ArticleJournal of experimental psychology. Applied2020
The future is now: Age-progressed images motivate community college students to prepare for their financial futures.
Article in Journal of experimental psychology. Applied, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
4 citing papers in PubMed.
- Future Self-Continuity and Psychological Well-Being in Chinese College Students: The Mediating Role of Meaning in Life and the Moderating Role of Moral Identity.Behavioral sciences (Basel, Switzerland) · 2026Article
- A Review of Temporal Self-Perceptions Among Emerging Adults: The Significance of Demographics and a Global Crisis on Psychological and Achievement Benefits.Behavioral sciences (Basel, Switzerland) · 2025Review
- Feeling connected but dissimilar to one's future self reduces the intention-behavior gap.PloS one · 2024Article
- Younger and Older Adults' Cognitive and Physical Functioning in a Virtual Reality Age Manipulation.Frontiers in aging · 2022Article
Corrections and comments
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Authors and funding
4 authors.
Funding
Abstract
Part of the challenge young people face when preparing for lifelong financial security is visualizing the far-off future. Age-progression technology has been shown to motivate young people to save for retirement. The current study applied age progression for motivating socioeconomically diverse community college students as part of a college planning course. We recruited 106 students enrolled in a mandatory "Transitioning to College" course and randomly assigned them to view age-progressed or same-aged digital avatars. Compared to controls, age-progressed participants gave more correct answers and exhibited higher confidence (i.e., fewer "don't know" responses) on a financial literacy test. Confidence mediated the effect of age progression on correct responses, but not the other way around, pointing to financial confidence as a precursor to effective financial education. Students also reported interest in attending more long-term financial planning workshops (e.g., investing and retirement) available through their college. No differences were observed in financial planning for the near term (e.g., student aid and credit cards). The current study demonstrates the viability of age progression as a practical, inexpensive, and scalable intervention. Findings also illustrate the significance of this intervention for reducing pervasive socioeconomic and age disparities in financial knowledge and enhancing long-term financial prospects across future generations. (PsycInfo Database Record (c) 2020 APA, all rights reserved).
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Registered trials
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