In this research, the probability matrix factorization (PMF) algorithm was introduced to optimize the deep neural network algorithm model with the purpose of studying the application value of personality development theory and deep learning neural network in college students’ entrepreneurship psychological education courses. Based on the personality development theory, a recommendation algorithm system for entrepreneurial projects under optimized deep neural network was established. A total of 518 college students from several universities were divided into an experimental group and a control group, with 259 students in each group. In addition to the normal courses of entrepreneurship psychology education, students in the experimental group were taught the entrepreneurship project recommendation system based on the optimized deep neural network designed in this research, while students in the control group were taught entrepreneurship psychology education normally. The intervention effect before and after entrepreneurship education was evaluated by the questionnaire of college students’ entrepreneurial intention and college students’ entrepreneurial mental resilience scale. The results demonstrate that the system recall rate and accuracy based on the algorithm in this research have been significantly higher than that of PMF algorithm and deep belief network (DBN) algorithm, and the difference is statistically significant ( p < 0.05); the mean square error (MSE) of the proposed algorithm is significantly smaller than that of PMF algorithm and DBN algorithm, and the difference is statistically significant ( p < 0.05); the improvement of entrepreneurial toughness, entrepreneurial strength, optimism, entrepreneurial possibility, and behavioral tendency of the experimental group after the test was significantly higher than that of the control group ( p < 0.05). Therefore, compared with traditional algorithms, the proposed method for entrepreneurial projects based on the theory of personality development and the optimized deep neural network shows better performance, and it can effectively improve the entrepreneurial intention and psychological resilience of college students.
Megaprojects encounter numerous innovation challenges as well as cross-organization cooperation demands. The paper aims to clarify the relationship between stakeholders’ psychological ownership and cooperative innovation performance. It proposes modelling the behaviors’ mediator process and how and why the megaproject stakeholders’ psychological ownership impacts their cooperative innovation performance. The research aims to expand the domain of psychological ownership by temporary cross-organization aspects and reveal behavioral influence mediation mechanism. This paper opted for an empirical study adapting the SEM approach. Tools such as pre-survey and documentary analysis are applied to design the questionnaire scale. This paper acquired 237 valid questionnaires from seven megaprojects to validate the impact of stakeholders’ psychological ownership on cooperative innovation performance. This paper finds that the following: (1) the psychological ownership of megaproject stakeholders has a negative impact on cooperative innovation performance, which is realized through the dual mediators of territorial behavior and social loafing; (2) psychological ownership has a positive effect on both territorial behavior and social loafing, while territorial behavior and social loafing have a negative effect on cooperative innovation performance. This paper reveals that psychological ownership’s negative influence mechanism on cooperative innovation performance, in temporary cross-organization, further provides support for improving cooperative innovation performance.
Against the background of economic globalization, the strategies for constructing college students' entrepreneurial value judgment are explored, providing college graduates with more employment options and thereby keeping up with the trend of the times. The documentary analysis and questionnaire survey methods are adopted to investigate contemporary college students' entrepreneurial value judgments, and the investigation results are organized. According to documentary materials, the discovered problems are analyzed to put forward strategies for constructing college students' entrepreneurial value judgments based on educational psychology. Results show that only 14.1% of college graduates choose to start a business; 48.7% do not understand or recognize the entrepreneurial values; 14.8% believe teaching activities on constructing entrepreneurial value judgments are insufficient, and the entrepreneurial atmosphere is lacking. Regarding the above investigation results, strategies for constructing college students' entrepreneurial value judgments are proposed, involving the construction environment, construction system, construction method, and construction mechanism. Hence, considering contemporary college students' entrepreneurial values, the proposed strategies for constructing college students' entrepreneurial judgments are suitable and valuable, providing a practical reference for enriching and perfecting the college innovation and entrepreneurship education systems.
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