Bibliometric analysis of the papers on urban education

Chen, Jinyu; Ye, Xindong; Chen, Min; Liang, Yajun

doi:10.1108/lht-01-2019-0009

Cited by 21 publications

(17 citation statements)

References 24 publications

(26 reference statements)

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“…Arokiasamy and Tat (2020) conducted an empirical study on 369 full-time academic employees of higher-education institutions in Malaysia. The results showed that transformational leaders were able to create a workplace spirit that increased employees' ability to engage in learning (Chen et al, 2019).…”

Section: Literature Reviewmentioning

confidence: 98%

The Influence of Entrepreneurial Psychological Leadership Style on Organizational Learning Ability and Organizational Performance

Tong

2020

Front. Psychol.

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In order to study the influence of different entrepreneurial psychological leadership styles on organizational learning ability and organizational performance and to provide theoretical basis for the improvement of organizational benefits of entrepreneurial enterprises in the future, 421 general managers, middle managers, and grassroots managers of 350 small-and medium-sized private enterprises in Beijing were surveyed by questionnaire in two forms: online and on-site. Then, a hypothesis model of the relationship between different entrepreneurial psychological leadership styles and organizational learning ability and organizational performance was constructed. The correlation between transformational, transactional, and laissez-faire psychological leadership styles and organizational performance and organizational learning ability was analyzed using multiple regression models. AMOS 7.0 software was used to simulate and verify the model. The results show that transformational psychological leadership style is positively correlated with organizational learning ability, financial performance, and growth performance; transactional psychological leadership style is positively correlated with organizational financial performance, growth performance, and organizational learning ability; there is no correlation between laissez-faire psychological leadership style and organizational financial performance and growth performance, but there is a significant positive correlation between laissez-faire psychological leadership style and organizational learning ability. The covariance between the error terms of the internal and external potential variables of the model is positive, and the factor load value of each potential variable and the observed variable is between 0.5 and 1, which shows that transformational and transactional psychological leadership styles have a more positive influence on organizational financial performance and learning ability than a laissez-faire psychological leadership style. The hypothesis model of the relationship between entrepreneurial psychological leadership styles and organizational learning ability and organizational performance conforms to the adaptation criteria and is feasible.

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Section: Literature Reviewmentioning

confidence: 98%

The Influence of Entrepreneurial Psychological Leadership Style on Organizational Learning Ability and Organizational Performance

Tong

2020

Front. Psychol.

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“…Also, the intermediary role of entrepreneurial self-efficacy was verified through data quantification. It is hoped to provide some data references for the improvement of the entrepreneurial performance of start-ups in the context of entrepreneurship education (Chen et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Exploration of Entrepreneurship Education by Linear Regression and Psychological Factor Analysis

Shi

et al. 2020

Front. Psychol.

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To study the improvement of the entrepreneurial performance of start-ups and achieve an organic combination of entrepreneurship education and entrepreneurial performance, the entrepreneurial group of college students was taken as the springboard to discuss the entrepreneurial performance of start-ups initiated by college students. First, through questionnaire design and scale selection, the results of the questionnaire survey and the reliability and validity of the scale tool were tested. Second, the variable of college students' entrepreneurial self-efficacy based on psychological factor analysis was introduced. The correlations among entrepreneurship education, entrepreneurial selfefficacy, and entrepreneurial performance were analyzed. Finally, the intermediary role of entrepreneurial self-efficacy was verified by using the hierarchical linear regression analysis method combined with the BARON three-part verification method. The results show that the response rate of the questionnaire is 92%, and the selection of research samples is scientific. The Cronbach's α reliability coefficients corresponding to each scale are all above 0.8, and the common factor variances are all above 0.7. Therefore, the reliability and validity of scale tools are good. Entrepreneurship education, entrepreneurial self-efficacy, and entrepreneurial performance are significantly correlated with each other. The college students' entrepreneurial self-efficacy has a good explanatory ability and plays an intermediary role; in the entrepreneurial innovation learning dimension, its corresponding β = 0.257; in the dimension of school organizational support, the corresponding β = 0.439; in the dimension of social interaction, the corresponding β = 0.238. The results have a reference value for studying entrepreneurship education and the improvement of entrepreneurial performance from a psychological level.

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“…The FTA method is further optimized, that is, fuzzy mathematics is introduced to describe the uncertainties of occurrence probability of the bottom event that may cause college classroom teaching failure. Then, the probability interval of teaching failure is simulated by the double-layer MCM (Chen et al, 2019 ). Finally, the probability interval of college classroom teaching effect is evaluated quantitatively.…”

Section: Discussionmentioning

confidence: 99%

Applying Fuzzy Fault Tree Method to Evaluate the Reliability of College Classroom Teaching

2021

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The evaluation of classroom teaching quality is closely related to the development of higher education as a scientific and effective evaluation system that can provide a solid foundation for formulating educational policies. Therefore, an evaluation model of classroom teaching quality in colleges and universities is established based on the fuzzy fault tree theory with “classroom teaching failure” as the top event to effectively evaluate the reliability of college classroom teaching and optimize the teaching strategies. In consideration of the lack of availability and dynamics of classroom teaching data, fuzzy numbers are used to describe the probability of underlying events. In addition, the top event probability of the fuzzy fault tree is calculated by the double-layer Monte Carlo method (MCM), which analyzes the classroom teaching effect based on the fuzzy fault tree reasonable. In summary, the quantitative evaluation system of classroom teaching quality based on fuzzy fault trees can evaluate classroom teaching more comprehensively and dynamically and help to improve the teaching quality of higher education.

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Bibliometric analysis of the papers on urban education

Cited by 21 publications

References 24 publications

The Influence of Entrepreneurial Psychological Leadership Style on Organizational Learning Ability and Organizational Performance

The Influence of Entrepreneurial Psychological Leadership Style on Organizational Learning Ability and Organizational Performance

Exploration of Entrepreneurship Education by Linear Regression and Psychological Factor Analysis

Applying Fuzzy Fault Tree Method to Evaluate the Reliability of College Classroom Teaching

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