More resources or less demands? A three-wave longitudinal study on student well-being and perceived employability in entrepreneurship courses

IF 6 2区 管理学 Q1 BUSINESS
Maike Liu , Xiayu Tong , Leilei Zhao , Wenjun Cai
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引用次数: 0

Abstract

Building on the study demands-resources model, this study investigates the relationships between study resources and demands, student well-being and their perceived employability. A total of 518 students completed a questionnaire at the beginning, middle, and end of an entrepreneurship course. Structural equation modelling revealed that study resources, such as teacher-student and student-student relationships, positively related to study engagement. In contrast, study demands, including role conflict and emotional demands, positively related to emotional exhaustion. In turn, study engagement positively related to students’ perceived employability over time, whereas the impact of emotional exhaustion on perceived employability was not significant. Additionally, we proposed the moderation effect of study resources on the relationship between study demands and emotional exhaustion. Contrary to expectations, the results showed that teacher-student relationships strengthened the effect of role conflict on emotional exhaustion. This study contributes to the literature by providing empirical insights into the relationships between study resources and demands, student well-being, and employability development. The findings also have practical implications for improving teaching pedagogies of entrepreneurship courses.
更多的资源还是更少的需求?创业课程学生幸福感与感知就业能力的三波纵向研究
本研究以学习需求-资源模型为基础,探讨了学习资源与需求、学生幸福感、学生感知就业能力之间的关系。共有518名学生在创业课程的开始、中间和结束时完成了一份调查问卷。结构方程模型显示,师生关系和学生关系等学习资源与学习投入呈正相关。学习需求(包括角色冲突和情感需求)与情绪耗竭呈正相关。随着时间的推移,学习投入与学生的感知就业能力呈正相关,而情绪耗竭对感知就业能力的影响不显著。此外,我们还提出了学习资源对学习需求与情绪耗竭关系的调节作用。与预期相反,师生关系强化了角色冲突对情绪耗竭的影响。本研究为研究资源与需求、学生幸福感与就业能力发展之间的关系提供了实证见解。研究结果对改进创业课程的教学方法也具有实际意义。
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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来源期刊
CiteScore
10.30
自引率
25.00%
发文量
136
审稿时长
64 days
期刊介绍: The International Journal of Management Education provides a forum for scholarly reporting and discussion of developments in all aspects of teaching and learning in business and management. The Journal seeks reflective papers which bring together pedagogy and theories of management learning; descriptions of innovative teaching which include critical reflection on implementation and outcomes will also be considered.
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