scholarly journals Thinking out of the box—by thinking in other boxes: a systematic review of interventions in early entrepreneurship vs. STEM education research

2021 ◽  
Author(s):  
Joanna Barth ◽  
Katrin Muehlfeld
Keyword(s):  
Learning Strategies ◽  
Research Design ◽  
Self Efficacy ◽  
Entrepreneurship Education ◽  
Social Background ◽  
Future Research ◽  
Moderating Variables ◽  
Effective Interventions ◽  
Attitudinal Factors ◽  
And Mathematics

AbstractScholars increasingly converge on the view that entrepreneurship education (EE) should start early during the formative years of individuals’ educational careers, ideally in primary and secondary education. They also agree that promotion of attitudinal factors, especially, entrepreneurial self-efficacy (ESE) is of crucial importance. Yet, empirical evidence on effective interventions to foster ESE in early EE is still scarce. Therefore, this study, first, systematically reviews and systematizes this limited literature consisting of eight quantitative studies. Second, in order to develop suggestions for future ESE-oriented interventions in early entrepreneurship education, the study draws on insights from systematically reviewing a second, related yet already more developed literature: research on self-efficacy-oriented interventions in early STEM (science, technology, engineering, and mathematics) education. Third, this study compares the interventions across both research streams in terms of research design, theoretical framework, structure and content of the interventions, and the findings of the studies. As a result, it derives implications for future research on ESE-oriented interventions in early EE: regarding the research design (e.g., use of several treatments); the structure and content of the programs like pedagogical and methodological components (e.g., use of specific learning strategies); analysis of potentially important moderating variables (e.g., gender, social background). Finally, the study discusses the potential for developing cross-disciplinary interventions aimed at simultaneously encouraging self-efficacy in the domains of STEM and entrepreneurship.

scholarly journals The Relationships Between Self-Efficacy, Task Value, and Self-Regulated Learning Strategies in Massive Open Online Courses

2020 ◽  
Vol 21 (1) ◽  
pp. 23-39 ◽  
Author(s):  
Daeyeoul Lee ◽  
Sunnie Lee Watson ◽  
William R Watson
Keyword(s):  
Learning Strategies ◽  
Self Efficacy ◽  
Task Value ◽  
Future Research ◽  
Use Of Self ◽  
Massive Open Online ◽  
Positive Correlation ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Regulated Learning

This study examines the relationships between self-efficacy, task value, and the use of self-regulated learning strategies by massive open online course (MOOC) learners from a social cognitive perspective. A total of 184 participants who enrolled in two MOOCs completed surveys. The results of Pearson’s correlation analysis show a positive correlation between self-efficacy and the use of self-regulated learning strategies, as well as a positive correlation between task value and the use of self-regulated learning strategies. The results of hierarchical multiple regression analysis show that self-efficacy and task value are significant predictors of the use of self-regulated learning strategies. There was a statistically significant difference in the use of self-regulated learning strategies between learners who possessed high self-efficacy and those who possessed low self-efficacy. In addition, learners who had high task value showed statistically significant higher average self-regulated learning scores than those who had low task value. Implications and future research directions are discussed based on the findings.

Intention towards social entrepreneurship of university students in an emerging economy: the influence of entrepreneurial self-efficacy and entrepreneurship education

2020 ◽  
Vol 28 (3) ◽  
pp. 133-151
Author(s):  
H.M. Kamrul Hassan
Keyword(s):  
University Students ◽  
Social Entrepreneurship ◽  
Self Efficacy ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intention ◽  
Entrepreneurial Intentions ◽  
Future Research ◽  
Entrepreneurial Education ◽  
Content Type ◽  
University Support

Purpose Entrepreneurial intention plays a crucial role in the research and application of social entrepreneurship (SE). The purpose of this paper is to investigate the influence of the factors affecting students’ intention towards social entrepreneurship (ISE). The study has taken entrepreneurial self-efficacy, along with entrepreneurial education, entrepreneurial network and perceived university support that have an impact on intentions, which instills interest amongst students in being future entrepreneurs. Design/methodology/approach Data were primarily taken from a survey of 380 university students from public and private universities in Chattogram, the business capital of Bangladesh. Students were preliminarily selected, focussing on different profiles such as male/female, age, socio-economic status, education level, university status and employment level. Initially, using factor analysis factors were analyzed and later multiple regression analysis was used to identify the relationship with ISE. Findings The study on the student reveals that four aspects significantly impacted the preference of students’ ISE. This study reinforces the influence of entrepreneurial self-efficacy, along with entrepreneurial education, as the factors contributing to aid young graduates recognizing and fostering an ISE. Entrepreneurial networks and perceived university support were found to have no association with social entrepreneurial intentions. Originality/value This paper contributes to the understanding of the factors and provides a basis for explaining factors that affect the intention of students towards SE. It can contribute to future research related to social entrepreneurial intention. Furthermore, it was concluded that forming social entrepreneurial intention is highly influenced by entrepreneurial self-efficacy and entrepreneurship education.

scholarly journals A Cross-Cultural Study of Relationships between Epistemological Beliefs and Self-Regulated Learning Strategies

2021 ◽  
Vol 19 (54) ◽  
pp. 369-392
Author(s):  
Ying Hong Jiang ◽  
Jia Wang ◽  
Patricia Bonner ◽  
Jenny Yau
Keyword(s):  
Middle School ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Epistemological Beliefs ◽  
Intrinsic Value ◽  
Future Research ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Self Regulatory Learning ◽  
The Relationship

Introduction.  Prior research consistently provides evidence supporting potential relationships between epistemological beliefs and learning. The current study examines the relationship between epistemological beliefs, academic motivation, and self-regulated learning strategies among different ethnic groups of American adolescents. Method.  This quantitative study utilized a correlational design to examine the relationship between epistemological beliefs and self-regulated learning strategies in adolescents attending middle school. A total of 364 middle school students (6th to 8th grade) from Southern California public middle schools participated in the study. A multiple group path model was employed to analyze the student data. Results.  We found that certain knowledge, omniscient authority, and innate ability beliefs about the nature of knowledge predict positive relationships with self-efficacy and intrinsic value components of motivation. Quick learning and simple knowledge beliefs predict negative relationships with self-efficacy and intrinsic-value but positive relationship with test-anxiety. Similarly, in the aspect of self-regulatory learning strategies, those who believe in the absolute nature of knowledge and the authorities tend to use cognitive and self-regulatory learning strategies more often, while those who believe in the speed of knowledge acquisition tend to employ those strategies less. Discussion and Conclusion. Findings from this study inform educators of the need to advance adolescents’ epistemological beliefs for each subject (e.g., science, language arts) as a method to facilitate their motivation and self-regulated learning. We recommend that future research should include assessments of the participants’ cultural orientations or the domain specificity of the epistemological beliefs, which may vary the associations of the beliefs with self-regulated learning. Additionally, future research can further investigate other potential mediators of the relationship between epistemological beliefs and self-regulatory learning.

scholarly journals Family Comes First: An Investigation on Entrepreneurial Intention among Chinese Indonesian Gen Z

2020 ◽  
Vol 3 (1) ◽  
pp. 39
Author(s):  
Kunthi Afrilinda Kusumawardani ◽  
Richard Richard
Keyword(s):  
Self Efficacy ◽  
Structural Equation ◽  
Family Background ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intention ◽  
Sem Analysis ◽  
Future Research ◽  
Business Opportunity ◽  
The Relationship ◽  
Larger Sample

<p>Family and education have often been studied by numerous researchers as the factors of entrepreneurs’ creation. The research discusses the influence of background of family and education in entrepreneurship on the entrepreneurial self-efficacy in shaping the entrepreneurial intention among Chinese Indonesian Gen Z. Through the application of the Theory of Planned Behaviour (TPB), this research employed quantitative method design. This current study uses Structural Equation Modelling (SEM) analysis of 202 individuals. The finding indicates that Family Background and Entrepreneurship Education affect Entrepreneurial Self-Efficacy, and Entrepreneurial Self-Efficacy mediates the relationship between Family Background and Entrepreneurship Education in Entrepreneurial Intention. However, Family Background and Entrepreneurship Education do not have direct influences on Entrepreneurial Intention. Based on the finding, it can be determined that Family Background and Entrepreneurship Education will stimulate a high Entrepreneurial Self-Efficacy which leads to Entrepreneurial Intention. Thus, this study suggests the stakeholder in education in Indonesia create an entrepreneurship-based system in the education curriculum to equip students with knowledge of entrepreneurship and develop the skills not only to discover the business opportunity, but also to create a sustainable one, and at the same time encouraging them to have self-confident in their capability in becoming thriving entrepreneurs. While the finding on Family Background signify that entrepreneurs are nurture, not nature since they need to be stimulated along with Entrepreneurship Education and Self-Efficacy. The limitation of this study lies in the size of the sample, thus future research is recommended to take a larger sample to get more representable data to envisage the Entrepreneurial Intention. This study provides an insight into the Entrepreneurial Intention among Chinese Indonesian Gen Z which has never been investigated in the past. Additionally, it contributes the empirical evidence of Entrepreneurial Self-Efficacy role in transforming Family Background and Entrepreneurship Education into Entrepreneurial Intention.</p>

scholarly journals A Mixed-Methods Investigation of Clicker Implementation Styles in STEM

2018 ◽  
Vol 17 (2) ◽  
pp. ar30 ◽  
Author(s):  
Erin D. Solomon ◽  
Michelle D. Repice ◽  
Jacinta M. Mutambuki ◽  
Denise A. Leonard ◽  
Cheryl A. Cohen ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Active Learning ◽  
Learning Strategies ◽  
Qualitative Interviews ◽  
Future Research ◽  
Observation Data ◽  
Science Technology ◽  
Active Learning Strategies ◽  
Faculty Goals ◽  
And Mathematics

Active learning with clickers is a common approach in high-enrollment, lecture-based courses in science, technology, engineering, and mathematics. In this study, we describe the procedures that faculty at one institution used when implementing clicker-based active learning, and how they situated these activities in their class sessions. Using a mixed-methods approach, we categorized faculty into four implementation styles based on quantitative observation data and conducted qualitative interviews to further understand why faculty used these styles. We found that faculty tended to use similar procedures when implementing a clicker activity, but differed on how they situated the clicker-based active learning into their courses. These variations were attributed to different faculty goals for using clicker-based active learning, with some using it to engage students at specific time points throughout their class sessions and others who selected it as the best way to teach a concept from several possible teaching techniques. Future research should continue to investigate and describe how active-learning strategies from literature may differ from what is being implemented.

Predictors of Entrepreneurial Intentions: Mediating Role of Self-Efficacy

2019 ◽  
Vol 16 (11) ◽  
pp. 4798-4806
Author(s):  
Jetsalid Anesukanjanakul ◽  
Dumrong Cholsuk ◽  
Komkrit Rattamanee
Keyword(s):  
Emotional Intelligence ◽  
Self Efficacy ◽  
Engineering Students ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intentions ◽  
Future Research ◽  
Mediating Role ◽  
Research Areas ◽  
Self Employment ◽  
Study Results

Entrepreneurship is an important factor which lead towards the self-employment and while doing this can potentially reduce the unemployment. Which has become a giant problem globally. Considering the importance of the issue present study has attempted to analyze that how do the entrepreneurship education and emotional intelligence lead towards the entrepreneurial intentions. Additionally, self-efficacy was considered as a potential mediator. Data were collected from the engineering students by using the convenience sampling. Statistical analysis was performed by using Smart-PLS. The results of the study reported a positive relationship between entrepreneurship education and entrepreneurial intentions of the students. Relationship between emotional intelligence and entrepreneurial education was also supported by the study results. The relationship between selfefficacy and entrepreneurial intentions was proved to be strongest of all by the study results. Finally the study results have supported all the mediation relationships between the variables. Practical implications and future research areas are provided at the end.

Stereotype Threat and Career Goals Among Women in STEM: Mediating and Moderating Roles of Perfectionism

2019 ◽  
pp. 089484531988465
Author(s):  
Chaihua Lin ◽  
Eric D. Deemer
Keyword(s):  
Stereotype Threat ◽  
Self Efficacy ◽  
Structural Equation ◽  
Online Survey ◽  
Career Goals ◽  
Equation Modeling ◽  
Future Research ◽  
Undergraduate Women ◽  
Mediating Mechanisms ◽  
And Mathematics

This study examines how the interplay between individual and contextual factors contributes to the academic and career outcomes of female science, technology, engineering, and mathematics (STEM) students. Hypotheses regarding the indirect influence of stereotype threat on STEM career goals were assessed. Data were collected from 323 undergraduate women students in STEM disciplines through an online survey. Using structural equation modeling, results revealed that (a) perfectionism mediated the relationship between stereotype threat and self-efficacy, and (b) stereotype threat was distally associated with career goals through the mediating mechanisms of perfectionism, self-efficacy, and interest. In an alternative model, perfectionism was also not found to moderate the indirect association between stereotype threat and interest. Recommendations for future research and implications for practice are presented.

scholarly journals Bridging the Research Gap—A Framework for Assessing Entrepreneurial Competencies Based on Self-Esteem and Self-Efficacy

2021 ◽  
Vol 11 (10) ◽  
pp. 572
Author(s):  
Jaana Seikkula-Leino ◽  
Maria Salomaa
Keyword(s):  
Self Efficacy ◽  
Entrepreneurship Education ◽  
Self Esteem ◽  
Point Of View ◽  
Assessment Tools ◽  
Future Research ◽  
Research Education ◽  
Measurement Validation ◽  
Research Gap ◽  
Entrepreneurial Competencies

This research contributes to the growing discussion on entrepreneurial competencies from a multidisciplinary point of view, integrating elements of entrepreneurship research, education sciences, and psychology. Despite many efforts to develop and utilize different entrepreneurial constructs in entrepreneurship education, there is still a lack of theoretical framework for systematic development and measurement validation related to entrepreneurial competencies. This paper aims to widen the theoretical and conceptual discussion on entrepreneurial competencies by stressing the roles of self-esteem and self-efficacy. The study aims to contribute to the academic discussion (1) by addressing this research gap through a literature-based analysis on how entrepreneurial competencies, self-efficacy and self-esteem relate to each other; and (2) by presenting a conceptual framework (ENTself) for further development of entrepreneurship education. The results of the study reflect how self-esteem and self-efficacy are connected, and how they can be aligned with entrepreneurial competencies. We argue that a systematic, theory-based approach to further research on entrepreneurial competencies, based on the proposed framework, is needed for a broader understanding and facilitation of entrepreneurship education. Also, the development of assessment tools adapted from ENTself is suggested for conducting future research of the framework and its validation.

Exploring individual differences in the relationship between entrepreneurial self-efficacy and intentions

2018 ◽  
Vol 27 (1) ◽  
pp. 1-30 ◽  
Author(s):  
Nuno Fernandes Crespo ◽  
Ricardo Belchior ◽  
Edivaldo Bartolomeu Costa
Keyword(s):  
Empirical Evidence ◽  
Research Design ◽  
Self Efficacy ◽  
Empirical Support ◽  
Structural Equations ◽  
Entrepreneurial Intentions ◽  
Future Research ◽  
Policy Makers ◽  
Content Type ◽  
Depth Analysis

Purpose The purpose of this paper is to explore the most common individual entrepreneurial self-efficacy (ESE) beliefs profiles associated with high entrepreneurial intentions (EI) and how these differ when belonging to an entrepreneurial venture team (EVTeam). Design/methodology/approach After a general test of the ESE theory using a structural equations modeling, fuzzy-set qualitative comparative analysis (fsQCA) is used, on a multi-dimensional ESE scale, to find empirical evidence supporting the existence of different individual ESE profiles, equally associated with high EI individuals. Dividing the sample based on the existence or not of an EVTeam (EVTeam), differences for each group are identified and possible implications are discussed. Findings This research corroborates ESE as an important antecedent of EI and, from a more in-depth analysis, it also suggests that the highest levels of EI are compatible with different ESE profiles, some of which may be related to having established an EVTeam, or not. Research limitations/implications These findings may be useful for entrepreneurs and educators to reflect upon the needed competencies for an EVTeam and the research design might also be useful for policy makers to identify cultural, educational, and institutional shortcomings of the entrepreneurial context. A greater focus should be placed in developing ESE of potential entrepreneurs for the specific entrepreneurial activities for which the lack of perceived capabilities hinders entrepreneurial behavior and success. Practical implications This research may be useful for entrepreneurs and educators to reflect upon the needed competencies for an EVTeam. The research design might also be useful for policy makers to identify cultural, educational, and institutional shortcomings of the entrepreneurial context. Originality/value This research tests ESE theory in Angola – a country from the African continent from which there is limited empirical evidence – and by exploring the existence of different ESE profiles, with a method that allows for conjunctural causation, new insights and empirical support for future research are provided relative to the complex ESE-EI relationship.

scholarly journals Improving postgraduate students' scientific literacy and self-efficacy using international collabor international collaborative research workshops: an explor ch workshops: an exploratory case study y case study in a Chinese university

2020 ◽  
Vol 17 (5) ◽  
pp. 205-221
Author(s):  
Qing Zhang ◽  
◽  
Jingmin Wang ◽  
Ruihong Ji ◽  
Tairan Huang ◽  
...  
Keyword(s):  
Learning Strategies ◽  
Self Efficacy ◽  
Scientific Literacy ◽  
Collaborative Research ◽  
Research Training ◽  
Practical Significance ◽  
Future Research ◽  
Training Workshop ◽  
Postgraduate Students

Postgraduate education in China bears the dual mission of "high-end talent supply" and "scientific and technological innovation" as delegated by the Ministry of Education of China (2017). Improve the quality of postgraduate student training and management is essential for Chinese universities to meet this requirement. This paper investigates the practical effectiveness of using a specially designed, internationally collaborative research training workshop to enhance new Chinese postgraduate students' scientific literacy and self-efficacy. The research results show that the workshop, which integrates seminar presentations and both individual and group-based student activities, is of practical significance for improving the experiences of first-year postgraduate students. The findings indicate the application of enactive mastery and vicarious learning strategies in research training workshop effectively boost students' motivation, confidence and feeling of accomplishment at their early research career, and can provide ongoing benefits to support Chinese students to further develop research skills and capabilities. The positive findings in this exploratory study can inform future research projects to examine the transferability of this research training workshop model in the broader Chinese higher education context.

Sign in / Sign up

Export Citation Format

Share Document