The purpose of this research is to measure the students' attitude towards statistics. It was necessary to define a certain type of research subjects, so we chose higher education students from the economic-administrative and engineering areas that were taking statistics as a subject in both, public and private universities located in Veracruz - Boca del Rio metropolitan area. The instrument used was the Survey of Attitude towards Statistics (SATS), and we applied it to a sample of 116 students. The statistical technique used was an exploratory factorial analysis with an extracted principal component. The Statistics Hypothesis: $Ho: \rho = 0$ has no correlation, while $Ha: \rho \neq0$ does. Statistics test to prove: $\chi^{2}$, Bartlett's test of sphericity, KMO (Kaiser-Meyer-Olkin), Measure of sampling adequacy (MSA) with a significance level: $\alpha=0.01$; $ p\chi^{2}$ tabulated. The results obtained from the Bartlett's test of sphericity, KMO (0.600), Chi square $\chi^{2}$ 74.146 $>$ $\chi^{2}$ tabulated, Sig. $0.00 < p 0.01$, MSA (USF 0.673; ANX 0.521; CNF 0.624; LIK 0.613 and MTV 0.523) provide evidence to reject $Ho$. Global results point out that usefulness and anxiety are the most significant components in measuring students' perception towards statistics. Evidence obtained was enough to reject the null hypothesis, thus we can infer that attitude can be measured based on the cognitive, affective and behavioral components.

El presente estudio tiene como objetivo medir el nivel de educación financiera que tienen los jóvenes que ya han recibido instrucción formal relacionada con las finanzas. Se encuestaron 115 estudiantes universitarios del último semestre de las carreras del área económico-administrativa de la Universidad Cristóbal Colón en Veracruz, México. La educación financiera se midió siguiendo la metodología que han empleado tres instituciones financieras (CONDUSEF, Banamex-UNAM y FINRA) para evaluar el conocimiento que tienen los jóvenes acerca de tasa de interés, inflación, ahorro, uso de tarjeta de crédito y elaboración de presupuestos. Los resultados demuestran que los estudiantes universitarios tienen el conocimiento y el hábito de elaborar presupuestos para planear sus gastos pero su nivel de educación financiera es muy bajo respecto al resto de las variables que se evalúan.

La educación financiera de un país es un elemento crucial para el desarrollo económico, tanto a nivel nacional como de manera individual e incluso puede contribuir a una mayor liquidez de los mercados financieros. El propósito del presente ensayo es identificar los elementos que han sido considerados para la medición de la educación financiera en las diferentes propuestas teóricas, así como las investigaciones empíricas más relevantes realizadas sobre este tema. Definir el concepto de educación financiera y analizar la forma en que se mide es fundamental para evaluar el impacto que tiene en las decisiones financieras y por tanto, en la inclusión financiera de la población. En este trabajo la educación financiera se considera desde cuatro dimensiones distintas: percepción, conocimiento, habilidad, uso y aplicación; asimismo, se consideran siete tópicos financieros que han sido utilizados en investigaciones empíricas para evaluar el nivel de educación financiera de las personas: planeación para el retiro, inflación, aritmética, seguros, crédito, ahorro e inversión, diversificación de riesgo. Al final se presenta una reflexión sobre la importancia del estudio de la educación financiera en el campo académico y social.

This study analyzes the relationship between financial education, financial attitude, financial advice, financial knowledge, and behavior and its influence on financial capabilities, as well as their impact on financial well-being. The population consists of individuals over 18 years of age, who are primarily higher education students. A non-probabilistic self-selection sampling method was used, and data were collected through an electronic form on Google Forms. The design is quantitative, non-experimental, and cross-sectional. The instrument includes sections on sociodemographic profiles, financial education, financial attitudes, financial advice, financial knowledge and behavior, financial capabilities, and financial well-being using a 1 to 5 Likert scale. To ensure validity and reliability, statistical indices such as Cronbach’s alpha and McDonald’s omega were applied. Data normality was assessed, and exploratory and confirmatory factor analyses were conducted using structural equation modeling (SEM). The findings from the results of this study largely align with the existing literature regarding the relationship between financial knowledge and financial capabilities, as well as between financial capabilities and financial well-being. However, a discrepancy is observed in the hypotheses related to financial education, financial attitudes, and financial counseling, suggesting that although these factors are important, their influence may depend on other contextual elements or mediators not considered in this study. This opens the possibility for further investigation into how these factors interact in the development of financial capabilities.