Between Convenience and Debt: Examining BNPL Usage and Financial Well-Being among UPLB CEM students

Date

6-2025

Degree

Bachelor of Science in Economics

College

College of Economics and Management (CEM)

Adviser/Committee Chair

Ma. Nova R. Nguyen

Committee Member

Emmanuel Genesis T. Andal, Gideon P. Carnaje, Ma. Angeles O. Catelo

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Abstract

This study examined the influence of behavioral tendencies and financial literacy on Buy Now, Pay Later usage and financial well-being among undergraduate students enrolled in the College of Economics and Management (CEM), University of the Philippines Los Baños. Specifically, it investigated how present bias and mental accounting predict BNPL adoption, analyzed the relationship between BNPL usage and students’ perceived financial well-being, and assessed whether financial literacy moderates this relationship. The study employed a quantitative, cross-sectional research design using an online survey, resulting in 215 valid responses obtained through voluntary, non-probability sampling. Probit regression analyses revealed that present bias significantly increased the likelihood of BNPL usage, while mental accounting did not significantly predict adoption. Contrary to initial expectations, BNPL users reported higher financial well-being compared to non-users, suggesting responsible and strategic use among surveyed students. Additionally, financial literacy independently enhanced students’ financial well-being yet did not significantly moderate the BNPL-well-being relationship. Given the voluntary nature of the survey, the findings are subject to potential self-selection and non-response biases, limiting their generalizability. Nevertheless, results highlight the importance of addressing behavioral tendencies, particularly present bias, in financial education interventions. The study recommends incorporating targeted behavioral nudges—such as timely repayment reminders or prompts emphasizing cumulative obligations—into university-level financial literacy programs. Such interventions may help students manage impulsive financial behaviors and utilize digital credit services responsibly. Future research should consider longitudinal or experimental designs to better establish causal relationships and track financial behaviors over time.

Language

English

LC Subject

Financial literacy, Financial literacy—Study and teaching

Location

UPLB College of Economics and Management (CEM)

Call Number

LG 993.5 2025 E2 B37

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Document Type

Thesis

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