This study aims to provide a better understanding of why and how entrepreneurial education increases the inclination to start-up. The study investigates the moderating role of team cooperation on the effect of entrepreneurial education on entrepreneurial self-efficacy and entrepreneurial passion. Survey results from 221 undergraduate students from entrepreneurship programs were used for correlation, regression, and mediation analysis. By integrating social cognitive theory and self-regulation theory, this study proposes a dual-process model and investigates the mediating effects of entrepreneurial self-efficacy and entrepreneurial passion on the relationship between entrepreneurial education and entrepreneurial intention. Moreover, this study enhances our knowledge of why and how entrepreneurial education improves business students' entrepreneurial intention. It also contributed to the entrepreneurial education literature by testing the role of team cooperation as the boundary condition.

Aims: The present study aims to examine: (1) the relationship between young children’s bilingualism and their performance in the Dimensional Card Change Sort (DCCS) task; and (2) whether prefrontal activation was associated with children’s bilingualism and executive function. Methodology: Children performed three sessions of the DCCS and their brain activity during the task was measured using functional nearinfrared spectroscopy (fNIRS). Data and analysis: A sample of bilingual children ( N = 49) was recruited from a preschool with an English immersion program. We examined whether children’s performance in the DCCS was related to their bilingualism and whether the changes in oxygenated hemoglobin in the prefrontal regions were related to their bilingualism and performance in the DCCS. Findings/conclusions: Results showed that children’s English ability was significantly correlated with their behavioral performance in DCCS, and predicted children’s group membership (pass or perseverate). Furthermore, children in the pass group significantly activated the prefrontal cortex than those in the perseverate group, and activation in the prefrontal region was significantly correlated with children’s English ability. Originality: The current study first examined the effect of children’s bilingualism on their executive function and prefrontal activation.

This study aims to examine the impact of heavy use of tablets on preschoolers’ executive function during the Dimensional Change Card Sort (DCCS) task using the functional near-infrared spectroscopy (fNIRS). Altogether, 38 Chinese preschoolers (Mage = 5.0 years, SD = 0.69 years, 17 girls) completed the tasks before the COVID-19 lockdown. Eight children never used tablets, while 16 children were diagnosed as the ‘heavy-user’. The results indicated that: (1) the ‘non-user’ outperformed the ‘heavy-user’ with a significantly higher correct rate in the DCCS task; (2) the two groups differed significantly in the activation of the prefrontal cortex (BA 9): the ‘non-user’ pattern is normal and healthy, whereas the ‘heavy-user’ pattern is not normal and needs further exploration.

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This study aims to examine the neural correlates of cognitive shifting during the Dimensional Change Card Sort Task (DCCS) task with functional near-infrared spectroscopy. Altogether 49 children completed the DCCS tasks, and 25 children (Mage = 68.66, SD = 5.3) passing all items were classified into the Switch group. Twenty children (Mage = 62.05, SD = 8.13) committing more than one perseverative errors were grouped into the Perseverate group. The Switch group had Brodmann Area (BA) 9 and 10 activated in the pre-switch period and BA 6, 9, 10, 40, and 44 in the post-switch period. In contrast, the Perseverate group had BA 9 and 10 activated in the pre-switch period and BA 8, 9, 10 in the post-switch period. The general linear model results afford strong support to the “V-shape curve” hypothesis by identifying a significant decrease–increase cycle in BA 9 and 44, the neural correlations of cognitive shifting.

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This study examined the neural correlates of mental rota on (MR) in preschoolers using func onal near-infrared spectroscopy (fNIRS). Fortyeight preschoolers completed a MR task in which they were asked to rotate a test s mulus to match a target s mulus. Results of compara ve and General Linear Model (GLM) analyses revealed significant differences between the High Performance (HP) and Low Performance (LP) groups. The two groups differed significantly in oxyhaemoglobin (HbO) change in Brodmann Areas (BAs) 6, 9 and 44. Specifically, significant increase in HbO in BA 44 was observed in both groups, while significant decrease in deoxyhaemoglobin (HbR) in BA 9 was observed only in the HP group and in BA 44 only in the LP group. These results jointly indicated BA 44 as one of the core neural correlates of MR in preschoolers, while BA 6 and BA 9 might also be involved in MR processing under a compensatory mechanism.

PurposeThe purpose of this study is to investigate how and why formal mentoring support reduces newcomers' intention to leave from the perspective of uncertainty reduction theory.Design/methodology/approachTime-lagged data were collected from two sources, mentors and newcomers, and 193 paired data sets were included in the analysis.FindingsThe results showed that formal mentoring support was positively related to newcomers' person–organisation fit (P–O fit) and person–job fit (P–J fit). In addition, P–O fit and P–J fit mediated the relationship between formal mentoring support and newcomers' intention to leave. Moreover, newcomers' uncertainty avoidance orientation strengthened the relationship between formal mentoring support and perception of fit, and it strengthened the indirect effect between formal mentoring support and newcomer's intention to leave, via the perception of fit.Originality/valueThis study enhances our understanding of the underlying mechanism between formal mentoring support and newcomers' intention to leave. Moreover, it demonstrates that uncertainty avoidance orientation is an important boundary condition during the process of organisational socialisation. The findings also contribute to the organisational socialisation and the mentoring literature by providing evidence from a blue-collar sample.