DETERMINATION OF SAVING BEHAVIOR AMONG STUDENTS OF COMMUNITY CAMPUS IN BUTWAL SUB-METROPOLITAN CITY

Based on the research’s findings, it can be said that a mix of socio-economic and psychological factors influence student’s saving behavior in Butwal sub-metropolitan city, with students’ willingness to save strongly influenced by their parents’ wealth, their degree of financial literacy, peer influence, and the accessibility of financial institutions. Financial literacy stood out among these as a particularly reliable predictor, indicating that students who had a greater comprehension of personal finance are more likely to practice consistent saving. The study also shows that although a large number of students indicate a desire to save, their actual saving practices are hampered by a lack of formal financial education and a variety of revenue sources. Additionally, the findings indicate that students who receive regular allowances or part-time income more likely to preserve money than those who depend on unexpected financial assistance. Overall, the study highlights the necessity of promoting easily available student-specific savings plans and incorporating financial programs into academic curriculum, as these actions may be important in helping young people develop better saving habits and financial self-discipline, which will improve their long term financial security. The results of this research regarding the saving habits of students in community campuses located in Butwal sub-metropolitan city have significant implications. The significant role of financial knowledge suggests that community campuses should integrate financial literacy programs into their curriculum or extracurricular activities. Enhancing students’ understanding of budgeting, saving, and financial planning can foster positive attitudes toward saving and improve long-term financial behavior. The influence of attitude toward saving implies that awareness campaigns and practical financial education (such as workshops or savings simulations) can help students recognize the benefits of saving and the risks of poor financial management. Developing a positive mindset toward saving is essential for sustainable financial habits.  Perceived behavioral control highlights the importance of building students’ confidence in managing money. Institutions and financial organizations can support this by providing access to basic financial tools (e.g., student-friendly savings accounts) and training that improves self-efficacy and money management skills. The impact of subjective norms indicates that parents, peers, and social environments play a crucial role in shaping saving behavior. Programs that involve families and peer groups such as group saving initiatives or awareness sessions can reinforce positive financial behaviors through social influence.  The role of self-control suggests that interventions should not only focus on knowledge but also on behavioral skills such as discipline, goal setting, and delayed gratification. Behavioral training and habit-forming strategies can help students manage impulsive spending. At the policy level, local authorities and financial institutions in Butwal can design youth-targeted financial inclusion strategies, such as accessible banking services, savings incentives, and financial awareness campaigns. Encouraging early saving behavior among students can contribute to long-term financial stability and economic development in the region. Improving saving behavior among students requires a combined approach that strengthens financial knowledge, positive attitudes, social support systems, and self-regulation skills.

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