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

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.