scholarly journals How Entrepreneurship Education and Social Capital Promote Nascent Entrepreneurial Behaviours: The Mediating Roles of Entrepreneurial Passion and Self-Efficacy

2021 ◽  
Vol 13 (20) ◽  
pp. 11158
Author(s):  
Wenjun Cai ◽  
Jibao Gu ◽  
Jianlin Wu
Keyword(s):  
Social Capital ◽  
Graduate Students ◽  
Self Efficacy ◽  
Entrepreneurship Education ◽  
Psychological Mechanisms ◽  
Entrepreneurial Passion ◽  
Two Factors ◽  
Practical Implications

Entrepreneurship education and social capital have been addressed in entrepreneurship literature. However, the intervening mechanism under which these two factors influence nascent entrepreneurial behaviours remains underdeveloped. Using the data of 623 graduate students in China, this study investigates the influence of entrepreneurship education and social capital on nascent entrepreneurial behaviours, and examines the mediating roles of entrepreneurial passion and self-efficacy (ESE). The results indicate that entrepreneurship education and social capital promote nascent entrepreneurial behaviours through the intervening mechanisms of entrepreneurial passion and ESE. The results suggest that entrepreneurial behaviours must be developed through psychological mechanisms, including emotion and cognition. This study also provides practical implications regarding how to promote students’ entrepreneurship.

Entrepreneurship education and entrepreneurial intentions of university students in Vietnam: the mediating roles of self-efficacy and learning orientation

2020 ◽  
Vol 63 (1) ◽  
pp. 115-133
Author(s):  
Giang Hoang ◽  
Thuy Thu Thi Le ◽  
Anh Kim Thi Tran ◽  
Tuan Du
Keyword(s):  
Regression Analysis ◽  
University Students ◽  
Self Efficacy ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intentions ◽  
Hierarchical Regression ◽  
Learning Orientation ◽  
Hierarchical Regression Analysis ◽  
Content Type ◽  
Practical Implications

PurposeThis study aims to explore the mediating roles of self-efficacy and learning orientation in the relationship between entrepreneurship education and entrepreneurial intentions of university students in Vietnam.Design/methodology/approachThe data were collected from an online survey of 1,021 university students in Vietnam. The authors conducted a hierarchical regression analysis to test the hypotheses.FindingsThe results of hierarchical regression analysis reveal that entrepreneurship education positively affects entrepreneurial intentions, and this relationship is mediated by both learning orientation and self-efficacy.Research limitations/implicationsThis study confirms the importance of entrepreneurship education in encouraging university students' entrepreneurial intentions.Practical implicationsThis study offers practical implications for universities and policy makers.Social implicationsThis study is one of the first to empirically examine the concept of entrepreneurship education and entrepreneurial intentions in an Asia-Pacific context.Originality/valueThis study emphasises the significance of entrepreneurship education and its effects on university students' entrepreneurial intentions. Furthermore, the findings confirm that self-efficacy and learning orientation play an important part in explaining how entrepreneurship education relates to entrepreneurial intentions.

Dynamics of Entrepreneurship Education

2018 ◽  
pp. 37-53 ◽  
Author(s):  
Michela Loi
Keyword(s):  
Social Capital ◽  
Human Capital ◽  
Self Efficacy ◽  
Behavioral Control ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intentions ◽  
Perceived Behavioral Control ◽  
Human And Social Capital ◽  
University Course

Drawing upon an extracurricular university course on entrepreneurship, this work explores the dynamics among human and social capital and four learning outcomes: entrepreneurial intentions, perceived behavioral control, entrepreneurial self-efficacy, and startup activities. Following a longitudinal perspective, the study examined those dynamics in a sample of 66 students. Findings reveal that the influence of human capital decreased by the end of the course, yet played a fundamental role in improving intention and startup activities at the beginning of the course. A different pattern emerged for social capital (e.g., having friends who work as entrepreneurs), which maintained its relevance in enhancing perceived behavioral control, entrepreneurial self-efficacy, and startup activities after the course. Such results support the equalizer function of entrepreneurship education with respect to human capital, as well as underscore the paramount role of peers in sustaining the development of an entrepreneurial mindset.

Effects of Using Mixed Reality With Coaching on the Interprofessional Communication Skills of Speech-Language Pathology Graduate Students

2021 ◽  
pp. 1-21
Author(s):  
Jacqueline A. Towson ◽  
Matthew S. Taylor ◽  
Diana L. Abarca ◽  
Claire Donehower Paul ◽  
Faith Ezekiel-Wilder
Keyword(s):  
Graduate Students ◽  
Self Efficacy ◽  
Mixed Reality ◽  
Role Play ◽  
Speech Language Pathology ◽  
Traditional Role ◽  
Allied Health Professionals ◽  
Interprofessional Communication ◽  
Language Pathology ◽  
The Individual

Purpose Communication between allied health professionals, teachers, and family members is a critical skill when addressing and providing for the individual needs of patients. Graduate students in speech-language pathology programs often have limited opportunities to practice these skills prior to or during externship placements. The purpose of this study was to research a mixed reality simulator as a viable option for speech-language pathology graduate students to practice interprofessional communication (IPC) skills delivering diagnostic information to different stakeholders compared to traditional role-play scenarios. Method Eighty graduate students ( N = 80) completing their third semester in one speech-language pathology program were randomly assigned to one of four conditions: mixed-reality simulation with and without coaching or role play with and without coaching. Data were collected on students' self-efficacy, IPC skills pre- and postintervention, and perceptions of the intervention. Results The students in the two coaching groups scored significantly higher than the students in the noncoaching groups on observed IPC skills. There were no significant differences in students' self-efficacy. Students' responses on social validity measures showed both interventions, including coaching, were acceptable and feasible. Conclusions Findings indicated that coaching paired with either mixed-reality simulation or role play are viable methods to target improvement of IPC skills for graduate students in speech-language pathology. These findings are particularly relevant given the recent approval for students to obtain clinical hours in simulated environments.

Audit Senior Modeling Fallibility: The Effects of Reduced Error Strain and Enhanced Error-Related Self-Efficacy on Audit Juniors' Responses to Self-Discovered Errors

2019 ◽  
Vol 31 (2) ◽  
pp. 17-30 ◽  
Author(s):  
Craig Emby ◽  
Bin Zhao ◽  
Jost Sieweke
Keyword(s):  
Survey Data ◽  
Self Efficacy ◽  
Direct Relationship ◽  
Positive Association ◽  
Accounting Firms ◽  
Big 4 ◽  
The Relationship ◽  
Practical Implications

ABSTRACT This paper examines the relationship between audit seniors discussing their own experiences with committing and correcting errors (modeling fallibility), and audit juniors' thinking about errors and error communication (openly discussing their own self-discovered errors). The paper investigates the direct relationship between senior modeling fallibility and juniors' responses, and whether the relationship is mediated through error strain and error-related self-efficacy. Survey data from 266 audit juniors from two Big 4 Canadian accounting firms showed a direct positive association between audit senior modeling fallibility and audit juniors' thinking about errors, and error communication. This relationship is positively mediated through error-related self-efficacy. We also found that the relationship is mediated by error strain. However, although audit senior modeling fallibility was associated with reduced error strain, error strain was positively related to both thinking about errors and error communication, contrary to our hypothesis. The paper discusses the theoretical and practical implications of these results.

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