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- Basinska, Beata A., et al.
(författare)
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Be fearless : Positive affect as a mediator between venturesomeness and self-efficacy in future entrepreneurs and managers : Être intrépide : affect positif agissant comme médiateur entre l’audace et la connaissance de ses propres capacités chez les futurs entrepreneurs et managers
- 2018
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Ingår i: Revue Européenne de Psychologie Appliquée / European Review of Applied Psychology. - : Elsevier. - 1162-9088 .- 1878-3457. ; 68:4-5, s. 171-180
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Tidskriftsartikel (refereegranskat)abstract
- Introduction and objectives. – Self-efficacy, personality and different affect states in entrepreneurs and managers are important factors for effectiveness and well-being. The aim of the study was to examine in young adults during entrepreneurship-related education, the relationships between venturesomeness and self-efficacy, and the mediating effects of positive affect and positive emotions (joviality, self-assurance, attentiveness) on these relationships.Method. – One hundred and fifty-three participants (mean age 22 years) completed questionnaires that assessed venturesomeness, general self-efficacy, positive affect (measured as a state), and positive emotions. Bootstrapping analyses with simple and multiple mediators were conducted, controlled for gender, to estimate the indirect effects of positive affect and positive emotions on venturesomeness and general self-efficacy.Results. – Venturesomeness was significantly correlated with self-efficacy. Positive affect (model 1), joviality and self-assurance, but not attentiveness (model 2), were complete mediators in the relationship between venturesomeness and self-efficacy.Conclusion. – The present study provides new evidence that heightened venturesomeness is related to higher levels of positive affect, self-assurance and joviality. Venturesomeness, therefore, may strengthen self-efficacy in young people during entrepreneurship-related education, and positive emotions may lead to an aware use of resources, including self-efficacy. These results may stimulate young people to be braveand to try new experiences.
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| 2. |
- Hudson, Brian, 1951-
(författare)
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Networking as/for knowledge transformation and innovation : from research-based practice to the scholarship of teaching and learning
- 2005
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Ingår i: International Society for the Scholarship of Teaching and Learning (ISSOTL) 2005 Conference. - http://www.issotl.org/2005proceedings.html : ISSOTL.
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Konferensbidrag (refereegranskat)abstract
- This paper outlines an approach to research-based practice that has evolved in the context of developing an international online MSc programme, arising from institutional collaboration through the Thematic Network for Teacher Education in Europe (TNTEE). A strong emphasis has been placed on critical action research, team teaching and reflective practice which is conceptualised within an integrative model of design research that integrates the processes of research, evaluation and dissemination. Also integral to this has been a process of networking that is seen both as and for knowledge transformation and innovation. Central to this process has been a problem solving approach that has been focused on the whole ‘instructional’ process with particular attention to the instructional or curriculum design process. This approach also underpins the research, dissemination and evaluation framework of the Higher Education Funding Council for England (HEFCE) Project ‘Active Learning – Active Citizenship’, supported under the Fund for the Development of Teaching and Learning (FDTL5) and the project supported by my National Teaching Fellowship. The latter supports the development of an open and flexible networked learning community at doctoral level in teaching and teacher education with additional support from the European Commission under the Erasmus Action (Higher Education) of the Socrates Programme. Furthermore it informs the development of the recently established HEFCE funded Centre for Excellence in Teaching and Learning on ‘Promoting Learner Autonomy’. Our aim is to meet this challenge through the development of a widely shared scholarship of teaching and learning across a large and complex organisation.
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