What are the key drivers to promote entrepreneurial intention of vocational college students? An empirical study based on structural equation modeling

BackgroundThe primary objective of this study is to ascertain whether the Expectation Confirmation Model can be expanded by external variables including computer anxiety, social interaction, and self-efficacy to better understand the intention to continue using online learning systems in the post-pandemic era among vocational college students. Moreover, this research argues that the intention to continue using online learning systems among students may be gender-sensitive.MethodsThe researchers surveyed 482 students from eight vocational colleges in Jiangxi Province using a structured questionnaire. Partial Least Squares Structural equation modeling is used to verify the research model.ResultsThe outcomes demonstrate that the proposed model adequately explains the continuous use intention for online learning systems at a 76.6% confidence level. All of the newly introduced variables in the ECM are shown to be significant and relevant to explicate continuous use intention. Our survey results show that gender differences in intention to continue using online learning systems exist objectively, but this difference is not a natural difference.ConclusionThis research fills a void in the current literature on online learning and probes into how learning may be made more long-lasting in intricate environments.

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Antecedents of continuance intention in online learning systems among vocational college students: The moderating effect of gender

Wang

Chen-ming

2022

“…As far as the nature of the entrepreneurial opportunity, there are two competing views, i.e., the discovery and the creation point of view (Edelman and Yli-Renko, 2010 ; Kuckertz et al, 2017 ; Niu et al, 2022 ). Moreover, yet for university students, the creation point of view is more appropriate than the discovery point of view for examining university students' ability of EOI (Munoz et al, 2011 ; Chen and Tao, 2021 ).…”

Section: Discussionmentioning

confidence: 99%

“…The contribution of PC in explaining EI is obvious since previous research in the field of business shows that entrepreneurs differ from no entrepreneurs in terms of essential PC ingredients (Bockorny and Youssef-Morgan, 2019 ; Chen and Tao, 2021 ). For those who would be entrepreneurs, the positive effect of self-efficacy on EI is well-documented (e.g., Gao and Qin, 2022 ; Niu et al, 2022 ).…”

Section: Introductionmentioning

confidence: 99%

Sustainable entrepreneurship out of entrepreneurial opportunity identification: The mediating role of psychological capital

Chen

2023

IntroductionThe aim of the present study, was to examine the simultaneous effects of entrepreneurial opportunity identification (EOI) and psychological capital (PC) on university students' entrepreneurial intention (EI). Compared with necessity-driven entrepreneurship, opportunity-driven entrepreneurship is more sustainable. Scholars have shown that EOI is key to forming EI, but little has been discussed about its association with PC.MethodsA total of 555 university students in China were enrolled by means of convenience sampling. Descriptive statistics and correlation analysis of variables were performed using SPSS 21.0 software. Structural equation modeling analysis (SEM) with AMOS 21.0 was used to examine the structural effects of EOI and PC on university students' EI.ResultsAccording to the results, university students' EOI and PC had a positive and insignificant influence on their levels of EI. Furthermore, PC was found to fully mediate the impact of EOI on EI.DiscussionThe present study could shed light on new instructions to examine the interaction between the cognitive and psychological components of EI in the field of entrepreneurship. It is recommended that educators and practitioners should pay regard to the role of EOI and PC.

“…Numerous research support the notion that INT contributes either directly or indirectly to student SAT in a online learning context (Niu et al, 2022b). In addition to the variables of motivation, course structure, and teacher facilitation/knowledge, Baber (2020) shown that INT is the most influential factor in determining students' perceived learning outcomes, which in turn impacts student SAT.…”

Section: Int and Satmentioning

confidence: 96%

What are the key drivers to promote continuance intention of undergraduates in online learning? A multi-perspective framework

Zhang

Zhang²,

Liu³

et al. 2023

Introduction/AimThe purpose of this study is to investigate the key predictors of online learning system continuance intention using expectation-confirmation theory and information system success model as the theoretical framework.MethodsA total of 537 respondents participated in the questionnaire to measure their self-reported responses to eight constructs (perceived usefulness, interaction, confirmation, satisfaction, continuance intention, information quality, system quality, service quality). Convenience sampling was used to obtain participants in this study. Partial least square structural equation model is used for data analysis.ResultsThe results showed that all the hypotheses were validated except that there was no significant positive relationship between online learning interaction and student satisfaction. Meanwhile, the variance of the continuance intention of the online learning system reached 74.0%, falling within the moderate to substantial. In addition, the multi-group analysis of perceived usefulness, satisfaction and continuance intention showed that there was no significant gender difference in the above two relationships.DiscussionFinally, this study also puts forward the theoretical and practical implications of college students’ continuance intention of online learning system.