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.

Examining the Direction of Imagery and Self-Talk on Dart-Throwing Performance and Self Efficacy

2006 ◽  
Vol 20 (3) ◽  
pp. 257-274 ◽  
Author(s):  
Jennifer Cumming ◽  
Sanna M. Nordin ◽  
Robin Horton ◽  
Scott Reynolds
Keyword(s):  
Self Efficacy ◽  
Mixed Design ◽  
Self Talk ◽  
Dart Throwing ◽  
And Performance ◽  
The Impact ◽  
Over Time

The study investigated the impact of varying combinations of facilitative and debilitative imagery and self-talk (ST) on self-efficacy and performance of a dart-throwing task. Participants (N = 95) were allocated to 1 of 5 groups: (a) facilitative imagery/facilitative ST, (b) facilitative imagery/debilitative ST, (c) debilitative imagery/facilitative ST, (d) debilitative imagery/debilitative ST, or (e) control. Mixed-design ANOVAs revealed that performance, but not self-efficacy, changed over time as a function of the assigned experimental condition. Participants in the debilitative imagery/debilitative ST condition worsened their performance, and participants in the facilitative imagery/facilitative ST condition achieved better scores. These findings demonstrate that a combination of facilitative imagery and ST can enhance performance whereas debilitative imagery and ST can hamper it.

Efficacy-Performance Spirals: An Empirical Test

2000 ◽  
Vol 26 (4) ◽  
pp. 791-812 ◽  
Author(s):  
Christine M. Shea ◽  
Jane M. Howell
Keyword(s):  
Significant Relationship ◽  
Self Efficacy ◽  
Empirical Test ◽  
Strong Support ◽  
Dynamic Nature ◽  
And Performance ◽  
Task Experience ◽  
Performance Spirals ◽  
Over Time ◽  
And Task

This study examined the pattern of the relationships between self-efficacy and performance in an experiment involving 148 students who worked on a manufacturing task over four trials. Task feedback and task experience, two variables that may influence the occurrence of efficacy-performance spirals, were also investigated. Results indicated strong support for a significant relationship between self-efficacy and performance over time. However, the pattern of changes in self-efficacy and performance from trial-to-trial contained self-corrections, suggesting that the efficacy-performance relationship does not necessarily proceed in a monotonic, deviation-amplifying spiral. Task feedback and task experience affected the occurrence of self-corrections in the pattern of changes in self-efficacy and performance over time. Implications are drawn about the dynamic nature of self-efficacy.

scholarly journals The Relationship Between Self-Regulations and Online Learning in an ESL Blended Learning Context

2019 ◽  
Vol 12 (6) ◽  
pp. 87
Author(s):  
Hind Al Fadda
Keyword(s):  
Academic Success ◽  
Blended Learning ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Help Seeking ◽  
English Language ◽  
Self Regulation ◽  
Learning Context ◽  
Learning Success ◽  
And Performance

Technology has changed the social landscape and the nature of social interaction. Education has been affected by these changes, as technology has facilitated the creation and Implementation of new educational environments and delivery methods (e.g., distance and blended-learning structures). While the prevalence of such approaches has increased over time, little is known about the learning skills that promote academic success; consequently, the ability of instructors and administrators to implement appropriate methods to foster these skills is hindered. This study examines distance education and focuses on the self-regulation literature to identify skills that can predict ESL learning success in a blended educational environment. Data were collected from 70 students attending a blended English language course. Using subscales from Motivated Strategies for Learning Questionnaire, five Self-regulatory attributes likely to predict academic performance were identified: intrinsic goal orientation, self-efficacy for learning and performance, time and study environment management, help seeking, and Internet self-efficacy.

scholarly journals The Relationship Between Self-Regulation and Online Learning in a Blended Learning Context

2004 ◽  
Vol 5 (2) ◽  
Author(s):  
Richard Lynch ◽  
Myron Dembo
Keyword(s):  
Online Learning ◽  
Academic Success ◽  
Blended Learning ◽  
Self Efficacy ◽  
Self Regulation ◽  
Verbal Ability ◽  
Learning Context ◽  
Course Grades ◽  
And Performance ◽  
Learning And Performance

<P class=abstract>This study reviewed the distance education and self-regulation literatures to identify learner self-regulation skills predictive of academic success in a blended education context. Five self-regulatory attributes were judged likely to be predictive of academic performance: intrinsic goal orientation, self-efficacy for learning and performance, time and study environment management, help seeking, and Internet self-efficacy. Verbal ability was used as a control measure. Performance was operationalized as final course grades. Data were collected from 94 students in a blended undergraduate marketing course at a west coast American research university (tier one). Regression analysis revealed that verbal ability and self-efficacy related significantly to performance, together explaining 12 percent of the variance in course grades. Self-efficacy for learning and performance alone accounted for 7 percent of the variance.</P> <P><B>Keywords:</B> self-regulated learning, blended learning, online learning</P>

Influence of Self-Efficacy on Self-Regulation and Performance among Junior and Senior High-School Age Students

1991 ◽  
Vol 14 (2) ◽  
pp. 153-164 ◽  
Author(s):  
Therese Bouffard-Bouchard ◽  
Sophie Parent ◽  
Serge Larivee
Keyword(s):  
High School ◽  
Cognitive Ability ◽  
Self Efficacy ◽  
Concept Formation ◽  
Self Regulation ◽  
School Age ◽  
Task Persistence ◽  
School Grade ◽  
Grade Levels ◽  
And Performance

The aim of the present study was to examine the influence of self-efficacy on actual self-regulation during a verbal concept formation task of students, already known to be of average or above average cognitive ability, at two grade levels. Following the assessment of self-efficacy, students were observed while they attempted to solve four problems of varying difficulty. The major findings were that irrespective of differences in school grade and in cognitive ability, self-efficacy exerted significant influence on various aspects of self-regulation, such as monitoring of working time, task persistence, and rejection of correct hypotheses, as well as on performance. These results provided support for the construct validity of self-efficacy as different from cognitive competence.

Negative Relationships Between Self-Efficacy and Performance Can Be Adaptive: The Mediating Role of Resource Allocation

2015 ◽  
Vol 44 (2) ◽  
pp. 555-588 ◽  
Author(s):  
James W. Beck ◽  
Aaron M. Schmidt
Keyword(s):  
Resource Allocation ◽  
Self Efficacy ◽  
Empirical Studies ◽  
Self Regulation ◽  
Negative Relationship ◽  
Performance Study ◽  
Mediating Role ◽  
And Performance ◽  
Negative Relationships

This research speaks to the ongoing debate regarding the role of self-efficacy in self-regulation. Specifically, we argue that both positive and negative relationships between self-efficacy and resource allocation are part of an adaptive process. We present the results of two empirical studies demonstrating that a negative relationship between self-efficacy and resource allocation is not always maladaptive and, in fact, can lead to positive indirect effects on performance. In Study 1, we observed natural fluctuations in self-efficacy as individuals completed a mathematics test, finding that the tendency to reduce resource allocation with high self-efficacy is most clearly observed when time is scarce. In turn, an inverted-U relationship between resource allocation and overall performance under high time scarcity emerged such that moderate levels of resource allocation resulted in the highest levels of performance. Study 2 used an experimental design in which self-efficacy was manipulated. Replicating core findings from Study 1, individuals drew upon self-efficacy to balance resource allocation across competing demands. We conclude with a discussion of the theoretical and practical implications of our results.

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.

A Longitudinal Examination of the Effects of Computer Self-efficacy Growth on Performance during Technology Training

10.28945/2114 ◽  
2015 ◽  
Vol 14 ◽  
pp. 091-111 ◽  
Author(s):  
James P. Downey ◽  
Hemant Kher
Keyword(s):  
Self Efficacy ◽  
Data Gathering ◽  
Technology Training ◽  
Statistical Technique ◽  
Performance Outcomes ◽  
Application Performance ◽  
And Performance ◽  
And Gender ◽  
Over Time ◽  
Computer Self Efficacy

Technology training in the classroom is critical in preparing students for upper level classes as well as professional careers, especially in fields such as technology. One of the key enablers to this process is computer self-efficacy (CSE), which has an extensive stream of empirical research. Despite this, one of the missing pieces is how CSE actually changes during training, and how such change is related to antecedents and performance outcomes. Measuring change requires repeated data gathering and the use of latent growth modeling, a relatively new statistical technique. This study examines CSE (specifically general CSE or GCSE) growth over time during training, and how this growth is influenced by anxiety and gender and influences performance, using a semester-long lab course covering three applications. The use of GCSE growth more accurately models how students actually learn in a technology classroom. It provides novel clarity in the interaction of gender, anxiety, GCSE, specific CSEs, and performance during training. The study finds that the relationship between anxiety and self-efficacy decreases over time during training, becoming non-significant; it clarifies the significant role gender plays in influencing GCSE at the start of and during training. It finds GCSE influences application performance only through specific CSEs.

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