John G. Lynch Jr.
John G. Lynch, Jr. is an American marketing professor and consumer behavior scholar. He is a Distinguished Professor in the University of Colorado System and he served as Senior Associate Dean for Faculty and Research at the Leeds School of Business at the University of Colorado-Boulder.
Biography[edit]
Lynch received his BA in economics, his MA in psychology, and his PhD in psychology, all from the University of Illinois at Urbana-Champaign. He was a member of the faculty at the University of Florida from 1979 to 1996, where he was Graduate Research Professor. From 1996-2009 he was the Roy J. Bostock Professor of Marketing at the Fuqua School of Business at Duke University.
Lynch joined the University of Colorado-Boulder in 2009. He was the founding Director of the Center for Research on Consumer Financial Decision Making. Along with Donald Lichtenstein, he was the founding co-chair of the Boulder Summer Conference on Consumer Financial Decision Making[1], which has played a central role in creating an interdisciplinary forum for scholars and practitioners focussed on consumer financial decision-making—how consumers make decisions about their money. Lynch is a member of the Academic Research Council of the US Consumer Financial Protection Bureau.
Lynch is a Fellow of the American Marketing Association, Fellow of the Association for Consumer Research, and Fellow of the American Psychological Association/Society for Consumer Psychology. He has been a recipient of the and the Society for Consumer Psychology's Distinguished Scientific Achievement Award and the Paul D. Converse Award for Distinguished Contributions to the Science of Marketing.
Research[edit]
At the University of Colorado, Lynch started a new program of research on consumer financial decision making and worked to develop what has become a large interdisciplinary field studying this topic.[2]
Fernandes, Lynch, and Netemeyer (2014) studied the effects of financial education and financial literacy on financial behavior.[3] They performed a meta-analysis of 201 studies to determine whether measured financial literacy or manipulated financial education correlated with financial behavior. In the 90 experimental and quasi-experimental studies, financial education interventions explained, on average, 0.1% of the variance in the financial behavior variables. Because of the large sample size, the effect was statistically significant but extremely small in magnitude. The authors found that for financial interventions occurring shortly before measuring a financial behavior, interventions with more contact hours had bigger effects but the longer the time-lapse after the educational intervention, the less the effect on financial behavior even for interventions with many hours of financial education. This led them to argue that financial education interventions should be “just in time” and narrowly focussed on a specific behavior that the student will have a chance to enact soon thereafter.[4] Other meta-analyses have similarly shown larger effects of financial education at a "teachable moment" defined by Miller et al. (2014) as an intervention "directly linked to behavior/action soon to take place."[5] Broad-based generic classroom instruction that is intended to be used years later has weak effects. Ward and Lynch (2019) extended the point that financial information is ignored and not retained unless consumers think that they need to know it, producing an increasing gap over time between the financial literacy of the household's CFO who handles money matters and the non-CFO who relies on the partner.[6][7][8]
A number of Lynch's publications analyze research methodology, relating the classic Cook and Campbell's (1979)[9] distinctions among internal validity, external validity,[10][11][12] construct validity and confounding[13], and statistical conclusion validity.[14][15] Lynch's overarching theme has been to dispute conventional wisdom that the validity of research conclusions depends primarily on adherence to textbook methodological prescriptions. Instead, he has shown that when researchers’ study designs and findings draw criticism, critiques often stem from the inevitable incompleteness of the researcher's prior understanding of the substantive phenomena under study rather than the researcher's failure to employ prescribed methodology. He has applied this lens to his analysis of these four different classes of validity, as well as to mediation analysis[16]and to the recent replication crisis in the social sciences.[17][18]
References[edit]
- ↑ https://www.colorado.edu/business/centers/center-research-consumer-financial-decision-making/boulder-summer-conference#overview Summer Conference on Consumer Financial Decision Making
- ↑ Lynch, John G., Jr. (2011), “Introduction to the Journal of Marketing Research Special Interdisciplinary Issue on Consumer Financial Decision Making,” Journal of Marketing Research, 48 (Special Issue, November), Siv-Sviii.
- ↑ Fernandes, Daniel, John G. Lynch, Jr., and Richard G. Netemeyer (2014), “Financial Literacy, Financial Education, and Downstream Financial Behaviors,” Management Science, 60 (8), 1861-1883.
- ↑ Thaler, Richard (2013), “Financial Literacy: Beyond the Classroom” https://www.nytimes.com/2013/10/06/business/financial-literacy-beyond-the-classroom.html
- ↑ Miller, M., Reichelstein, J., Salas, C., & Zia, B. (2014). Can you help someone become financially capable? A meta-analysis of the literature. The World Bank. World Bank Document
- ↑ Ward, Adrian, and John G. Lynch, Jr. (2019) “On a Need-to-Know Basis: Divergent Trajectories of Financial Expertise in Couples and Effects on Independent Search and Decision Making.” Journal of Consumer Research, 45 (5), 1013–1036. https://doi.org/10.1093/jcr/ucy037
- ↑ Snider, Susanna (2018), “Why Your Long Term Relationship May Be Harming Your Financial Literacy,” US News and World Report, June 14, 2018. https://money.usnews.com/money/personal-finance/family-finance/articles/2018-06-14/why-your-long-term-relationship-may-be-harming-your-financial-literacy
- ↑ Lynch, John (2019) “Rethinking Financial Education”, Podcast Interview on The Long View, https://the-long-view.simplecast.com/episodes/john-lynch-_CXJlwOR
- ↑ Cook, Thomas K. and Donald T. Campbell (1979), Quasi-Experimentation: Design and Analysis Issues for Field Settings. Chicago: Rand McNally.
- ↑ Lynch, John G., Jr. (1982),"On the External Validity of Experiments in Consumer Research." Journal of Consumer Research, 9 (3),225-239.
- ↑ Lynch, John G., Jr. (1999), “Theory and External Validity,” Journal of the Academy of Marketing Science, 27 (Summer), 367-376.
- ↑ Hutchinson, J. Wesley, Wagner A. Kamakura, and John G. Lynch, Jr., (2000) “Unobserved Heterogeneity as an Alternative Explanation for ‘Reversal’ Effects in Behavioral Research.” Journal of Consumer Research, 27 (December), 323-344.
- ↑ Brinberg, David L., John G. Lynch, Jr., and Alan G. Sawyer (1992), "Hypothesized and Confounded Explanations in Theory Tests: A Bayesian Analysis." Journal of Consumer Research, 19 (September), 139-154.
- ↑ Spiller, Stephen A., Gavan J. Fitzsimons, John G. Lynch, Jr., Gary H. McClelland (2013), “Spotlights, Floodlights, and the Magic Number Zero: Simple Effects Tests in Moderated Regression,” Journal of Marketing Research, 50 (April), 277-288.
- ↑ McClelland, Gary, H., John G. Lynch, Jr., Julie R. Irwin, Stephen A Spiller, and Gavan J. Fitzsimons (2015), “Median Splits, Type II Errors, and False Positive Consumer Psychology: Don’t Fight the Power,” Journal of Consumer Psychology, 25 (4), 679-689.
- ↑ Zhao, Xinshu, John G. Lynch, Jr., and Qimei Chen (2010), “Reconsidering Baron and Kenny: Myths and Truths about Mediation Analysis,” Journal of Consumer Research, 37 (August), 197-206.
- ↑ Lynch, John G., Jr., Eric T. Bradlow, Joel C. Huber, and Donald R. Lehmann (2015), “Reflections on the Replication Corner: In Praise of Conceptual Replications,” International Journal of Research in Marketing, 32 (4), 333-342.
- ↑ Lynch, John G., Jr. (2017), “External Validity and the: Reflections from the Replication Corner.” https://warrington.video.ufl.edu/Mediasite/Play/72b52c844e534fb39c0ab130fd14f9251d
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