Measuring Entrepreneurial Self-efficacy: A Comprehensive Scale

2021 ◽  
pp. 239395752110196
Author(s):  
Neha Taneja Chawla ◽  
Hitesh Bhatia
Keyword(s):  
Impact Assessment ◽  
Statistical Methods ◽  
Self Efficacy ◽  
Reliability And Validity ◽  
Entrepreneurship Education ◽  
Education Programs ◽  
Entrepreneurial Behaviour ◽  
Indian Context ◽  
The World ◽  
The Impact

With the increasing popularity of entrepreneurship education programs across the world, the impact assessment of such programs has gathered considerable interest of the researchers. Growing number of studies are including entrepreneurial self-efficacy (ESE) as a key predictor of future entrepreneurial behaviour and hence the scale for measuring ESE is central to majority of studies pertaining to entrepreneurship education and entrepreneurial behaviour. This study attempts to refine the existing instruments for measuring ESE by extensively reviewing the notable scales of ESE in literature and develops a comprehensive scale of ESE relevant in the Indian context. The additional components are added to the existing scales through expert discussions with the academicians as well as entrepreneurs. The scale is further verified for its reliability and validity by using appropriate statistical methods.

Entrepreneurship Education

2018 ◽  
pp. 85-110 ◽  
Author(s):  
Ana Dias Daniel ◽  
Vânia Reis de Castro
Keyword(s):  
Relevant Literature ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intention ◽  
Entrepreneurial Intentions ◽  
Entrepreneurial Education ◽  
Education Programs ◽  
Planned Behaviour ◽  
Entrepreneurial Behaviour ◽  
Scientific World ◽  
The Impact

Although the number of education programs in the context of entrepreneurship is growing, its impact continues to generate controversy in the scientific world. Poorly defined methods and misguided strategies do not allow entrepreneurial education to exploit its potential regarding the impact it may have on the entrepreneurial intention of students and, consequently, on their possible future entrepreneurial behaviour. The purpose and contribution of this chapter is to offer a clearer picture regarding the different research approaches used to assess the impact of entrepreneurship education in entrepreneurial intentions. In terms of methodology, the relevant literature was reviewed and conclusions were draw from the different approaches researchers used considering the Theory of Planned Behaviour. In this case, entrepreneurship education programs may have an impact on the antecedents of the TPB, or as a mediation variable between the different antecedents and entrepreneurial intention, as well as between the different antecedents, or affecting directly on entrepreneurial intention.

ENTREPRENEURSHIP EDUCATION: A SYSTEMATIC REVIEW OF THE METHODS IN IMPACT STUDIES

2013 ◽  
Vol 21 (02) ◽  
pp. 123-151 ◽  
Author(s):  
MICHAEL LORZ ◽  
SUSAN MUELLER ◽  
THIERRY VOLERY
Keyword(s):  
Systematic Review ◽  
Literature Review ◽  
Research Methods ◽  
Systematic Literature Review ◽  
Positive Impact ◽  
Reliability And Validity ◽  
Entrepreneurship Education ◽  
Impact Studies ◽  
Entrepreneurial Attitudes ◽  
The Impact

The majority of studies that analyze the impact of entrepreneurship education on entrepreneurial attitudes, intentions, and venture activities report positive influences. However, several scholars have recently cast doubts about research methods and the generalizability of entrepreneurship education impact studies. In this study, we conducted a systematic literature review of the methods used in entrepreneurship education impact studies. Our results uncover significant methodological deficiencies and question the overwhelmingly positive impact of entrepreneurship education. Based on this evidence, we propose a series of recommendations to improve the reliability and validity of entrepreneurship education impact studies and we outline promising topics which are currently under-researched.

scholarly journals Determinants of Students’ Entrepreneurial Intentions: Evidence from Moroccan University

2016 ◽  
Vol 9 (11) ◽  
pp. 83
Author(s):  
Mustapha Bachiri
Keyword(s):  
Student Behavior ◽  
Training Programs ◽  
Empirical Studies ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intentions ◽  
Social Phenomenon ◽  
Education Programs ◽  
Entrepreneurial Skills ◽  
The University ◽  
The Impact

<p>In recent decades, entrepreneurship has become a major economic and social phenomenon, a subject of research and a new field of education. While entrepreneurship is not a new concept, it regained importance particularly in scientific research. Entrepreneurship is seen as a vector for innovation and economic efficiency but also as a powerful job creator. Along with the evolution of entrepreneurship, there is a growing interest in the development of training programs to encourage entrepreneurship in universities. The challenge remains to find a consensus on the content to be taught and the type of learning to guide student behavior. Several empirical studies indicate that education can foster entrepreneurship. Yet the impact of entrepreneurship education programs on entrepreneurial skills and entrepreneurial values remains largely unexplored.</p><p>In this study, we used the theory of planned behavior to assess the impact of entrepreneurship education programs on entrepreneurial intentions in Moroccan universities, particularly the University of Rabat (Mohammed V University).</p>

Evaluating impact of entrepreneurship education programs

2019 ◽  
Vol 61 (7/8) ◽  
pp. 781-796
Author(s):  
Seyedeh Khatereh Daneshjoovash ◽  
Mirza Hassan Hosseini
Keyword(s):  
Direct Effect ◽  
Science And Technology ◽  
Entrepreneurship Education ◽  
Simple Random Sampling ◽  
Applied Science ◽  
Quantitative Methodology ◽  
Education Programs ◽  
Content Type ◽  
Positive Direct ◽  
The Impact

Purpose The purpose of this paper is to evaluate the impact of Entrepreneurship Education Programs (EEPs) from students’ and educators’ viewpoint to improve the quality of EEPs. Design/methodology/approach This research applies a qualitative-quantitative methodology. Its sample is included 291 students were selected randomly and 35 educators were chosen by convenience technique from universities of Applied Science and Technology of Iran. Findings The results revealed that essence of EEPs had a positive direct effect on objectives and content of EEPs; objectives and content of EEPs had a positive direct effect on methods of EEPs; essence of EEPs had a positive direct effect on impact of EEPs; and essence of EEPs had a positive indirect effect on methods through objectives and content based on students’ and educators’ perspective. Moreover, as opposed to educators’, students believed that methods of EEPs have not a positive direct effect on impact, while educators were opponent to students approach about the positive direct effect of essence of EEPs on methods. Research limitations/implications The study was limited to Applied Science and Technology universities were selected by convenience sampling method. Similar studies in other universities are needed to be conducted by simple random sampling to evaluate EEPs. Practical implications The study recommends policy-makers to be aware of students’ needs of EEPs’ methods, as well inform educators about effective and initiative methods. Originality/value Evaluating impact of EEPs based on demand and supply-side viewpoint is the first study conducted in Applied Science and Technology universities of Iran.

Preparing Tomorrow's Teachers to Use Web-Based Education

2000 ◽  
pp. 129-146 ◽  
Author(s):  
Deborah L. Lowther ◽  
Marshall G. Jones ◽  
Robert T. Plants
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
World Wide ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Web Based ◽  
Knowledge And Skills ◽  
The World ◽  
The Impact ◽  
Web Based Education

The potential impact of the World Wide Web (WWW) on our educational system is limitless. However, if our teachers do not possess the appropriate knowledge and skills to use the Web, the impact could be less than positive. It is evident, then, that our teachers need to be prepared to effectively use these powerful on-line resources to prepare our children to thrive in a digital society. The purpose of this chapter is to discuss the impact of Web-based education on teacher education programs by addressing the following questions: • How is the World Wide Web impacting education? • Are teacher education programs meeting the challenge of producing certified teachers who are capable of integrating meaningful use of technology into K-12 classrooms? • What is expected of teacher education programs in regards to technology and Web-based education? • What knowledge and skills do preservice teachers need to effectively use Web-based education? • What instructional approaches should be used to prepare preservice teachers to use Web-based education?

scholarly journals Development and validation of the Adolescent Asthma Self-Efficacy Questionnaire (AASEQ)

2019 ◽  
Vol 54 (1) ◽  
pp. 1801375 ◽  
Author(s):  
Simone Holley ◽  
Rebecca Knibb ◽  
Sue Latter ◽  
Christina Liossi ◽  
Frances Mitchell ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Symptom Management ◽  
Healthcare Professionals ◽  
Asthma Management ◽  
Reliability And Validity ◽  
Self Management ◽  
Future Research ◽  
The Impact ◽  
General Self Efficacy ◽  
Item Scale

Perceived self-efficacy is the belief that one can manage prospective situations. Good asthma self-management self-efficacy is associated with better asthma outcomes. However, a well-developed and validated tool to measure adolescent asthma self-management self-efficacy is lacking. Our objective was to develop and validate an Adolescent Asthma Self-Efficacy Questionnaire (AASEQ).The first stage of the study included a review of the literature, interviews with adolescents with asthma and consultations with parents and relevant healthcare professionals to develop a prototype scale. To assess reliability and validity, a further group of adolescents completed the prototype scale, the General Self-Efficacy Scale and KidCOPE (measures coping styles). Retesting was undertaken to assess longitudinal validity.Interviews with 28 adolescents and consultations with other stakeholders resulted in a 38-item prototype scale. Key themes were medication, symptom management, triggers, knowledge, attitude and beliefs around asthma, supportive relationships, schools and healthcare professionals. The prototype scale was completed by 243 adolescents. Factor and reliability analysis reduced it to a 27-item scale with four subsections: symptom management; medication; friends, family and school; and asthma beliefs. The 27-item scale had respectable to excellent internal consistency (α's 0.78–0.91) with results that were stable over time (intra-class correlation=0.82) in 63 subjects who completed it twice. Better adolescent asthma self-efficacy was associated with better general self-efficacy and indices of better asthma management.The AASEQ is a reliable and valid tool that is likely to aid future research and practice focused on adolescent asthma self-management and could be a useful intermediate outcome measure to assess the impact of behavioural interventions.

The Effect of Mobile Instant Messaging versus Face-to-Face Counseling on the Primiparous Mothers’ Breastfeeding Self-efficacy: A Pilot Randomized Controlled Trial

2020 ◽  
Author(s):  
Manoosh Mehrabi ◽  
Shoale Zarei ◽  
Leila Bazrafkan ◽  
Ali Reza Safarpour
Keyword(s):  
Randomized Controlled Trial ◽  
Self Efficacy ◽  
Instant Messaging ◽  
Controlled Trial ◽  
World Health ◽  
Face To Face ◽  
Randomized Controlled ◽  
The World ◽  
The Impact ◽  
Pilot Randomized Controlled Trial

Abstract Background Increasing breastfeeding rates around the world is one of the most important goals of the World Health Organization. Self-efficacy is a modifying and predictive factor for initiation and continuation of breastfeeding. This study was conducted to investigate the impact of mobile-based education and regular delivery of designed messages on breastfeeding self-efficacy in primiparous mothers. Methods This study was a double blind pilot randomized controlled trial, in which a hundred and twenty primiparous breastfeeding mothers were randomly allocated into two groups using permuted block randomization. The standard method conseling arm received routine counseling interventions and the intervention arm received a mobile instant messaging program in addition to the usual counseling. The main objective of this study was to compare self-efficacy in face-to-face counseling group and mobile instant messaging group. Self-efficacy levels were compared in the two groups before and after the study procedures. Results In this study, 60 mothers were studied in each group, and then the collected data were analyzed. The mean post-test scores in the intervention group (60.40 ± 4.92) and the control group (50.10 ± 7.60) were compared in the main analysis. The results indicated a statistically significant difference (p <0.001). Given the amount of effect size ( d= 0.99; 95% CI=1.19-2.02 ) it appears that there is a high level correlation between the applied intervention and level of self-efficacy among the study participants, especially those with higher levels of education. Secondary findings of the study involved evaluating the effects of education, occupation, family income, lactation duration and spouse support for breastfeeding self-efficacy. Except for the maternal education level, which had a significant relationship with the level of breastfeeding self-efficacy (p= 0.02), the other factors did not show any correlation with self-efficacy in breastfeeding. Conclusion The pilot study provided valuable information for feasibility assessment of randomized controlled trials in future studies with larger sample sizes and more participant diversity.

The Association Between Trauma Centrality and Posttraumatic Stress Among Syrian Refugees: The Impact of Cognitive Distortions and Trauma-Coping Self-Efficacy

2020 ◽  
pp. 088626052092631
Author(s):  
Man Cheung Chung ◽  
Mudar Shakra
Keyword(s):  
Posttraumatic Stress ◽  
Self Efficacy ◽  
Psychiatric Comorbidity ◽  
Cognitive Distortions ◽  
Cognitive Distortion ◽  
Syrian Refugees ◽  
Self Perception ◽  
Event Scale ◽  
The World ◽  
The Impact

While research suggests that the war in Syria has led to a drastic re-evaluation of oneself and elevated psychiatric symptoms among Syrian refugees, little is known whether these psychological reactions might be influenced by maladaptive beliefs about oneself and the world and their ability to cope with the effect of the trauma. This study aimed to provide further evidence on the association between trauma centrality, posttraumatic stress, and psychiatric comorbidity, and examine whether cognitive distortions and trauma-coping self-efficacy would mediate the impact of trauma centrality on distress among Syrian refugees residing in Sweden. Four-hundred seventy-five Syrian refugees completed a demographic page, the Harvard Trauma Questionnaire, General Health Questionnaire-28, Centrality of Event Scale, Cognitive Distortion Scales, and trauma-coping self-efficacy. Results showed that trauma centrality was significantly correlated with posttraumatic stress disorder (PTSD) and psychiatric comorbidity after adjusting the effects of trauma exposure characteristics. Cognitive distortions mediated the impact of trauma centrality on the two distress outcomes; trauma-coping self-efficacy did not but was negatively correlated with outcomes. To conclude, the war in Syria changed self-perception, outlook on life, and identity among Syrian refugees. These changes were related to increased psychological symptoms especially for those who had distorted beliefs about themselves and the world. Refugees’ belief in the lack of ability to cope with the effect of the trauma impacted psychological distress independently of changes in self-perception.

The Differential Impact of Entrepreneurship Education on the Entrepreneurial Intentions of Segments of Students

2020 ◽  
pp. 251512742093624
Author(s):  
Rotem Shneor ◽  
J. Brock Smith ◽  
Claudia G. Smith ◽  
Jann Fabian Michael Goedecke
Keyword(s):  
Public Policy ◽  
Self Efficacy ◽  
Business Students ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intentions ◽  
Aggregate Level ◽  
Differential Impact ◽  
Student Subjects ◽  
Public Policy Decisions ◽  
The Impact

Inconclusive prior research on the effects of entrepreneurship education may be an aggregation artefact because student subjects were assumed to be homogenous. Accordingly, we examine the impact of entrepreneurship education on student intention, entrepreneurial self-efficacy and attitude towards entrepreneurship among theoretically relevant sub-groups of Norwegian business students. We find that at aggregate level, self-efficacy increases while attitude towards entrepreneurship and intentions remain unchanged. However, on closer examination we find that entrepreneurial self-efficacy and attitude towards entrepreneurship increase for some subgroups of students, decrease for other subgroups of students, and have opposite, cancelling, changes for still others. Such unmasking of the true effects of entrepreneurship education helps ensure that pedagogy, funding, and public policy decisions are made appropriately.

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