Abstract
Educational outcomes are increasingly shaped by factors that extend beyond instructional quality and cognitive ability, particularly students’ financial conditions and psychological capacity to manage stress and uncertainty. While prior studies have examined financial capability, psychological resilience, and educational outcomes independently, limited attention has been given to the mechanisms through which financial capability is translated into sustained learning-related outcomes. Addressing this gap, the present study advances the Financial–Psychological Nexus in Education Framework, conceptualized as an algorithmic mediation model that explains how financial capability influences educational outcomes through psychological resilience. Grounded in interdisciplinary perspectives from education, psychology, and behavioral finance, financial capability is operationalized as a multidimensional construct encompassing financial knowledge, responsible financial behavior, and access to financial resources. Psychological resilience is positioned as a central adaptive mechanism through which students regulate stress, maintain self-efficacy, and cope with academic and financial pressures. Educational outcomes are conceptualized holistically, including learning engagement, academic persistence, reduced burnout, and educational well-being. The term algorithmic mediation is used to denote a structured, rule-based flow of relationships among constructs rather than computational or artificial intelligence modeling. Using a cross-sectional quantitative design, data were collected from 300 higher education students and analyzed using structural equation modeling (SEM). The results indicate that financial capability significantly predicts psychological resilience, which in turn has a strong positive effect on educational outcomes. Mediation analysis further reveals that psychological resilience serves as the primary pathway through which financial capability influences educational outcomes, with the indirect effect exceeding the direct relationship. The study contributes to theory by reframing financial capability as a psychosocial resource rather than a purely technical skill and by establishing psychological resilience as a central explanatory mechanism linking financial conditions to educational success. The proposed framework offers practical implications for educational institutions and policymakers seeking to design integrated interventions that promote sustainable learning, resilience, and student well-being in financially demanding educational environments.
