Having emerged as an important concept in the organizational field, entrepreneurial orientation has also become a key idea in the context of education. Indeed, entrepreneurial education is now one of the common objectives for education and training systems in the European Union. Despite its importance, however, there is a scarcity of valid and reliable measures for assessing entrepreneurial orientation in students. The present study aimed to address this by developing and examining the psychometric properties of the Entrepreneurial Orientation Scale (EOS). A second objective is to study the relationships between entrepreneurial orientation and gender, self-efficacy, and personal initiative. The sample comprised 411 vocational training students (50.36% male, 49.64% female). The final version of the instrument comprised 32 items assessing six dimensions: innovativeness, risk-taking, proactiveness, competitiveness, achievement orientation, and learning orientation. The EOS showed good psychometric properties and its dimensions demonstrated concurrent relationships with self-efficacy and personal initiative. The EOS may be used to measure entrepreneurial orientation in the educational context and to evaluate interventions designed to promote an entrepreneurial spirit in schools, colleges, and universities.
ResumenA pesar de la relevancia de la iniciativa personal en la educación, no existen instrumentos en lengua vasca para la evaluación de dicha variable. Por ello, el objetivo del estudio consistió en elaborar y validar un instrumento para evaluar la iniciativa personal en el ámbito educativo. La muestra estuvo compuesta por 278 estudiantes de Formación Profesional. El cuestionario reveló una estructura factorial que incluía tres componentes (Proactividad-Prosocialidad, Persistencia y Autoinicio) con índices aceptables de consistencia interna y buena validez convergente en relación a la Self-Reported Initiative Scale. Asimismo, se obtuvieron evidencias de validez de relación con otras variables. Los resultados indicaron que este instrumento permite evaluar de forma adecuada la iniciativa personal en estudiantes y que dicha variable se relaciona con la actitud emprendedora y el rendimiento académico. Se plantea su utilidad para la evaluación de programas de intervención que traten de promover la iniciativa personal en el ámbito educativo.Palabras clave: iniciativa personal, evaluación educativa, elaboración de test, actitud emprendedora, rendimiento académico AbstractDespite the importance of the personal initiative in education, there are no measures to assess this variable in Basque language. Consequently, the objective of the study was to develop and validate a questionnaire to assess personal initiative in the educational field. The sample comprised 278 vocational training students. The results showed that the questionnaire had a three factor structure (proactivity-prosocial behaviour, persistence and self-starting) with acceptable internal consistency indices and good convergent validity in relation to the Self-Reported Initiative Scale. Additionally, evidence of validity based on relationship to other variables was also obtained. The results indicate that this new measure is very useful for assessing personal initiative among students and that this variable is related with entrepreneurial attitude and academic achievement. The usefulness of the developed instrument for the evaluation of intervention programs seeking to promote personal initiative in education is concluded.
Personal initiative characterizes people who are proactive, persistent and self-starting when facing the difficulties that arise in achieving goals. Despite its importance in the educational field there is a scarcity of measures to assess students' personal initiative. Thus, the aim of the present study was to develop a questionnaire to assess this variable in the academic environment and to validate it for adolescents and young adults. The sample comprised 244 vocational training students. The questionnaire showed a factor structure including three factors (Proactivity-Prosocial behavior, Persistence and Self-Starting) with acceptable indices of internal consistency (ranging between α = .57 and α =.73) and good convergent validity with respect to the Self-Reported Initiative scale. Evidence of external validity was also obtained based on the relationships between personal initiative and variables such as self-efficacy, enterprising attitude, responsibility and control aspirations, conscientiousness, and academic achievement. The results indicate that this new measure is very useful for assessing personal initiative among vocational training students.
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