Increasing teaching effectiveness in entrepreneurship education: Course characteristics and student needs differences

Maike Liu*, Marjan J. Gorgievski, Jun Qi, Fred Paas

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

3 Citations (Scopus)
18 Downloads (Pure)

Abstract

This study investigated the impact of entrepreneurship course characteristics on students' entrepreneurial intentions through fostering entrepreneurial self-efficacy and study engagement. Furthermore, the moderating role of student needs differences was examined. Data were collected among 302 Chinese undergraduates who enrolled in an entrepreneurship course. Students filled in a questionnaire before and after the course. Results of structural equation modeling revealed that a challenging learning environment positively related to entrepreneurial self-efficacy and study engagement, which in turn related to entrepreneurial intentions. Teacher-student relationships only related to study engagement. In addition, a challenging learning environment related stronger to enhanced study engagement for the high need for achievement students, and teacher-student relationships significantly and positively related to entrepreneurial self-efficacy only among students with a high need for affiliation. The findings can be used to improve entrepreneurship education. Theoretical and practical implications will be discussed.
Original languageEnglish
Article number102147
JournalLearning and Individual Differences
Volume96
DOIs
Publication statusPublished - May 2022

Bibliographical note

Funding Information:
This paper was supported by the China Scholarship Council (Grant/Award Number: 201806340098 ) and Social Science Foundation of Anhui Province (Grant Number: SK2019A1024 ). We have no conflicts of interest to disclose.

Publisher Copyright:
© 2022 The Authors

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