This study examines the influence of internal and external locus of control as mediators of financial literacy, financial attitudes, financial beliefs, and financial behavior of students in Timor-Leste. This study uses a quantitative approach with a survey method to collect sample data from students throughout Timor-Leste. Structural equation modeling (SEM) analyzes the relationship between financial literacy, financial attitudes, financial beliefs, internal and external locus of control, and financial behavior. The study’s results highlight the mediating role of internal and external locus of control in the relationship between financial literacy, financial attitudes, financial beliefs, and financial behavior of students in Timor-Leste. These findings can provide insight into the complex relationship between these factors in financial decision-making. Practical implications for educational institutions and policymakers in Timor-Leste, namely emphasizing the importance of considering internal and external locus control in financial literacy programs to improve students’ financial behavior. This study aims to fill the knowledge gap about student financial literacy by expanding the understanding of the relationship between these factors.

This paper presents a numerical method for solving a nonlinear age-structured population model based on a set of piecewise constant orthogonal functions. The block-pulse functions (BPFs) method is applied to determine the numerical solution of a non-classic type of partial differential equation with an integral boundary condition. BPFs duo to the simple structure can efficiently approximate the solution of systems with local or non-local boundary conditions. Numerical results reveal the accuracy of the proposed method even for the long term simulations.

Educational quality policies are a basic principle that every Peruvian university educational institution pursues in accordance with Law No. 30220, with the objective of training highly competent professionals who contribute to the development of the country. This study to analyzes educational quality policies with the student’s satisfaction of public and private universities in Peru, according to social variables. The study was descriptive-comparative, quantitative, non-experimental, and cross-sectional. One thousand (1000) students from two Peruvian universities, one public (n = 500) and one private (n = 500), were purposively selected by quota using the SERVQUALing instrument. The findings indicate a moderate level of satisfaction reported by 49.2% of participants, with a notable tendency towards high satisfaction observed in 40.9% of respondents. These results suggest that most students perceive that the actual state of service quality policies are in a developmental stage. The results, therefore, indicate that regulatory measures, including university laws, licensing, and accreditation, significantly influence outcomes. These measures are essential for the effective functioning of universities. In addition, the analysis revealed that female and male students at private universities showed higher levels of satisfaction with the educational services offered. It is concluded that educational quality policies in Peru are still being executed, because the implementation of the University Law is in process, according to the satisfaction of the student, this must be improved in central aspects such as optimizing human resources, infrastructure, equipment, curricular plans that differ from the public to the private university, In addition, this should lead to improving and redefining current policies on educational quality and the economic policies that finance the educational service.

The study’s goal was to investigate the impact of e-learning determinants on student satisfaction and intention to use e-learning tools. The dependent and independent variables in this study were based on the technological acceptance model. The study examines three determinants, including usefulness, ease of use, and facilitating conditions, as independent variables, while student satisfaction and intention to use were used as dependent variables. Additionally, this study is unique by adding student satisfaction as a dependent variable and a mediator to examine the relationship between e-learning determinants and intention to use. A questionnaire was prepared and distributed to 324 undergraduate students from Jordan’s private universities on the basis of a convenience sample. The proposed hypotheses were investigated using the quantitative techniques of regression in SPSS and SEM in AMOS. The findings of this study revealed that student satisfaction and intention to use e-learning were positively impacted by e-learning determinants. It found that intention to use was positively impacted by student satisfaction. Furthermore, e-learning intention to use was found to be positively impacted by e-learning determinants via student satisfaction. Universities and other educational institutions are advised to identify the appropriate e-learning determinants that satisfy students’ demands and motivate them to use e-learning tools in light of the study’s findings. Private universities can accomplish their goals, stay ahead of the competition, and obtain a competitive advantage by properly understanding e-learning determinants, student satisfaction, and the application of successful e-learning solutions.