limitations and Delimitations Clause in Contracts

Limitations and Delimitations. The study took place at a small private, not for profit, Christian, liberal arts, four-year University in Southern California. First-time first-year college students participated in the study. Findings and recommendations based on the survey results are specific to this institution, which limits generalizability and implications of the results. Data collected for this study took place during the summer/fall 2016 and fall 2019 semester. The study will only report findings and conclusions on students attending these semesters and participating in the study. The Financial Education Proficiency developed for the study included questions adapted directly from ▇▇▇▇▇▇▇’▇ (2008) Jump$tart college student survey. The Financial Self-Efficacy Scale questions (▇▇▇▇, 2011) allows for the evaluation of a respondent’s awareness of their behavior and consequences associated with making specific financial decisions. Although these instruments have been validated with other samples, they were not created for college students, and this may impact the reliability and validity of the data. For each instrument, choice of wording and order were maintained and only slightly altered for a college student audience. In some instances, readability, word choice, and flow may have affected survey responses. Regardless of these limitations, the study sheds light on the much-needed topic, the importance of the relationship between college student financial literacy, self-efficacy, and financial planning.

Limitations and Delimitations. The study took place at a Concordia University, Irvine. A small private, not for not-for-profit, Christian, liberal arts, four-year University in Southern California. First-time first-year college students participated in the study. Findings and recommendations based on the survey results are specific to this institution, which limits limiting the generalizability and implications of the results. Data collected for this study took place during the summer/fall 2016 and fall 2019 semester. The study will only report findings and conclusions on students attending these semesters and participating in the study. The Financial Education Proficiency developed for the study included questions adapted directly from ▇▇▇▇▇▇▇’'▇ (2008) Jump$tart college student survey. The Financial Self-Self- Efficacy Scale questions (▇▇▇▇, 2011) allows allow for the evaluation of evaluating a respondent’s 's awareness of their behavior and the consequences associated with of making specific financial decisions. Although these instruments have been are validated with other samples, they were not created for college students, and this which may impact affect the data's reliability and validity of the datavalidity. For each instrument, choice of wording and order were was maintained and only slightly altered for a college student audience. In some instances, readability, word choice, and flow may have affected survey responses. Regardless of these limitations, the study sheds light on the much-needed topic, the importance of the relationship between college student financial literacy, behavior, and self-efficacy, and financial planning.