Predicting individuals' digital autopreneurship: Does educational intervention matter?

被引：21

作者：

Yeh, Ching-Hsuan ^{[1
]}

Wang, Yi-Shun ^{[2
]}

Hsu, Jing-Wei ^{[2
]}

Lin, Shin-jeng ^{[3
]}

机构：

[1] Fujian Univ Technol, Sch Internet Econ & Business, Sch Guomai Informat, Fuzhou, Fujian, Peoples R China

[2] Natl Changhua Univ Educ, Dept Informat Management, 2 Shi Da Rd, Changhua 500, Taiwan

[3] Le Moyne Coll, Dept Management Leadership & Informat Syst, Syracuse, NY USA

来源：

JOURNAL OF BUSINESS RESEARCH | 2020年 / 106卷

关键词：

Digital autopreneurship; Entrepreneurial intention; Big Five personality traits; Intrinsic motivation; Extrinsic motivation; Educational interventions; WORD-OF-MOUTH; ENTREPRENEURSHIP EDUCATION; PERSONALITY-TRAITS; SELF-EFFICACY; SOCIAL MEDIA; BIG; INTENTION; STUDENTS; BEHAVIOR; IMPACT;

D O I：

10.1016/j.jbusres.2019.08.020

中图分类号：

F [经济];

学科分类号：

02 ;

摘要：

By integrating personality, motivation, and curriculum differences, this study examined regular users' digital autopreneurial intentions in the YouTube context. The results of PLS analyses of 304 respondents revealed that interpersonal-involved dispositions (i.e., extraversion and agreeableness) have better predictability of extrinsic motivation, whereas personal-involved dispositions (i.e., openness to experience) contribute to intrinsic motivation. Both intrinsic and extrinsic motivation positively lead to autopreneurial intention, and the effects of extrinsic motivation are twice greater than those of intrinsic motivation. Finally, educational interventions fail to augment the relationships between the two types of motivation and autopreneurial intention. This study contributes to the debate on the teachability dilemma and concludes with a discussion on its theoretical and managerial implications.

引用

页码：35 / 45

页数：11

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