Co-creation in entrepreneurship education: How autonomy support enhances the intention to develop entrepreneurial ideas

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Education for Business Pub Date : 2023-07-06 DOI:10.1080/08832323.2023.2224544

Lizbeth Puerta-Sierra, Rogelio Puente‐Díaz

引用次数: 0

Abstract

Abstract Co-creation involves giving students an active role in the design of entrepreneurial courses, with important consequences in terms of autonomy support and entrepreneurial intention. In study 1, we manipulated cocreation and hypothesized a positive influence on autonomy support and entrepreneurial intention. Results showed a positive influence of the experimental manipulation on entrepreneurial intention by increasing autonomy support. In study 2, we examined the relationships between autonomy support, satisfaction, curiosity, and entrepreneurial intention. Results showed positive relationships between autonomy support and class satisfaction, curiosity, and entrepreneurial intention. Class satisfaction and curiosity had positive relationships with entrepreneurial intention. The implications were discussed.

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创业教育中的共同创造:自主支持如何增强创业想法的发展意愿

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来源期刊

Journal of Education for Business EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.10

自引率

8.30%

发文量

期刊介绍： The Journal of Education for Business is for those educating tomorrow''s businesspeople. The journal primarily features basic and applied research-based articles in entrepreneurship, accounting, communications, economics, finance, information systems, management, marketing, and other business disciplines. Along with the focus on reporting research within traditional business subjects, an additional expanded area of interest is publishing articles within the discipline of entrepreneurship. Articles report successful innovations in teaching and curriculum development at the college and postgraduate levels. Authors address changes in today''s business world and in the business professions that are fundamentally influencing the competencies that business graduates need. JEB also offers a forum for new theories and for analyses of controversial issues. Articles in the Journal fall into the following categories: Original and Applied Research; Editorial/Professional Perspectives; and Innovative Instructional Classroom Projects/Best Practices. Articles are selected on a blind peer-reviewed basis. Original and Applied Research - Articles published feature the results of formal research where findings have universal impact. Editorial/Professional Perspective - Articles published feature the viewpoint of primarily the author regarding important issues affecting education for business. Innovative Instructional Classroom Projects/Best Practices - Articles published feature the results of instructional experiments basically derived from a classroom project conducted at one institution by one or several faculty.