Affective financial learning: College students' experiences through observation and self‐reflection

Abstract This paper presents a qualitative content analysis of college students' responses to three affective learning assignments designed using social learning and constructivism. The participants were college students enrolled in a financial literacy course. The study explores how extrospective social observation and introspective self‐reflection of financial experiences lead to gains in new perspectives. Instead of prescribing actions, teachers encouraged observation and reflection. Key results include students gaining insights by observing parents' financial behaviors, reflecting on childhood financial memories, creating new meanings about money, and developing healthier financial relationships. Affective learning empowers students to construct their financial knowledge and future financial paths.