Getting more than grades out of supplemental instructions: Examining the effect of coaching styles on undergraduate students' entrepreneurial intentions and creativity

2016 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) Pub Date : 2016-12-01 DOI:10.1109/TALE.2016.7851793

Yik-Kiu Lee, C. Sue-Chan, Ray Tak-yin Hui

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引用次数: 1

Abstract

Despite a 21st century world in need badly of entrepreneurial and innovative spirits, how much undergraduate education can provide to nurture entrepreneurs and innovators in our future leaders and young professionals remains questionable, especially in East Asian societies which inherited a 1,400 some years of exam-taking tradition from Imperial China, such as Hong Kong. Examining a sample of 1,492 leader-student dyads participating in a peer-assisted learning scheme offering supplemental instruction in course content over a semester with Structural Equation Modeling (SEM), we found that facilitation coaching behaviors bring students benefits beyond grades, namely arousing their entrepreneurial intention and enhancing their creativity; whereas guidance coaching behaviors may suppress their creativity. In addition, we hypothesize that students' self-regulation reinforces their coaches' behavioral influences on their entrepreneurial intention and creativity. Results show some support to our hypotheses.

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从补充指导中获得的不仅仅是分数:指导方式对大学生创业意向和创造力的影响

尽管21世纪的世界迫切需要企业家和创新精神，但本科教育能在多大程度上培养企业家和创新者，培养我们未来的领导者和年轻的专业人士，仍然是个问题，尤其是在东亚社会，这些社会继承了1400多年来中国帝制时期的考试传统，比如香港。采用结构方程模型(SEM)对1492名参与同侪辅助学习计划的领导-学生二人组进行了为期一个学期的课程内容补充指导，结果发现，促进式辅导行为给学生带来的益处超越了成绩，即激发了学生的创业意愿，增强了学生的创造力;而指导性教练行为可能会抑制他们的创造力。此外，我们假设学生的自我调节强化了教练的行为对其创业意图和创造力的影响。结果支持了我们的假设。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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2016 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE)

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