The role of entrepreneurial education in determining actual entrepreneurial behavior: Does TESOL amplified communication apprehension matter?

Shen, Jianwen; Huang, Xianghua

doi:10.3389/fpsyg.2022.1074774

Cited by 3 publications

(2 citation statements)

References 67 publications

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“…Entrepreneurial intention played a mediating role in the relationship between formal and informal education and entrepreneurial behavior, with both forms of education having a significant impact on entrepreneurial conduct. As anticipated, Teaching English to Speakers of Other Languages (TESOL) had a strong moderating effect on the association between formal and informal education and entrepreneurial behavior (Shen and Huang, 2022).…”

Section: Literature Reviewmentioning

confidence: 58%

Entrepreneurial Behaviour of the Agriculture Students-A review

Ku. Behera,

Raj,

Kumar Patra

et al. 2023

J. Adv. Zool.

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The present study aimed to investigate the factors that influence the entrepreneurial behavior of college students. The study identified various personal and situational factors that may affect entrepreneurial behavior. The results showed that personality traits, such as openness, extraversion, and conscientiousness, had a significant positive impact on entrepreneurial behavior. Specific motivational traits, such as entrepreneurial self-efficacy, internal locus of control, and risk-taking propensity, were also significant predictors of entrepreneurial behavior. Situational factors, such as entrepreneurship education, were found to have a significant positive impact on entrepreneurial behavior, with entrepreneurial self-efficacy playing a key mediating role in this relationship. Attitudes towards entrepreneurship were found to be a significant driver of entrepreneurial intention, with perceived desirability and feasibility, as well as perceived individual and collective efficacy, also significant predictors of entrepreneurial intention. Sustainable entrepreneurial intention was found to be influenced by attitude towards the behavior variable, with subjective norms playing an indirect role in mediating this effect. Overall, the study suggests that personal traits, such as personality and motivational factors, as well as situational factors, such as education and attitudes towards entrepreneurship, are significant predictors of entrepreneurial behavior. These findings have important implications for educators and policymakers who seek to promote entrepreneurial behavior among college students. Future research should continue to explore the complex relationships between personal and situational factors and entrepreneurial behavior to further enhance our understanding of this important phenomenon.

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Section: Literature Reviewmentioning

confidence: 58%

Entrepreneurial Behaviour of the Agriculture Students-A review

Ku. Behera,

Raj,

Kumar Patra

et al. 2023

J. Adv. Zool.

View full text Add to dashboard Cite

show abstract

“…For this purpose, data was analyzed using the responses from 307 students who participated in TESOL programs. Notably, we applied SEM approach by employing Mplus [60,61]. One of the rationales of using structural equation modeling (SEM) was to find out the consistency between data and hypothesized theoretical model.…”

Section: Discussionmentioning

confidence: 99%

Exploring the role of TESOL and digital technology in attitudinal change and sustainable learning for students of higher education

Chen,

Gao,

Wang

2023

BMC Psychol

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Purpose This study explores the potential of TESOL (Teaching English to Speakers of Other Languages) in encouraging attitudinal change and long-term learning and how digital technology might influence this process. The significance of the study lies in its insights to educators and policymakers to enhance language education quality and promote sustainable learning in higher education. Using a socio-cultural theoretical framework, the study presents a novel perspective on integrating digital technology into language education for improved learning outcomes. Additionally, the findings can facilitate the development of inventive teaching methods incorporating digital technology, resulting in better language education outcomes in higher education. Methodology The population comprised faculty members of Chinese universities. Data was collected through a standardized questionnaire from 307 respondents and analyzed using Mplus. Findings The findings can be incorporated into language instruction rules to enhance language acquisition and advance intercultural understanding. Based on the study’s findings, researchers can conduct additional research on applying digital technology in language instruction and investigate its potential to support long-term learning and attitude development. As they work to create successful techniques for encouraging sustainable learning habits and good attitudes toward language acquisition, TESOL practitioners, educators, policymakers, and researchers will be impacted by the findings. Practical implications The findings can help TESOL practitioners create efficient teaching methods that encourage long-term learning habits and favorable attitudes toward language learning. Language teachers can use the results to improve their instruction methods and their effects on student learning. Originality/value Social and cultural theory supports this study’s model. The approach helps in defining and measuring the TESOL, sustainable Learning. The study further established the moderating role of digital technology and the mediating part of Improved self-efficacy and self-regulated Learning.

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Communication anxiety as barrier: extending theory of planned behavior on student intention to participate in synchronous online learning

Nurlaela,

Amiruddin,

Irfan

et al. 2024

ILS

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Purpose Student in-class participation is a crucial aspect in the learning process, including in synchronous learning process. Several variables may hinder students from actively participating in synchronous learning including communication anxiety. As behavior, student in-class participation can be modeled using theory of planned behavior (TPB) with communication anxiety as barrier variable. The current study aims to investigate student decision-making process to actively participate in synchronous online learning using TPB frameworks and examine the effect of communication anxiety as part of extended TPB. Design/methodology/approach This was quantitative nonexperimental research conducted by gathering cross-sectional data through electronic survey. A total of 1,009 Indonesian college students voluntarily participate in the survey. Structural equation modeling was used to analyze the data and test the hypothesis. Findings The results indicate that there was significant and positive effect between TPB-related variables: (1) attitude, (2) subjective norms, (3) behavioral control, (4) intention and (5) behavior. Communication anxiety, as an additional variable in the extended model, shows significant and negative effects on behavioral control and active participation behavior. However, the communication anxiety indicates insignificant effect on students’ intention to participate in online synchronous learning. The findings support the evidence that students’ intention to actively participate in synchronous learning can be described using TPB and communication anxiety hinders student to actively participate in synchronous learning. Originality/value The paper extends TPB on student active participation. Prior research limited to original theory of planned behavior (TPB) on student in-class and massive open online course (MOOC) participations, whereas the current research includes communication anxiety as additional variable on extended TPB to understand students’ intention to actively participate in synchronous online learning.

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The role of entrepreneurial education in determining actual entrepreneurial behavior: Does TESOL amplified communication apprehension matter?

Cited by 3 publications

References 67 publications

Entrepreneurial Behaviour of the Agriculture Students-A review

Entrepreneurial Behaviour of the Agriculture Students-A review

Exploring the role of TESOL and digital technology in attitudinal change and sustainable learning for students of higher education

Communication anxiety as barrier: extending theory of planned behavior on student intention to participate in synchronous online learning

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