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

共 50 条

[21] Learning Gains From the KinderTEK(R) iPad Math Program: Does Timing of a Preventative Intervention Matter?
Cary, Mari Strand
Kennedy, Patrick C.
Shanley, Lina
Clarke, Ben
JOURNAL OF SPECIAL EDUCATION TECHNOLOGY, 2021, 36 (04) : 321 - 335
[22] Does College Matter for Emerging Adulthood? Comparing Developmental Trajectories of Educational Groups
Mitchell, Lauren L.
Syed, Moin
JOURNAL OF YOUTH AND ADOLESCENCE, 2015, 44 (11) : 2012 - 2027
[23] Why does height matter for educational attainment? Evidence from German children
Cinnirella, Francesco
Piopiunik, Marc
Winter, Joachim
ECONOMICS & HUMAN BIOLOGY, 2011, 9 (04) : 407 - 418
[24] Does gamification matter? A systematic mapping about the evaluation of gamification in educational environments
Tome Klock, Ana Carolina
Ogawa, Aline Nunes
Gasparini, Isabela
Pimenta, Marcelo Soares
33RD ANNUAL ACM SYMPOSIUM ON APPLIED COMPUTING, 2018, : 2006 - 2012
[25] Does Providing a Personalized Educational Game Based on Personality Matter? A Case Study
Tlili, Ahmed
Denden, Mouna
Essalmi, Fathi
Jemni, Mohamed
Kinshuk
Chen, Nian-Shing
Huang, Ronghuai
IEEE ACCESS, 2019, 7 : 119566 - 119575
[26] Digital Marketing in the Legal Profession: What's Going on and Does it Matter?
Rogers, Justine
Song, Anthony
LAW TECHNOLOGY AND HUMANS, 2023, 5 (02): : 134 - 164
[27] Does the coupling of digital and green technology innovation matter for carbon emissions?
Liu, Zhenyuan
Du, Shiyi
Zhang, Lu
Xie, Jialong
Wang, Xiuting
JOURNAL OF ENVIRONMENTAL MANAGEMENT, 2025, 373
[28] Financial inclusion - does digital financial literacy matter for women entrepreneurs?
Hasan, Rashedul
Ashfaq, Muhammad
Parveen, Tamiza
Gunardi, Ardi
INTERNATIONAL JOURNAL OF SOCIAL ECONOMICS, 2023, 50 (08) : 1085 - 1104
[29] Digitalization in higher education: does personal innovativeness matter in digital learning?
Devisakti, A.
Muftahu, Muhammad
INTERACTIVE TECHNOLOGY AND SMART EDUCATION, 2023, 20 (02) : 257 - 270
[30] Who Dislikes Whom, and For Whom Does It Matter: Predicting Aggression in Middle Childhood
Erath, Stephen A.
Pettit, Gregory S.
Dodge, Kenneth A.
Bates, John E.
SOCIAL DEVELOPMENT, 2009, 18 (03) : 577 - 596

← 1 2 3 4 5 →