把这一段英文翻成中文This chapter presents highlights from this research and uses this large data set to identify specific groups of studentswho aremore likely than others to have difficulty managing their credit.The methodology used in this
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把这一段英文翻成中文This chapter presents highlights from this research and uses this large data set to identify specific groups of studentswho aremore likely than others to have difficulty managing their credit.The methodology used in this
把这一段英文翻成中文
This chapter presents highlights from this research and uses this large data set to identify specific groups of studentswho aremore likely than others to have difficulty managing their credit.The methodology used in this study is similar to that of Lyons(2004).However,traditional models of credit risk behavior are estimated that are able to take into account a large number of factors that Lyons (2004) and other researchers have not been able to control for simultaneously because of sampling and data limitations.The findings from this research provide insight into how financialprofessionals,educators,and campus administrators can develop and provide more effective financial education to students,especially those who are financially at risk.At the end of this chapter,some educational recommendations are made.Directions
for future research are also included.
把这一段英文翻成中文This chapter presents highlights from this research and uses this large data set to identify specific groups of studentswho aremore likely than others to have difficulty managing their credit.The methodology used in this
本章介绍这项研究的重点,并使用这个大型数据集,以确定学生比其他人可能更困难,他们的信用管理特定群体.在这项研究中采用的方法是相似的里昂（2004）.然而,传统的信用风险的行为模式,估计能够顾及许多因素的里昂（2004年）,其他研究人员已经无法控制,同时由于抽样和数据的局限性.从调查的结果,提供有关如何金融的行业,教育工作者了解,校园管理员可以开发和提供更有效的金融教育学生,特别是那些处于危险中的财政.在本章结束时,一些教育方面作出建议.未来的研究方向也包括在内.