<![CDATA[Purpose – This study examines how accounting students construct and apply mental accounting in managing personal finances within a socio-cultural context in Gorontalo. Methods – A qualitative approach was employed using open-ended questionnaires administered to 26 accounting students from four universities. The data were analyzed using Braun and Clarke’s thematic analysis. Findings – The results show that students organize their finances into four main categories: education, daily needs, social obligations, and savings or investment. A distinct “social account” emerged, reflecting the influence of family responsibilities and collectivist values on financial decision-making. Despite limited income, students demonstrated adaptive financial strategies through structured allocation and future-oriented planning. The findings also indicate that gender and academic background influence financial management patterns. Research implications – The findings suggest that financial literacy programs should incorporate socio-cultural dimensions to better address students’ financial realities in developing regions. Originality – This study extends mental accounting theory by demonstrating that financial decision-making is shaped not only by cognitive processes but also by social and cultural contexts.]]>
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