The College Students’ Sense of Responsibility for Innovation and Entrepreneurship

Abstract

The purpose of this paper is to analyze the relationship between positive psychological quality and college students' sense of responsibility for innovation and entrepreneurship from the perspective of positive psychology, to explore the cultivation model that can effectively improve college students' sense of responsibility for innovation and entrepreneurship, and to promote their success in entrepreneurship. In this study, a total of 1,500 college students were selected for questionnaire survey. ANOVA was used to analyze the differences of innovation and entrepreneurship responsibilities in demographic variables; factor analysis models were used to explore the factors that influence college students' sense of responsibility for innovation and entrepreneurship; and Spearman correlation and linear regression were used to analyze the relationship between college students' positive quality and innovation and entrepreneurship. The results showed that the average scores of individual responsibility, team responsibility, and social responsibility were 3.290, 3.624, and 3.720, respectively; individual responsibility differed significantly at the grade level; group responsibilities and social responsibilities were significantly different at the grade and gender levels; the linear fitting between benevolence, super-excellence, bravery, restraint, and wisdom with team responsibilities all reached significant levels, among which the wisdom coefficient was the highest; the linear fitting between syngroup, excellence, bravery, modesty, and wisdom with social responsibility reached a significant level, among which the wisdom coefficient was the highest; the linear fitting between syngroup, excellence, bravery, modesty, and wisdom with personal responsibility reached a significant level, among which the coefficient of excellence was the highest. This indicated that positive psychological qualities such as syngroup, excellence, modesty, benevolence, superexcellence, bravery, restraint, and wisdom were the influencing factors of college students' sense of responsibility for innovation and entrepreneurship. Among them, the role of wisdom is the most noteworthy in predicting social and group responsibilities, and super-excellent is the most significant predictor for individual responsibility.

Psychological Capital on College Teachers’ and Students’ Entrepreneurial Performance and Sports Morality Under Social and Political Education

“…At present, due to the poor entrepreneurial environment and lame EP, many domestic entrepreneurial enterprises are on the brink of bankruptcy. College entrepreneurs are one of the fundamental forces of entrepreneurship, and under such socio-economic background, the main problem to promote successful entrepreneurship has become improving their EP ( Qian et al, 2018 ; Bronikowska et al, 2020 ; Wu Y. J. et al, 2020 ; Zhang Q. et al, 2020 ). In particular, EP is a crucial enterprise-strength index that reflects how well an enterprise completes a task or achieves a goal in entrepreneurship.…”

The Impact of University Innovation and Entrepreneurship Education on Entrepreneurial Intention From the Perspective of Educational Psychology

“…However, entrepreneurial intention is the prerequisite for entrepreneurial behavior, and those who have started businesses in the past must take entrepreneurial intention as the guide ( Qiao and Huang, 2019 ). Many researchers indicated that there is a positive relationship between entrepreneurial education and entrepreneurial intention ( Kariv et al, 2019 ; Zhang et al, 2020 ). Another study also confirmed that entrepreneurship education encourages students to pursue entrepreneurship as a career and gives students the skills they need to start a business ( Chen, 2019 ; Marlous et al, 2021 ).…”

Strategies for Constructing College Students' Entrepreneurial Value Judgments Based on Educational Psychology

“…Educational psychology improves the relationship between entrepreneurial college students, the team and the entrepreneurs, and the external environment. A harmonious and progressive organizational culture and entrepreneurial ecological environment can be established, enhancing the moral responsibility and professional ethics of college entrepreneurs (Zhang et al, 2020 ). While college students' recognition and satisfaction with the entrepreneurial values are improved, their sense of identity and satisfaction with the organization, society, and the nation can be enhanced further.…”

“…The results pointed out the developmental direction of fashion entrepreneurship courses based on the perspective of college students in fashion majors. Zhang et al ( 2020 ) examined 668 tourism and hotel majors to explore whether entrepreneurship education would affect students' entrepreneurial intentions. The results found that support education positively impacted entrepreneurial intentions, and practice was the leading factor in forming entrepreneurial intentions, while theoretical improvement was an essential moderating factor.…”