THE ETHNOLINGUISTIC GROUP, GENDER, AND PERCEIVED EDUCATIONAL SUPPORT AS PREDICTORS OF GROWTH-ORIENTED GOALS IN UNIVERSITY STUDENTS FROM LATVIA

2019 ◽  
Author(s):  
Aleksandrs Kolesovs
Keyword(s):  
University Students ◽  
Educational Support ◽  
Ethnolinguistic Group

Factors influencing entrepreneurial intentions the most for university students in Vietnam: educational support, personality traits or TPB components?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Greeni Maheshwari
Keyword(s):  
University Students ◽  
Personality Traits ◽  
Online Survey ◽  
Entrepreneurial Intentions ◽  
Hierarchical Regression ◽  
Individual Factors ◽  
Educational Support ◽  
Content Type ◽  
Personal Attitude ◽  
Need For Power

PurposeThe purpose of the paper is to investigate the influence of personality traits, individual factors and theory of planned behaviour (TPB) components (personal attitude, subjective norms and perceived behavioural control) on entrepreneurial intentions of university students. The study further aims to determine which factors have a higher influence on the entrepreneurial intentions of the students.Design/methodology/approachThe data was collected using an online survey from 164 students studying in universities in Vietnam. The study used confirmatory factor analysis and hierarchical regression to analyse the data.FindingsResults suggested that educational support has no impact on entrepreneurial intentions but individual factors such as self-efficacy, risk propensity and need for power and all the TPB components influenced entrepreneurial intentions. The TPB components had a higher influence on entrepreneurial intentions of students as compared to individual factors.Originality/valueOnly a few studies have been conducted to determine the strength of factors affecting entrepreneurial intensions of the students. This study demonstrates that TPB components have the highest influence on entrepreneurial intentions. Moreover, the study introduces an independent variable, need for power which is rarely used in any such studies and this adds a new component to the already existing research framework and in academic literature.

Entrepreneurial intention of academic students in the time of COVID-19 pandemic

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kamel Krichen ◽  
Haithem Chaabouni
Keyword(s):  
University Students ◽  
Risk Perceptions ◽  
Financial Risk ◽  
Entrepreneurial Intention ◽  
Entrepreneurial Intentions ◽  
Social Risk ◽  
Educational Support ◽  
Content Type ◽  
Contextual Support ◽  
The Impact

PurposeThe purpose of this study was to investigate the consequences of the economic shock caused by the COVID-19 pandemic on the entrepreneurial intentions of academic students. In addition, this research examined whether the pandemic reinforces the tendency to operate new businesses or represents a barrier to the pursuit of entrepreneurial opportunities.Design/methodology/approachThis study was conducted with a sample of university students. Risk perception and contextual variables were measured. Information was collected from 308 university students enrolled at the University of Sfax (Tunisia) who participated by responding to a structured questionnaire distributed in electronic form by email.FindingsThe results show that university students perceive higher levels of personal entrepreneurial risk than other types of entrepreneurial risks (financial risk and social risk). Perceived financial risk only has a significant effect on entrepreneurial intention for students who view the COVID-19 crisis as an opportunity. Regarding perceived contextual support, only perceived educational support has a significant and positive effect on entrepreneurial intention.Research limitations/implicationsThe results have important practical implications for identifying entrepreneurial intentions. They indicate that universities have an essential role in providing educational support for students by implementing awareness and training programs for entrepreneurship. Furthermore, they reveal the differentiated effect of the COVID-19 crisis on the risk perceptions of participants according to their views of the crisis as a threat or as an opportunity.Originality/valueThis is one of few studies that have examined the impact of the COVID-19 pandemic (positive or negative) on the entrepreneurial intention of academic students.

The Role of University, Structural, and Social Support Means on the Intention of Entrepreneurship

2021 ◽  
pp. 166-176
Author(s):  
Redouan Ainous
Keyword(s):  
Social Support ◽  
Knowledge Management ◽  
Young People ◽  
University Students ◽  
Structural Model ◽  
Educational Support ◽  
Structural Support ◽  
Entrepreneurial Spirit ◽  
The University

This chapter aims at studying the effect of the implicit factors on the intention of establishing an institution for the students of an Algerian university. The structural model of the study was proposed based on the Shapiro and Sokol model and the Ajzen model. The authors tested it on a sample of 163 university students at the University of Algeria 3. The model consists of a set of variables (the intention of establishing an institution as a dependent variable, structural and social educational support as independent variables). The results of the study showed that educational and social support factors affect the entrepreneurial spirit of students more than structural support. Value/authenticity of research enrich knowledge management literature that contributes to the search for how to support investment and support the intention to establish a special institution for young people through various mechanisms and means of support.

scholarly journals Pengaruh Kepercayaan Diri, Pendidikan Dan Dukungan Relasional Terhadap Intensi Berwirausaha Mahasiswa UNTAR

2021 ◽  
Vol 3 (1) ◽  
pp. 127
Author(s):  
Steven Tanoto ◽  
Nur Hidayah
Keyword(s):  
University Students ◽  
Sampling Method ◽  
Entrepreneurial Intention ◽  
Likert Scale ◽  
Educational Support ◽  
Relational Support ◽  
Self Confidence ◽  
Education Support ◽  
Processing Techniques

The purpose of this research is to examine whether: 1) self-confidence can affect entrepreneurial intention, 2) educational support can affect entrepreneurial intention, 3) relational support can affect entrepreneurial intention. Sample was selected using nonprobability sampling method amounted to 86 respondents of university students in Tarumanagara University. Data were measured by Likert scale and analyzed with processing techniques using SmartPLS 3.0 program. The result of this study shows that 1) self confidence positively had affect on entrepreneurial intention, 2) education support positively had affect on entrepreneurial intention and, 3) relational support had affect on entrepreneurial intention. Several recommendations for research are presented based on conclusions and suggestions on the results of this study.Tujuan dari penelitian ini adalah untuk menguji apakah: 1) kepercayaan diri dapat mempengaruhi intensi berwirausaha, 2) pendidikan dapat mempengaruhi intensi berwirausaha, 3) dukungan relasional dapat mempengaruhi intensi berwirausaha. Sampel dipilih menggunakan teknik nonprobability sampling dengan jumlah 86 responden mahasiswa di Universitas Tarumanagara. Data diukur dengan skala Likert dan dianalisis dengan teknik proses yang menggunakan program SmartPLS 3.0. Secara keseluruhan, hasil penelitian ini menunjukkan bahwa 1) kepercayaan diri berpengaruh positif terhadap intensi berwirausaha, 2) pendidikan berpengaruh positif terhadap intensi berwirausaha, dan 3) dukungan relasional berpengaruh positif terhadap intensi berwirausaha. Beberapa rekomendasi untuk penelitian disajikan berdasarkan kesimpulan dan saran mengenai hasil penelitian ini.

scholarly journals Proposal of a Behavioral Model for Robots Supporting Learning According to Learners’ Learning Performance

2020 ◽  
Vol 32 (4) ◽  
pp. 769-779
Author(s):  
Ryo Yoshizawa ◽  
Felix Jimenez ◽  
Kazuhito Murakami ◽  
◽  
Keyword(s):  
Collaborative Learning ◽  
University Students ◽  
Cognitive Apprenticeship ◽  
Behavioral Model ◽  
Conventional Technique ◽  
Learning Performance ◽  
Learning Effects ◽  
Comparative Experiment ◽  
Educational Support ◽  
Cognitive Apprenticeship Theory

Educational support robots have been the focus of study in recent years. Studies have reported that robots providing educational support, based on cognitive apprenticeship theory, provided learners with effective collaborative learning. However, the robots were remote controlled, so no behavioral model was constructed of robots operating autonomously to provide educational support. Therefore, in this paper, we construct a behavioral model in which robots autonomously provide educational support based on cognitive apprenticeship theory. In addition, through a comparative experiment with a behavioral model providing educational support in accordance with learner requests, which is a conventional technique, we verify the learning effects of this behavioral model on university students.

scholarly journals Self-Regulation and Regulatory Teaching as Determinants of Academic Behavioral Confidence and Procrastination in Undergraduate Students

2021 ◽  
Vol 12 ◽  
Author(s):  
Jesús de la Fuente ◽  
Paul Sander ◽  
Angélica Garzón-Umerenkova ◽  
Manuel Mariano Vera-Martínez ◽  
Salvatore Fadda ◽  
...  
Keyword(s):  
University Students ◽  
Undergraduate Students ◽  
Structural Equation ◽  
Self Regulation ◽  
Joint Effect ◽  
Equation Modeling ◽  
Educational Support ◽  
Achievement Emotions ◽  
Ex Post ◽  
Ex Post Facto

The combination of student Self-Regulation (SR) and the context of Regulatory Teaching (RT), each in varying degree, has recently been demonstrated to have effects on achievement emotions, factors and symptoms of stress, and coping strategies. The aim of the present research study is to verify its possible further effects, on academic behavioral confidence and procrastination. A total of 1193 university students completed validated online questionnaires with regard to specific subjects in their degree program. Using an ex post facto design, multivariate analyses and structural equation modeling (SEM) were carried out in order to test the relationships predicted by the model. SR and RT had a significant joint effect in determining the degree of academic behavioral confidence and of procrastination. Academic behavioral confidence also significantly predicted reasons for procrastinating, and these in turn predicted activities of procrastination. Conclusions are discussed, insisting on the combined weight of the two variables in determining academic behavioral confidence, reasons for procrastinating and activities subject to procrastination, in university students. Implications for guidance and educational support of university students and teachers are analyzed.

Learning Effects of Robots Teaching Based on Cognitive Apprenticeship Theory

2020 ◽  
Vol 24 (1) ◽  
pp. 101-112 ◽  
Author(s):  
Kenya Miyauchi ◽  
Felix Jimenez ◽  
Tomohiro Yoshikawa ◽  
Takeshi Furuhashi ◽  
Masayoshi Kanoh ◽  
...  
Keyword(s):  
High School ◽  
Collaborative Learning ◽  
University Students ◽  
Junior High School ◽  
Cognitive Apprenticeship ◽  
Main Role ◽  
Learning Material ◽  
Learning Effects ◽  
Educational Support ◽  
Cognitive Apprenticeship Theory

In recent years, educational support robots that assist learners have attracted attention. The main role of teacher-type robots in previous research has been to teach students how to solve problems and to explain learning material. Under such conditions, students may not learn the material adequately due to their reliance on the support of the robot; this paper utilizes the cognitive apprenticeship theory in order to prevent this problem. The cognitive apprenticeship theory asserts that the support provided to a student should change according to the student’s learning situation. Previous studies have reported that pedagogy based on the cognitive apprenticeship theory can improve students’ learning skills. Therefore, we hypothesize that students’ learning will improve when robots teach them how to solve questions based on the cognitive apprenticeship theory. In this paper, we investigate the learning effects of robot teaching based on the cognitive apprenticeship theory in collaborative learning with junior high-school and university students. The results of this experiment suggest that collaborative learning with robots that employ the cognitive apprenticeship theory improves the learning of high-school and university students.

scholarly journals 1303 Building and Running of Educational Support System with Tablet Terminals for University Students

2011 ◽  
Vol 2011.48 (0) ◽  
pp. 411-412
Author(s):  
Fumiaki ARAI ◽  
Tadashi KAWASAKI ◽  
Masato YANO ◽  
Michihiko SEKI ◽  
Hitoshi MIYAKE
Keyword(s):  
University Students ◽  
Support System ◽  
Educational Support ◽  
Educational Support System

scholarly journals Entrepreneurial Behavior among University Students: Empirical Evidence from Pakistan

2018 ◽  
Vol 6 (2) ◽  
pp. 93-134
Author(s):  
Syed Ahmad Hashmi ◽  
Shamila Nabi Khan
Keyword(s):  
University Students ◽  
Entrepreneurial Intention ◽  
Mediating Effect ◽  
Self Control ◽  
Need For Achievement ◽  
Entrepreneurial Behavior ◽  
Educational Support ◽  
Relational Support ◽  
Personal Attitudes ◽  
The Relationship

Interdependent relationships among various psychological factors are instrumental in shaping university students’ general behavior toward entrepreneurship. Our study explored these relationships and their contingent and moderating effects through various factors, such as need for achievement, self-control, and relational support, and how they influence entrepreneurial behavior, given the presence of variables like entrepreneurial intention, creativity, entrepreneurial self-efficacy, educational support, and personal attitudes. Primary data were collected through a questionnaire circulated among 300 respondents from two top-tier universities in Pakistan, followed by tests of reliability and validity both in SPSS and AMOS. The relationship testing was done through structural equation modeling using AMOS interpreted in terms of Alpha (at three significance levels) and Beta values for more regressed relationship testing. Results showed: a) significant behavioral tendencies of university students towards entrepreneurial behavior; b) the mediating effect of need for achievement was not significant among entrepreneurial intention and behavior relationship (however, this effect was significant when tested directly among these two variables); c) the moderating effect of self-control on the underlining variables was significant as a whole except for educational support; and d) relational support proved to moderate the relationship between personal attitudes and entrepreneurial behavior.

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