Background Educators and policymakers are increasingly interested in making entrepreneurship education accessible to engineering students given engineers' potential contributions to innovation and the economy. However, what motivates engineering students to choose entrepreneurial careers and how this could be influenced through education have not been fully explored in the literature. Purpose The study develops and tests an entrepreneurial motivation scale for engineering students. It required providing initial evidence of validity for the scale based on guidelines for developing educational and psychological tests. Design/Method Following a comprehensive literature review, we chose to modify an existing scale and administer it to engineering students. Here we present two sources of evidence of validity for examining how entrepreneurial motivation relates to variables commonly used to measure the impact of entrepreneurship education. They were developed by examining factor structure and psychometric properties as well as conducting mediation analysis. Results Data obtained from 460 engineering students supported three factors underlying the construct of entrepreneurial motivation: Motivation for Creation and Solution (MCS), Motivation for Personal Interests (MPS), and Managerial Motivation (MM). MCS and MM effectively explained intention to become an entrepreneur with mediation effects of venturing and technology self‐efficacy. Conclusion These findings resulted in a more parsimonious categorization of factors underlying the construct of entrepreneurial motivation than identified in prior studies, providing a foundational understanding of entrepreneurial motivation among engineering students. The results can be useful in assessment, research, and/or policy decisions related to delivering entrepreneurship education to engineering students.

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The temporal and spatial regulation of β-1,3-glucan synthesis plays an important role in morphogenesis during fungal growth and development. Northern blot analysis showed that the transcription of fksA, the gene encoding β-1,3-glucan synthase in Aspergillus nidulans, was cell-cycle-dependent and increased steadily over the duration of the vegetative period, but its overall expression during the asexual and sexual stages was fairly constant up until the time of transcription cessation. In an A. nidulans strain mutated in the eukaryotic bHLH-like APSES transcription factor stuA1, the transcriptional level of fksA, and consequently the content of alkali-insoluble cell wall β-glucan, significantly increased at the conidial chain formation and maturation stage. Electrophoretic mobility shift assays revealed that StuA was bound to StREs (StuA Response Elements) on the fksA promoter region. Promoter analysis with sGFP-fusion constructs also indicated the negative regulation of fksA expression by StuA, especially during asexual development. Taken together, these data suggest that StuA plays an important role in cell wall biogenesis during the development of A. nidulans, by controlling the transcription level of fksA.

Given calls for more rigorous research able to measure the impact of entrepreneurship education, this study proposes guidelines for enhancing methodological and reporting practices. First, drawing on prior research syntheses, we developed a descriptive validity framework that outlines key elements for rigorous evaluation research. Second, we use this framework to examine 61 quantitative, university-based entrepreneurship education impact studies to identify and describe methodological and reporting practices that are most prevalent. The result is a set of Impact Evaluation Research Standards for entrepreneurship educators and scholars wishing to improve education evaluation research.

Interdisciplinary entrepreneurship programs are becoming the norm rather than the exception at universities across the world. This paper examines trends in student enrollment, interests, motivations, career goals, and perceived competency over the past decade at a large public university offering an entrepreneurship credential to undergraduate students in all majors. Several trends were identified via pre- and post-program surveys ( n = 5,271 and n = 1,323) administered to participants. Engineering, technology, science, and international student enrollment grew; the motivations and interests of non-business students evolved slightly over time; and gender differences, but not disciplinary ones, were detected in relation to program outcomes and perceived effectiveness. Implications of this work for entrepreneurship education include showing how monitoring enrollment trends can inform program development and serve as a foundation for new research questions.

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The authors examined the efficacy of online anger management psychoeducation for justice-involved youth. Results indicated a statistically significant decrease in the adolescent anger rating scale for juveniles who completed the mandated program, prompting consideration of online modalities in postpandemic services. K E Y W O R D S anger, juvenile, mandated, telehealth, virtual Juvenile justice servicesPrior to the COVID-19 pandemic, the juvenile justice efforts in the United States had been shifting away from punitive responses to youth offenders and moving toward rehabilitative measures that viewed youth as both resilient and responsive to treatment (Buchanan et al., 2020). According to the Office of Juvenile Justice and Delinquency Prevention (OJJDP) (2020b), the national number of juvenile arrests reached a new low in 2019. The data from OJJDP (2020b) indicates that the number of