What are the key drivers to promote entrepreneurial intention of vocational college students? An empirical study based on structural equation modeling

A Hybrid SEM-ANN Approach to Investigate the Internet Addiction Among University Students Based on Psychological Resilience Theory and Cognitive-Behavioral Theory

The internet is now essential in college students' lives, but its overuse is turning into a worldwide issue, notably with rising internet addiction among students. Earlier studies have mainly explored the risk factors of internet addiction, yielding various findings. This study aims to delve into the key factors affecting internet addiction among university students by integrating the theory of psychological resilience with cognitive-behavioral theory. It thoroughly analyzes how self-control, emotional regulation, social support, perceived stress, and psychological resilience influence internet addiction and explores their interactions and underlying mechanisms. The study conveniently selected 999 university students for a survey to measure their self-reported ratings on six constructs: self-control, emotional regulation, perceived stress, psychological resilience, social support, and internet addiction. Employing a Structural Equation Modeling - Artificial Neural Network (SEM-ANN) approach, the study unveiled complex and non-linear relationships between predictors and internet addiction. Results indicated that self-control and psychological resilience significantly reduce internet addiction, while perceived stress notably increases the risk. Notably, emotional regulation and social support did not directly lower the risk of internet addiction. Further analysis revealed that psychological resilience plays a mediating role between self-control, emotional regulation, social support, and internet addiction. Additionally, multilayer perceptron analysis of normalized importance showed self-control as the most critical predictive factor (100%), followed by emotional regulation (9.1%), social support (8.4%), and psychological resilience (5.4%). The study contributes theoretical and practical insights into internet addiction among university students.

Analysing the effect of resilience and perceived social environment on university students' intention to start sustainable ventures

The literature mostly has addressed the determinants of entrepreneurial intention in general and social entrepreneurship, without focusing specifically on sustainable entrepreneurial intention despite it has become highly relevant in addressing environmental degradation and social challenges. This study aims to contributes to the understanding of psychological and social factors that influence sustainable business, evaluating the effect of resilience, subjective norms, and perceived social support on sustainable entrepreneurial intention. We analysed the online survey responses of 433 students from Chile and Ecuador enrolled in business and engineering programs using Partial Least Squares Structural Equation Models (PLS-SEM), moreover, a multi-group analysis (MGA) has been conducted to assess gender differences. The findings have supported the positive effect of psychological resilience and subjective norms on perceived social support, besides, an important effect of social support on sustainable entrepreneurial intention was found. These results offer new evidence regarding the significance of the social environment, support networks, and resilience of university students in fostering the establishment of sustainable businesses with a focus on social well-being and environmental protection in Latin America. This is particularly pertinent as the countries in this region are grappling with social and environmental challenges that could be addressed through sustainable entrepreneurship.

Sustainable entrepreneurship out of entrepreneurial opportunity identification: The mediating role of psychological capital

Introduction

The aim of the present study, was to examine the simultaneous effects of entrepreneurial opportunity identification (EOI) and psychological capital (PC) on university students' entrepreneurial intention (EI). Compared with necessity-driven entrepreneurship, opportunity-driven entrepreneurship is more sustainable. Scholars have shown that EOI is key to forming EI, but little has been discussed about its association with PC.

Methods

A total of 555 university students in China were enrolled by means of convenience sampling. Descriptive statistics and correlation analysis of variables were performed using SPSS 21.0 software. Structural equation modeling analysis (SEM) with AMOS 21.0 was used to examine the structural effects of EOI and PC on university students' EI.

Results

According to the results, university students' EOI and PC had a positive and insignificant influence on their levels of EI. Furthermore, PC was found to fully mediate the impact of EOI on EI.

Discussion

The present study could shed light on new instructions to examine the interaction between the cognitive and psychological components of EI in the field of entrepreneurship. It is recommended that educators and practitioners should pay regard to the role of EOI and PC.

What are the key drivers to promote continuance intention of undergraduates in online learning? A multi-perspective framework

Introduction/Aim

The purpose of this study is to investigate the key predictors of online learning system continuance intention using expectation-confirmation theory and information system success model as the theoretical framework.

Methods

A total of 537 respondents participated in the questionnaire to measure their self-reported responses to eight constructs (perceived usefulness, interaction, confirmation, satisfaction, continuance intention, information quality, system quality, service quality). Convenience sampling was used to obtain participants in this study. Partial least square structural equation model is used for data analysis.

Results

The results showed that all the hypotheses were validated except that there was no significant positive relationship between online learning interaction and student satisfaction. Meanwhile, the variance of the continuance intention of the online learning system reached 74.0%, falling within the moderate to substantial. In addition, the multi-group analysis of perceived usefulness, satisfaction and continuance intention showed that there was no significant gender difference in the above two relationships.

Discussion

Finally, this study also puts forward the theoretical and practical implications of college students' continuance intention of online learning system.

Antecedents of continuance intention in online learning systems among vocational college students: The moderating effect of gender

Background

The primary objective of this study is to ascertain whether the Expectation Confirmation Model can be expanded by external variables including computer anxiety, social interaction, and self-efficacy to better understand the intention to continue using online learning systems in the post-pandemic era among vocational college students. Moreover, this research argues that the intention to continue using online learning systems among students may be gender-sensitive.

Methods

The researchers surveyed 482 students from eight vocational colleges in Jiangxi Province using a structured questionnaire. Partial Least Squares Structural equation modeling is used to verify the research model.

Results

The outcomes demonstrate that the proposed model adequately explains the continuous use intention for online learning systems at a 76.6% confidence level. All of the newly introduced variables in the ECM are shown to be significant and relevant to explicate continuous use intention. Our survey results show that gender differences in intention to continue using online learning systems exist objectively, but this difference is not a natural difference.

Conclusion

This research fills a void in the current literature on online learning and probes into how learning may be made more long-lasting in intricate environments.