The Effect of University Students’ Individual Innovation and Lifelong Learning Trends on Entrepreneurship Orientation

Aykan, Ebru; Karakuş, Gül; Karakoç, Hande

doi:10.3390/su11226201

Cited by 17 publications

(12 citation statements)

References 28 publications

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“…Under the background of rapid development, such as computer information technology and big data analysis, there is an urgent need for more and better innovative and entrepreneurial talents. Whether it is an individual or an organization, the innovation and creative ability and level are inseparable from the development of the social economy (Aykan et al, 2019). From the perspective of measuring entrepreneurship education, entrepreneurial performance is one of the key impact indicators.…”

Section: Introductionmentioning

confidence: 99%

Exploration of Entrepreneurship Education by Linear Regression and Psychological Factor Analysis

Shi

et al. 2020

Front. Psychol.

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To study the improvement of the entrepreneurial performance of start-ups and achieve an organic combination of entrepreneurship education and entrepreneurial performance, the entrepreneurial group of college students was taken as the springboard to discuss the entrepreneurial performance of start-ups initiated by college students. First, through questionnaire design and scale selection, the results of the questionnaire survey and the reliability and validity of the scale tool were tested. Second, the variable of college students' entrepreneurial self-efficacy based on psychological factor analysis was introduced. The correlations among entrepreneurship education, entrepreneurial selfefficacy, and entrepreneurial performance were analyzed. Finally, the intermediary role of entrepreneurial self-efficacy was verified by using the hierarchical linear regression analysis method combined with the BARON three-part verification method. The results show that the response rate of the questionnaire is 92%, and the selection of research samples is scientific. The Cronbach's α reliability coefficients corresponding to each scale are all above 0.8, and the common factor variances are all above 0.7. Therefore, the reliability and validity of scale tools are good. Entrepreneurship education, entrepreneurial self-efficacy, and entrepreneurial performance are significantly correlated with each other. The college students' entrepreneurial self-efficacy has a good explanatory ability and plays an intermediary role; in the entrepreneurial innovation learning dimension, its corresponding β = 0.257; in the dimension of school organizational support, the corresponding β = 0.439; in the dimension of social interaction, the corresponding β = 0.238. The results have a reference value for studying entrepreneurship education and the improvement of entrepreneurial performance from a psychological level.

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Section: Introductionmentioning

confidence: 99%

Exploration of Entrepreneurship Education by Linear Regression and Psychological Factor Analysis

Shi

et al. 2020

Front. Psychol.

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“…Lifelong learning is considered to be a process of continuously improving knowledge, skills, and competencies in every area of one's life [57,78]. LLLs refer to skills developed through the practice learning activities related to the attitudes, beliefs, values and behaviors of an individual [79].…”

Section: G the Direct Effects Of Llls On Losmentioning

confidence: 99%

The Impact of Work-Integrated Learning and Learning Strategies on Engineering Students’ Learning Outcomes in Thailand: A Multiple Mediation Model of Learning Experiences and Psychological Factors

Khampirat

2021

IEEE Access

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Learning outcomes (LOs) provide an essential foundation for evaluating the effectiveness of higher education institutions (HEIs). LOs have been accepted as criteria for accrediting academic programs; however, little is known about why students vary in their desired outcomes and how experiences in the workplace and learning strategies have different impacts on LOs. Based on social cognitive career theory (SCCT), this study investigated the relationships among work-integrated learning (WIL), learning strategies, institutional and goal commitments, engineering skill self-efficacy, engineering career outcome expectations, lifelong learning skills (LLLs), achievement goal orientation, and LOs. The participant pool consisted of 1,316 undergraduate engineering students from 11 HEIs in Thailand. Hypotheses regarding the causal relationships, including the direct and indirect effects, were examined by using structural equation modeling (SEM). Both the measurement and structural equation models showed a good fit to the data. The results of the SEM indicated that achievement goal orientation, LLLs, and engineering skill selfefficacy had significant positive direct effects on LOs. Learning strategies had a strong direct effect on LLLs and institutional and goal commitments. The practice of WIL in the workplace was an important factor in building engineering skill self-efficacy and LLLs. The mediation analysis indicated that learning experience (i.e., institutional and goal commitments) and psychological factors played important roles in the relationship between learning strategies and LOs. This study confirmed and expanded the SCCT research. Finally, theoretical and practical implications for LO development were identified based on the results.INDEX TERMS Work integrated learning, learning outcomes, learning strategies, career outcome expectations, lifelong learning skills, engineering skill self-efficacy.

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“…Secondly, the ability of universities to form active and sustainable attitudes towards lifelong learning is quite low. Aykan et al (2019) explores the mediating role of lifelong learning tendencies of university students in the process of renewal of industrial enterprises. In the course of the research, the author finds out how the personal qualities of the respondents influence their entrepreneurial intentions and how the entrepreneurial intentions of the respondents are influenced by the introduction of lifelong learning techniques in the structure of university training.…”

Section: Literature Reviewmentioning

confidence: 99%

Current trends in the development of lifelong learning in the concept of Higher Education Institutions (HEIS)

Толочко

Voitovska

Bordiug³

et al. 2021

Laplage

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The purpose of this investigation is to identify the manifestations of current trends in the development of lifelong learning at the final stage of study at the university. The research used such methods as complex analysis, study and analysis of scientific literature on lifelong learning, method of questionnaires, monitoring, information collection, qualitative, and quantitative analysis of data, statistical and mathematical interpretation of empirical data and functional analysis, generalization method and abstractions. In summarizing the results of the study, three fundamental factors of LLA were considered: questionnaire (based on non-self-reflexive tactics); Academic success rate; Participation in research and public activity rate. High Level of LLA was shown by 15.8% of respondents, Good Level of LLA was found in 52.5% of respondents, Sufficient Level of LLA - in 14.2% and Unsatisfactory Level of LLA - in 17.5%. Unsatisfactory LLA in 17.5% is an indicator that can be described as undesirably high. Based on the theoretical analysis and systematization of empirical data, a set of recommendations for improving the LLA of applicants directly in the framework of higher education.

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The Effect of University Students’ Individual Innovation and Lifelong Learning Trends on Entrepreneurship Orientation

Cited by 17 publications

References 28 publications

Exploration of Entrepreneurship Education by Linear Regression and Psychological Factor Analysis

Exploration of Entrepreneurship Education by Linear Regression and Psychological Factor Analysis

The Impact of Work-Integrated Learning and Learning Strategies on Engineering Students’ Learning Outcomes in Thailand: A Multiple Mediation Model of Learning Experiences and Psychological Factors

Current trends in the development of lifelong learning in the concept of Higher Education Institutions (HEIS)

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