Entrepreneurial passion and venture performance: a proposed framework

2019 ◽  
Vol 42 (10) ◽  
pp. 1133-1147
Author(s):  
Akuraun Shadrach Iyortsuun ◽  
Mwuese Theresa Nmadu ◽  
Reuel Dakung ◽  
Monica C. Gajere
Keyword(s):  
Work Experience ◽  
Self Efficacy ◽  
Self Regulation ◽  
Entrepreneurial Behavior ◽  
Control Variables ◽  
Content Type ◽  
Positive Feeling ◽  
Venture Performance ◽  
Entrepreneurial Passion ◽  
Identity Centrality

Purpose This paper aims to attempt to synthesize the evidence in literature on the link between passion and passion outcomes to propose a parsimonious framework of entrepreneurial passion and venture performance based on the theory of social cognition, identity and self-regulation. Design/methodology/approach A detailed review of empirical and conceptual articles related to the topic was the adopted methodology. An eclectic synthesis of the evidence guided the development of the framework as proposed. Findings Empirical review of the related studies reveals that the link between entrepreneurial passion and venture performance is distal. Based on the theoretical foundation of the study, entrepreneurial passion is proposed to have a direct link on venture performance and an indirect link mediated by goal-setting, entrepreneurial behavior and entrepreneurial self-efficacy. Control variables proposed include age, sex, size, work experience or tenure and self-regulation or feedback. Research limitations/implications Entrepreneurial passion is conceived as an experienced construct conceptualized as the interaction of intense positive feeling and identity centrality associated with venture outcomes defined as opportunity recognition, venture creation/growth and threshold performance. Practical implications The study provides a parsimonious framework of entrepreneurial passion and venture performance that includes goals, entrepreneurial behavior and self-efficacy as mediator variables and age, sex, size, work experience or tenure and self-regulation or feedback as control variables. Originality/value The framework extends the ontological field of entrepreneurial passion, which can be validated by empirical research.

Are parents eating their greens? Fruit and vegetable consumption during a school intervention

2014 ◽  
Vol 116 (4) ◽  
pp. 585-597 ◽  
Author(s):  
Jessica Aschemann-Witzel ◽  
Tino Bech-Larsen ◽  
Alice Grønhøj
Keyword(s):  
Healthy Eating ◽  
Self Efficacy ◽  
Vegetable Consumption ◽  
Self Regulation ◽  
School Intervention ◽  
Fruit And Vegetable Consumption ◽  
Fruit And Vegetable ◽  
Positive Interaction ◽  
Content Type ◽  
School Based

Purpose – The aim of this paper is to study the extent of change in parents' fruit and vegetable consumption during a period when their children participate in a school-based healthy eating intervention. Design/methodology/approach – A total of 256 12-year-old Danish schoolchildren took part in a text-message feedback intervention promoting fruit and vegetable consumption. One parent of each child filled out self-administered questionnaires at three points during the 40-week study period. In the questionnaire, stated consumption, perceived influence factors on their consumption and self-efficacy and self-regulation were measured. Findings – Only half of the parents stated that they met the “five a day” target. These parents reported good availability of fruit and vegetables in their household, high consumption among their friends and frequent exercise and they were characterised by high self-efficacy levels. Stated consumption increased during the period of the intervention targeted at their children. Parents that reported an increase had, at the start of the intervention, reported low levels of consumption, lack of encouragement to eat healthy at their workplace and lower autonomous self-regulation. Research limitations/implications – The consumption data is limited to self-report. Practical implications – The results indicate that parents can be influenced indirectly by school-based interventions targeted at their children. Future interventions should include the family with the intent to support positive interaction that might further promote and sustain healthy eating habits. Originality/value – The study considers the possible effects school interventions targeting children may have on the immediate family, an aspect generally overlooked in school-based health initiatives.

How Passion in Entrepreneurship Develops Over Time: A Self-Regulation Perspective

2020 ◽  
pp. 104225872092989
Author(s):  
Maike Lex ◽  
Michael M. Gielnik ◽  
Matthias Spitzmuller ◽  
Gabriel H. Jacob ◽  
Michael Frese
Keyword(s):  
Longitudinal Studies ◽  
Self Efficacy ◽  
Self Regulation ◽  
Time Horizons ◽  
Identity Centrality ◽  
Positive Feelings ◽  
And Performance ◽  
Over Time

We adopt a self-regulation perspective to present a model of the development of passion in entrepreneurship. We argue that entrepreneurial self-efficacy and performance influence the two components of passion—positive feelings and identity centrality—over shorter and longer time horizons, respectively. Furthermore, we argue for the recursive effects of passion on entrepreneurial self-efficacy and performance. Three longitudinal studies with measurements over three weeks ( n = 65) and three months ( n = 150 and n = 180) support our hypotheses. We contribute to a theory of passion that integrates the different time horizons over which the components of passion change.

The curvilinear relationship between within-person creative self-efficacy and individual creative performance: the moderating role of approach/avoidance motivations

2020 ◽  
Vol 49 (9) ◽  
pp. 2073-2091
Author(s):  
Ci-Rong Li ◽  
Yanyu Yang ◽  
Chen-Ju Lin ◽  
Ying Xu
Keyword(s):  
Self Efficacy ◽  
Self Regulation ◽  
Curvilinear Relationship ◽  
Creative Performance ◽  
Content Type ◽  
Avoidance Motivation ◽  
Level Model ◽  
Approach Avoidance ◽  
Creative Self

PurposeThis research adopts a dynamic self-regulation framework to test whether there is a curvilinear relationship between creative self-efficacy and individual creative performance at the within-person level. Furthermore, to establish a boundary condition of the predicted relationship, the authors build a cross-level model and examine how approach motivation and avoidance motivation moderate the complex relationship between creative self-efficacy and individual creative performance.Design/methodology/approachTo obtain results from a within-person analysis, the authors collect multi-source data from 125 technicians who provided monthly reports over an 8-month period.FindingsThe authors find evidence of an inverted U-shaped relationship between creative self-efficacy and individual creative performance at the within-person level and differential moderating effects of approach/avoidance motivations.Originality/valueThis study is one of the first to challenge the assumption that creative self-efficacy always has a positive linear relationship with creativity. It provides a more complete view of the complex pattern between creative self-efficacy and creativity at the within-person level.

Self-efficacy mediates the relationship between entrepreneurial passion and entrepreneurial behavior among Master of Business Administration students

2020 ◽  
Vol 48 (9) ◽  
pp. 1-8
Author(s):  
Xiaomeng Sun
Keyword(s):  
Self Efficacy ◽  
Business Administration ◽  
Master Of Business Administration ◽  
Equation Modeling ◽  
Entrepreneurial Behavior ◽  
Entrepreneurial Passion ◽  
Business Administration Students ◽  
The Impact ◽  
Administration Students

Passion as a central characteristic of entrepreneurs has gained credence in explaining entrepreneurial behaviors, yet there is still a lack of knowledge about the mechanisms that explain the effect of entrepreneurial passion. I extended the growing body of research on the entrepreneurial passion–entrepreneurial behavior relationship by focusing on the mediating role of self-efficacy. To test my hypotheses I used structural equation modeling to analyze data obtained from surveys completed by 307 Master of Business Administration students from 6 Chinese universities. Results show that the effect of entrepreneurial passion on entrepreneurial behavior was fully mediated by self-efficacy. This finding sheds light on the role of self-efficacy in transmitting the impact of entrepreneurial passion on entrepreneurial behavior, providing valuable evidence on how to promote entrepreneurial behavior. Limitations and directions for future research are presented.

Motivational intermediaries of self-regulation among university students

2017 ◽  
Vol 9 (3) ◽  
pp. 448-464 ◽  
Author(s):  
Douglas Russell ◽  
Racquel Warner
Keyword(s):  
Higher Education ◽  
United Arab Emirates ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Online Survey ◽  
Time Perspective ◽  
Middle Eastern ◽  
Self Regulation ◽  
Future Time Perspective ◽  
Content Type

Purpose The concept of self-regulated learning (SRL) has become increasingly important in higher educational institutes seeking to provide students with a holistic education. It is important for students entering, and faculty within higher education, to understand whether future time perspective (FTP) or self-efficacy is more predictive of self-regulation. The paper aims to discuss these issues. Design/methodology/approach Through the use convenience sampling, data were collected via an online survey from 130 undergraduate students attending universities in the United Arab Emirates (UAE). Data were analysed using regression analysis and inferential measures identifying themes in participants study habits in order to examine whether it is FTP or self-efficacy that more strongly predicts SRL behaviours. Findings Results suggest that self-efficacy is a much stronger predictor of SRL in undergraduate students than goal setting, as measured by FTP. Student’s most deficient SRL behaviours related to reading and comprehension of texts prescribed across modules. Research limitations/implications Due to the fact that only an adjusted 33 per cent of self-regulation was predicted by the two variables under consideration, researchers are encouraged to identify further variables that may predict students SRL. Practical implications This paper seeks to support both students and faculty in how to draw on SRL in order to optimize students’ success in higher education. Originality/value The current research supports the identification of learning behaviours specific to branch campuses in a Middle-Eastern context.

scholarly journals Institutional support and women’s entrepreneurial self-efficacy

2017 ◽  
Vol 11 (3) ◽  
pp. 345-365 ◽  
Author(s):  
Tomoyo Kazumi ◽  
Norifumi Kawai
Keyword(s):  
Self Efficacy ◽  
Structural Equation ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Institutional Support ◽  
Equation Modeling ◽  
Female Entrepreneurs ◽  
Content Type ◽  
Social Legitimacy ◽  
Venture Performance

Purpose The purpose of this study is to explores the extent to which local institutional forces affect female entrepreneurial venture performance. Drawing upon a unified theoretical framework of social cognitive and institutional perspectives, the authors scrutinize the complex interplay among institutional support, entrepreneurial cognitions and entrepreneurial success. Design/methodology/approach Based on a unique sample of 202 female entrepreneurs in 30 provinces throughout Japan, this paper grounded social cognitive theory and attempted to clear the relation between women’s entrepreneurial self-efficacy and venture performance empirically by statistical analysis. Findings The findings of structural equation modeling indicate that women’s entrepreneurial self-efficacy is a strong and useful mediator of the effect of informal institutional support on venture performance. Unexpectedly, formal institutional support shows no correlation with entrepreneurial self-efficacy. Practical implications This study proposes that perceived social legitimacy may lead to increased entrepreneurial self-efficacy, thereby enhancing venture performance. This finding can clarify the institutional force pathways to foster entrepreneurial confidence. Originality/value This study contributes to the field of female entrepreneurship by examining institutional antecedents of women’s entrepreneurial self-efficacy. Focused on the case of Japanese female entrepreneurs, this study is unique and valuable.

The timeline of self-efficacy: changes during the professional life cycle of school principals

2014 ◽  
Vol 52 (1) ◽  
pp. 58-83 ◽  
Author(s):  
Yael Fisher
Keyword(s):  
Work Experience ◽  
Self Efficacy ◽  
Continuing Professional Development ◽  
First Year ◽  
Policy Makers ◽  
Content Type ◽  
School Year ◽  
Communal Relations ◽  
Service Training ◽  
The Relationship

Purpose – The first purpose of this paper is to investigate the relationship between principal self-efficacy and work experience. The second purpose of this paper is to re-study the structure of a multidimensional and hierarchical Principal Self-Efficacy Scale (PSES). Design/methodology/approach – PSES was measured using the Brama-Friedman scale (PSES) (Brama and Friedman, 2007). During the 2010 school year, 123 principals participated. Exploration of PSES was based on Facet Theory (Guttman, 1959). Findings – The findings show that the highest levels of the PSES were found with principals that were at their first year of leading the school. The levels of PSES drop significantly during the second year and up to the fifth year of work experience. The levels of PSES start to rise after the fifth year, and stabilize after ten years. Furthermore, the findings show that PSES is comprised of organizational leadership, educational, and pedagogical leadership and external and communal relations. Research limitations/implications – The sample was relatively small and mostly from the center school district of Israel. The second limitation was that the sample included only Jewish principals. Since 20 percent of the population in Israel is Arabs, further studies should include all minorities in order to enlighten the issue. Practical implications – Understanding the relations between PSES levels and work experience could assist policy makers with decisions concerning continuing professional development (in-service training) of principals. Originality/value – Little is known about the relations between perceived self-efficacy of principals and their work experience.

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

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.

Self-efficacy and self-regulatory factors as impediments to Pasifika students’ success in accounting education

2019 ◽  
Vol 31 (3) ◽  
pp. 394-412
Author(s):  
Irshad Ali ◽  
Anil K. Narayan
Keyword(s):  
Lived Experience ◽  
Self Efficacy ◽  
Self Regulation ◽  
Accounting Education ◽  
Assessment Tools ◽  
Pedagogical Practices ◽  
Learning Needs ◽  
Success Rates ◽  
Content Type ◽  
Pasifika Students

Purpose This paper aims to examine the issues of underrepresentation and barriers that impede Pasifika students’ achievement and success in tertiary accounting education. Design/methodology/approach The participants of the study were the second- and third-year students from the “Pasifika” ethnic community enrolled in undergraduate accounting degree papers. The first stage of data were collected through face-to-face questionnaire survey and quantitatively analysed. Further data were collected through focus group meetings held as “talona” sessions and analysed using descriptive narrative, to capture the lived experience of the students. Findings The findings of the study suggest that low self-efficacy beliefs, low self-regulation and culturally unresponsive pedagogical practices negatively impact on Pasifika student success in accounting education. Better student engagement; use of culturally responsive pedagogy; utilisation of internal assessment tools; and more strategic use of group work could help enhance the retention and success of Pasifika students in accounting programmes. The findings also suggest that the institutional support framework for Pasifika students’ needs to be more responsive to proactively help develop their self-efficacy and self-regulation learning needs. Practical implications This research makes a significant contribution by informing accounting educators, support staff, tertiary institutions and other stakeholders including Pasifika students, of potential challenges faced by Pasifika students in completing a tertiary accounting qualification. The findings have the potential to assist in the design and implementation of actionable strategies to enhance the retention and success rates for students from this group. Originality/value This research complements earlier studies on barriers faced by students from disadvantaged communities in gaining tertiary qualifications and looks specifically at challenges faced by Pasifika students in gaining an accounting qualification.

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