The Relationship Between Personality Traits and Entrepreneurial Intention Among College Students: The Mediating Role of Creativity

Li, Li-Na; Huang, Jian-Hao; Gao, Sun-Yu

doi:10.3389/fpsyg.2022.822206

Cited by 16 publications

(23 citation statements)

References 88 publications

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“…Research has established that creative thinking dispositions are directly determined by personality traits ( Ayyildiz and Yilmaz, 2021 ). For example, Li et al (2022) , found that neuroticism has a negative impact while conscientiousness, openness, and extraversion have a positive impact on creativity. Other research studies have gained contradictory insights ( Jirásek and Sudzina, 2020 ).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Does creative thinking contribute to the academic integrity of education students?

Eshet

Margaliot

2022

Front. Psychol.

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The current research focuses on the nature of the relationship comprising personality traits, creative thinking, and academic integrity. Scholars have confirmed that personality traits and creative thinking correlate positively with academic integrity. However, a discussion of academic integrity, personality traits, and creative thinking is missing in the scholarly literature. This study used a questionnaire survey based on the Big Five Factor to identify personality characteristics, the Academic Integrity Inventory, and the Torrance Tests of Creative Thinking. The sample included 976 students studying in four academic colleges in Israel, of which two are teacher training colleges and two colleges awarding a degree in education. The findings show that most of the students (71%) reported they had cheated at some point during their academic studies, and only one-fifth (21%) thought that they would condemn their peers’ lack of integrity. Creative thinking students and emotionally stable persons tend to be more ethical. Hence, we conclude that it is recommended to deliver creative thinking courses in the teacher’s educational training programs to improve creative thinking levels, reduce academic dishonesty, and create more effective curricula.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Does creative thinking contribute to the academic integrity of education students?

Eshet

Margaliot

2022

Front. Psychol.

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“…Entrepreneurial Intention Scale of undergraduates (Li & Zhang, 2015) concerned goal intention and implementation intention. Each subscale comprised six items, and the responses were recorded on a five‐point Likert scale ranging from 1 (completely disagree) to 7 (completely agree).…”

Section: Methodsmentioning

confidence: 99%

“…Entrepreneurial intention, which constitutes the foundation of entrepreneurial behaviors, refers to individuals’ willingness and effort to establish their own business (Li & Zhang, 2015), through which they can generate value by means of novel ventures or other forms of innovation (Bruyat & Julien, 2001). Entrepreneurial intention has been theoretically and empirically demonstrated to have a strong association with entrepreneurial actions (e.g., Kautonen et al., 2015; Lee et al., 2011; Neneh, 2019; Shinnar et al., 2018; Shirokova et al., 2016; van Gelderen et al., 2015).…”

Section: Introductionmentioning

confidence: 99%

“…According to boundaryless career theory (T. Wang & Yang, 2018), self‐initiative (e.g., proactive personality), which is an essential antecedent of career success, motivates individuals to construct and develop their career irrespective of an uncertain future. On the one hand, some empirical studies (e.g., Crant, 1996; Li & Zhang, 2015) empirically supported that proactive individuals demonstrate high levels of entrepreneurial intention. On the other hand, some other scholars (e.g., Chipeta & Surujlal, 2017; Marshall et al., 2019; Obschonka et al., 2018) question the positive contributions of proactive personality on entrepreneurial intentions.…”

Section: Introductionmentioning

confidence: 99%

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Proactive personality and entrepreneurial intention: Social class’ moderating effect among college students

Zhang

2022

The Career Development Quart

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The association between a proactive personality and entrepreneurial career intention with the moderating effect of social class (socioeconomic status and subjective social class) was examined in Chinese college students in the current study. After controlling for gender and university grade, a proactive personality was discovered to positively predict entrepreneurial intention (both goal intention and implementation intention) among a sample of 367 college students (228 females and 139 males; 119 freshmen, 166 sophomores, and 82 juniors). Subjective social class strengthened the relationship between a proactive personality and entrepreneurial intention, whereas socioeconomic status did not significantly moderate this relationship. Finally, the implications of the results and suggestions for future research were discussed.

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“…The college students with higher entrepreneurial willingness are not completely consistent with those with higher entrepreneurial practice, We cannot simply think that entrepreneurial willingness of college students means entrepreneurial practice (Huang, et al 2021). There is still a long way to go from "forming entrepreneurial willingness" to "transforming willingness into practice" (Li, et al 2022).…”

Section: Introductionmentioning

confidence: 97%

An empirical study on entrepreneurial willingness and entrepreneurial rationality: based on an entrepreneurship questionnaire survey of Chinese college students

Xiao¹

2022

Preprint

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Through researching the status of willingness and rationality of College Students' Entrepreneurship (CSE) in China, which have called on "Mass Entrepreneurship" since 2014, this study is to explore the influence of entrepreneurial willingness and entrepreneurial rationality on entrepreneurial success and the methods and measures to improve college students' entrepreneurial willingness and rationality, which contribute to improve the success rate of entrepreneurship, so as to improve the utilization efficiency of social resources and save social resources. Through 601 questionnaires on entrepreneurial understanding, combined with the basic situation of college students, such as college, major, grade, and gender, this research uses the methods of factor analysis and regression analysis to study the internal factors affecting CSE. The findings concluded that College Students' Founders (CSF) mainly focus on earnings, risks and capitals for entrepreneurship, and the main factors affecting college students' choice and success of entrepreneurship are relevant knowledge of entrepreneurship. Therefore, from the perspective of education, innovation-entrepreneurship education (IEE) should be focus on entrepreneurial willingness and entrepreneurial rationality, and should improve the pertinence and adaptability of entrepreneurship education, should strengthen entrepreneurship practice education, which start as soon as possible, according to the characteristics of the colleges and specific majors. These results extend the extant findings in the literature on entrepreneurial intention, practice. Also, this study can provide reference for the study of entrepreneurship education in world universities.

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The Relationship Between Personality Traits and Entrepreneurial Intention Among College Students: The Mediating Role of Creativity

Cited by 16 publications

References 88 publications

Does creative thinking contribute to the academic integrity of education students?

Does creative thinking contribute to the academic integrity of education students?

Proactive personality and entrepreneurial intention: Social class’ moderating effect among college students

An empirical study on entrepreneurial willingness and entrepreneurial rationality: based on an entrepreneurship questionnaire survey of Chinese college students

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