Technopreneurial Intentions: The Effect of Innate Innovativeness and Academic Self-Efficacy

Several factors can affect students’ intention to start a new technology-based venture (technopreneurial intentions). Understanding these factors is important when developing technical educational programs. This study investigates the effect of innate innovativeness and academic self-efficacy on technopreneurial self-efficacy and the forming of technopreneurial intentions. It does this by developing a conceptual model that relates technopreneurial intentions, technopreneurial self-efficacy, academic self-efficacy, and innate innovativeness. The data was collected from 378 undergraduate engineering students enrolled in a Jordanian university with a self-administered questionnaire survey. The results of the structural equation modeling (SEM) using AMOS showed that technopreneurial self-efficacy had a positive and significant impact on technopreneurial intentions. Academic self-efficacy had both a direct and indirect positive effect on technopreneurial intention. The indirect effect occurred through increased technopreneurial self-efficacy. Innate innovativeness had a direct effect on technopreneurial intentions, but it did not have a significant indirect effect through technopreneurship self-efficacy as was initially hypothesized. The findings suggest that those who show interest in starting a new technology-based venture have a strong belief in their abilities to perform the technological and entrepreneurial tasks needed, are confident about their ability to acquire the academic technical skills required, and have the inner motivation to seek what is technologically new and different.

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Psychosocial Mechanism of Adolescents’ Depression: A Dose-Response Relation with Physical Activity

Children ◽

10.3390/children7040037 ◽

2020 ◽

Vol 7 (4) ◽

pp. 37 ◽

Cited By ~ 2

Author(s):

Man Xiang ◽

Xiangli Gu ◽

Xiaoxia Zhang ◽

Samantha Moss ◽

Chaoqun Huang ◽

...

Keyword(s):

Mental Health ◽

Physical Activity ◽

Self Efficacy ◽

Structural Equation ◽

Equation Modeling ◽

Supportive Environment ◽

Validated Questionnaires ◽

Prevalence Of Depression ◽

Academic Self Efficacy ◽

Different Doses

Depression has become the most prevalent mental health problem in developing countries, and especially among adolescents. Lubans and his colleagues proposed a psychosocial mechanism to understand the trajectory of mental health (i.e., depression). Thus, this study aimed (1) to examine the relations between different doses of physical activity (PA), light PA (LPA), moderate PA (MPA), and vigorous PA (VPA), academic self-efficacy, and depression among adolescents, and (2) to investigate the direct and indirect relations of various doses of PA to depression through academic self-efficacy among middle school adolescents. Participants were 428 (235 boys, Mean age = 13.7) adolescents recruited from two middle schools in China. They completed previously validated questionnaires to measure different intensity levels of PA (LPA, MPA, and VPA), academic self-efficacy, and depression. There were significant associations of academic self-efficacy with three different doses of PA (p < 0.01). Both LPA and MPA were negatively associated with depression but not VPA. Structural equation modeling (SEM) revealed a well-fit model suggesting the psychosocial pathway from different doses of PA to depression through academic self-efficacy. Findings of this study indicated that academic self-efficacy regulates adolescents’ depression. Tailoring different intensities of PA benefits adolescents’ academic self-efficacy by framing the positive and supportive environment in schools, which can potentially reduce the prevalence of depression during adolescence.

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Relationship of Academic Vitality, Academic Self-efficacy, and Metacognitive Skills with Lifelong Learning Concerning Mediating role of Study Approaches

Journal of Research and Health ◽

10.32598/jrh.11.1.1202.4 ◽

2021 ◽

Vol 11 (1) ◽

pp. 1-10

Author(s):

Marzieh Khamisabadi ◽

◽

Seyed Reza Mirmehdi ◽

Ali Reza Merati ◽

◽

...

Keyword(s):

Lifelong Learning ◽

Self Efficacy ◽

Structural Equation ◽

Pearson Correlation ◽

Equation Modeling ◽

Metacognitive Skills ◽

Human Beings ◽

Mediating Role ◽

Academic Self Efficacy

Background: Nowadays, learning is one of the most important factors in the lives of human beings. Lifelong learning and its effective variables are the topics of discussion in the contemporary era. In this regard, the present study was done to investigate the relationship between academic vitality, academic self-efficacy, and metacognitive skills, and lifelong learning concerning the mediating role of study approaches among students of Payame Noor University, Kangavar branch in the academic year 2016-2017. Methods: A random sampling method was used to select the participants. The sample size was determined to be 168 students. The required data were collected using the Academic Vitality Inventory, the Self-efficacy Scale, the Metacognition Questionnaire-30 (MCQ-30), Approaches and Study Skills Inventory for Students (ASSIST), and the Lifelong Learning Inventory. In total, 128 questionnaires were completely filled out and collected. Results: The results were analyzed using the Pearson Correlation and Structural Equation Modeling (SEM) using PLS and SPSS v. 20 software. The results showed that the model suitably fitted the data. The main research hypothesis was accepted at the 0.002 significance level. Academic self-efficacy, study approaches and skills, and metacognitive skills were directly correlated with lifelong learning (r=0.436, p=0.001). Conclusion: Education and emphasis on study give incentives for lifelong learning. In a normal situation, no relationship was found between lifelong learning and other factors.

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Investigating Students’ Adoption of MOOCs during COVID-19 Pandemic: Students’ Academic Self-Efficacy, Learning Engagement, and Learning Persistence

Sustainability ◽

10.3390/su14020714 ◽

2022 ◽

Vol 14 (2) ◽

pp. 714

Author(s):

Mahdi Mohammed Alamri

Keyword(s):

University Students ◽

Technology Acceptance ◽

Self Efficacy ◽

Structural Equation ◽

Ease Of Use ◽

Perceived Usefulness ◽

Equation Modeling ◽

Clear Correlation ◽

Learning Engagement ◽

Academic Self Efficacy

Students’ learning environments are significantly influenced by massive open online courses (MOOCs). To better understand how students could implement learning technology for educational purposes, this study creates a structural equation model and tests confirmatory factor analysis. Therefore, the aim of this study was to develop a model through investigating observability (OB), complexity (CO), trialability (TR), and perceived usefulness (PU) with perceived ease-of-use (PEU) of MOOCs adoption by university students to measure their academic self-efficacy (ASE), learning engagement (LE), and learning persistence (LP). As a result, the study used an expanded variant of the innovation diffusion theory (IDT) and the technology acceptance model (TAM) as the research model. Structural Equation Modeling (SEM) with Smart-PLS was applied to quantitative data collection and analysis of 540 university students as respondents. Student responses were grouped into nine factors and evaluated to decide the students’ ASE, LE, and LP. The findings revealed a clear correlation between OB, CO, and TR, all of which were important predictors of PU and PEU. Students’ ASE, LE, and LP were affected by PEU and PU. This study’s established model was effective in explaining students’ ASE, LE, and LP on MOOC adoption. These findings suggest implications for designing and developing effective instructional and learning strategies in MOOCs in terms of learners’ perceptions of themselves, their instructors, and learning support systems.

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Can Flow Alleviate Anxiety? The Roles of Academic Self-Efficacy and Self-Esteem in Building Psychological Sustainability and Resilience

Sustainability ◽

10.3390/su12072987 ◽

2020 ◽

Vol 12 (7) ◽

pp. 2987 ◽

Cited By ~ 3

Author(s):

Yanhui Mao ◽

Rui Yang ◽

Marino Bonaiuto ◽

Jianhong Ma ◽

László Harmat

Keyword(s):

Self Efficacy ◽

Structural Equation ◽

Well Being ◽

Self Esteem ◽

Place Identity ◽

Self Report ◽

Equation Modeling ◽

Flow Experience ◽

Mediating Role ◽

Academic Self Efficacy

A growing number of studies suggest that flow experience is associated with life satisfaction, eudaimonic well-being, and the perceived strength of one’s social and place identity. However, little research has placed emphasis on flow and its relations with negative experiences such as anxiety. The current study investigated the relations between flow and anxiety by considering the roles of self-esteem and academic self-efficacy. The study sample included 590 Chinese university students, who were asked to complete a self-report questionnaire on flow, anxiety, self-esteem, and academic self-efficacy. Data were analyzed using structural equation modeling (SEM) with AMOS software, in which both factorial analysis and path analysis were performed. Results revealed that the experience of flow negatively predicted anxiety, and both self-esteem and academic self-efficacy fully mediated the path between flow and anxiety. Specifically, self-esteem played a crucial and complete mediating role in this relationship, while academic self-efficacy mediated the path between self-esteem and anxiety. Our findings enrich the literature on flow experience and help with identifying practical considerations for buffering anxiety and more broadly with fostering strategies for promoting psychological sustainability and resilience.

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A framework explaining the entrepreneurial intentions of engineering students in public universities

Cuadernos de Administración ◽

10.25100/cdea.v37i71.10736 ◽

2021 ◽

Vol 37 (71) ◽

pp. e2210736

Author(s):

Pilar Ester Arroyo ◽

María de Lourdes Cárcamo-Solís ◽

Héctor Cuevas-Vargas ◽

Salvador Estrada-Rodríguez

Keyword(s):

Self Efficacy ◽

Structural Equation ◽

Engineering Students ◽

Predictive Ability ◽

Entrepreneurship Education ◽

Entrepreneurial Intention ◽

Entrepreneurial Intentions ◽

Equation Modeling ◽

Engineering Programs ◽

Entrepreneurial Attitudes

This study explains the Entrepreneurial Intent (EI) of university students enrolled in engineering programs at the public university of the state of Guanajuato, Mexico, in terms of the three constructs of the Theory of Planned Behavior, formal (entrepreneurship education) and informal (the entrepreneurial demonstrated behavior of family and friends) institutional factors, and two individual traits (innovativeness and need of achievement). The conceptual model proposed also examines the role of entrepreneurship education in strengthening entrepreneurial self-efficacy. Survey data is analyzed using structural equation modeling. Findings indicate entrepreneurial attitudes have the most significant predictive ability on entrepreneurial intention over entrepreneurial education and the manifest entrepreneurial actions of close social groups that have only a moderate influence on EI. The analysis also confirms that entrepreneurship education enhances entrepreneurial self-efficacy. Based on these results, it is recommended that Engineering Schools devote more attention to experiential learning to create favorable entrepreneurial attitudes and develop students’ entrepreneurial skills, particularly among those with a high need for achievement.

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Exploring the Relationship Among International Students' English Self-efficacy, Using English to Learn Self-efficacy, and Academic Self-efficacy

Journal of International Students ◽

10.32674/jis.v8i1.163 ◽

2018 ◽

Vol 8 (1) ◽

Cited By ~ 1

Author(s):

Chih-hsuan Wang ◽

Jamie Harrison ◽

Victoria Cardullo ◽

Xi Lin

Keyword(s):

Academic Success ◽

International Students ◽

Language Proficiency ◽

Self Efficacy ◽

Structural Equation ◽

English Language ◽

The United States ◽

English Language Proficiency ◽

Equation Modeling ◽

Academic Self Efficacy

One of the major challenges for international students to pursue academic goals in the United States is English language proficiency, which often negatively affects academic success. Even students with confidence in their English language proficiency encounter challenges using English in class. Previous research indicates self-efficacy positively predicts English language proficiency and academic achievement. Therefore, the current study hypothesized a model using self-efficacy in using English to learn as a mediator between English and academic self-efficacy. The structural equation modeling results indicate English self-efficacy indirectly influenced international students’ academic self-efficacy through their using English to learn self-efficacy. Findings suggest using English and using English to learn self-efficacy are two distinct constructs. These results warrant academic English support for non-native English speaking international students.

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The effect of students' conceptions of feedback on academic self-efficacy and self-regulation: evidence from higher education in Pakistan

Journal of Applied Research in Higher Education ◽

10.1108/jarhe-07-2020-0209 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Shafaque Fatima ◽

Muhammad Ali ◽

Muhammad Ismail Saad

Keyword(s):

Higher Education ◽

Self Efficacy ◽

Structural Equation ◽

Design Methodology ◽

Self Regulation ◽

Equation Modeling ◽

Comprehensive Strategy ◽

Content Type ◽

Sample Data ◽

Academic Self Efficacy

PurposeThis study investigated the influence of students' conceptions of feedback (ScoF) dimensions on academic self-efficacy (SE) and self-regulation (SRG).Design/methodology/approachThe study employed the partial least squares structural equation modeling (PLS-SEM) approach on a sample data of 528 students from ten different universities of Karachi city.FindingsResults indicate that active use of feedback (AUF) and enjoyment (ENJ) has a positive and significant impact on SE, while ignorance showed an adverse and significant effect on SE. Additionally, SE showed its positive and significant influence on self-regulation. However, meet expectation (MEXPT), peers’ help (PHP) and tutor comment (TC) showed a positive but insignificant impact on SE.Originality/valueThe study provides useful insights for academicians and policymakers to develop a comprehensive strategy for university students to improve their academic SE and self-regulation.

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Rescaling the Longitudinal Assessment of Engineering Self-Efficacy V3.0 for Undergraduate Engineering Students

Journal of Psychoeducational Assessment ◽

10.1177/0734282919830564 ◽

2019 ◽

Vol 38 (2) ◽

pp. 209-221 ◽

Cited By ~ 1

Author(s):

So Yoon Yoon ◽

Sheryl A. Sorby

Keyword(s):

Self Efficacy ◽

Ordinal Data ◽

Structural Equation ◽

Engineering Students ◽

The United States ◽

Equation Modeling ◽

Longitudinal Assessment ◽

Factor Analyses ◽

Validity And Reliability ◽

Initial Development

Since its development in 2006, the Longitudinal Assessment of Engineering Self-Efficacy (LAESE) V3.0 instrument with six constructs indicated by 31 items has been a popular tool used in engineering education research in the United States. However, there has been lack of validity and reliability evidence in the literature beyond its initial development, with an indication of multicollinearity between its two engineering self-efficacy constructs. This study aimed to rescale the LAESE V3.0 through factor analyses after a modification of items, providing construct validity evidence for the revised instrument. With data from 997 engineering students at three institutions, exploratory and confirmatory factor analyses resulted in the Revised LAESE V3.0, consisting of 16 items loading across four factors in a good model fit range: Engineering Self-Efficacy, Engineering Career Expectations, Sense of Belonging, and Coping Self-Efficacy. The nonlinear SEM (structural equation modeling) reliability coefficients for individual factors ranged from .76 to .84, with the overall Omega for the ordinal data of .92, demonstrating acceptable internal consistency reliability.

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SELF EFFICACY SEBAGAI MEDIASI ANTARA SELF LEADERSHIP DAN ENTREPRENEUR PERFORMANCE PADA WIRAUSAHA MUDA DENPASAR

E-Jurnal Manajemen Universitas Udayana ◽

10.24843/ejmunud.2020.v09.i11.p08 ◽

2020 ◽

Vol 9 (11) ◽

pp. 3580

Author(s):

A A Ngurah Bagus Aristayudha ◽

Kadek Riyan Putra Richadinata

Keyword(s):

Structural Equation Modeling ◽

Hypothesis Testing ◽

Causal Relationship ◽

Self Efficacy ◽

Structural Equation ◽

Equation Modeling ◽

Measuring Instrument ◽

Positive Effect ◽

Study Hypothesis ◽

Young Entrepreneurs

This study aims to determine the effect of self-leadership on entrepreneurship performance with self efficacy mediation. The population in this study was 34, the study conducted a census. To answer the problem in this research, the researcher uses Structural Equation Modeling (SEM) measuring instrument using PLS The result of this study shows that 1) self leadership has positive effect to self efficacy 2) self efficacy have positive effect on entrepreneur performance 3) self leadership have positive effect on entrepreneur performance 4) self leadership positively influence to entrepreneur performance with mediation self efficacy. Limitations in this study hypothesis testing only as a causal relationship between the construct identification of self-leadership, self-efficacy, entrepreneur performance and resource in this study is limited to young entrepreneurs in Denpasar. Keyword : self efficacy, self leadership, entrepreneur performance, startup

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ENGLISH WRITING SKILLS THROUGH PERCEPTION OF SIRI’ CULTURAL VALUES: OPTIMISM, SOCIAL SUPPORT, AND ACADEMIC SELF-EFFICACY

Jurnal Cakrawala Pendidikan ◽

10.21831/cp.v39i2.26118 ◽

2020 ◽

Vol 39 (2) ◽

pp. 242-256

Author(s):

Subhan Ajrin Sudirman ◽

Achmad Nurmandi ◽

Khoiruddin Bashori

Keyword(s):

Social Support ◽

Cultural Values ◽

Self Efficacy ◽

Structural Equation ◽

Writing Skills ◽

Empirical Support ◽

Equation Modeling ◽

Learning Material ◽

Academic English ◽

Academic Self Efficacy

The mastery of foreign languages, in particular English which is applied predominantly in the international scope is one form of improving the quality of an indvidual. This research aims to find empirical support for relationships between optimism, social support, academic self-efficacy and mastery of academic English paragraph writing skills mediated by perceptions of Siri’ cultural values. Siri’ cultural values are living laws which becomes the guidance in think, act, and build interpersonal relationship with other individuals. The instruments of this research applied writing tasks, scales of optimism, social support, academic self-efficacy, and perceptions of Siri’ cultural values. Data were analyzed using structural equation modeling. The results show that the relationship between optimism, social support, and academic self-efficacy and mastery of academic English paragraph writing skills will be stronger when students are able to perceive cultural values of Siri’ well. It is worthy of attention for educators and education observers that when students are required to be able to master a learning material not only from the cognitive side concerned, but also the psychological side of students must be considered.

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