Muhammad Haroon Rashid , Yanqing Wang , Imran Anwar , Sumaira Aslam , Naveed Yasin , Waqas Khuram
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引用次数: 0
摘要
本研究以 S-O-R 理论为基础,通过创业激情(EP)的中介作用,探讨社会网络关系(SNTs)对创业意向(EI)的直接和间接影响。本研究还探讨了成就需要(nAch)对 SNTs 和 EP 之间直接关系的调节作用,并进一步探讨了 nAch 对 SNTs 到 EI 的间接路径的条件调节作用。我们以 307 名巴基斯坦大学生为样本,采用 PLS-SEM 方法对模型进行了检验。测量模型的结果表明,数据符合收敛有效性和发散有效性的假设。结构模型的结果表明,SNTs 对 EI 有直接和间接的影响。此外,还发现 nAch 对 SNT 与 EP 之间的联系具有正向调节作用。此外,条件间接效应的结果推断,对于认为 nAch 水平高的学生来说,SNTs 的间接效应最为显著,而对于认为 nAch 水平低的学生来说,SNTs 的间接效应则最不显著。本研究采用 S-O-R 方法,通过 EP 理解 SNT 与 EI 之间的联系,并将 nAch 作为边界条件,从而为相关文献增添了新的内容。
Venture creation through social connections: Role of social networking ties in developing entrepreneurial passion and intentions among university students
Drawing upon S-O-R theory, this study explores the direct and indirect influence of social networking ties (SNTs) on entrepreneurial intention (EI), via the mediation of entrepreneurial passion (EP). It also investigates the moderation effect of the need for achievement (nAch) on the direct relationship between SNTs and EP and further investigates the conditional moderation of nAch on the indirect path from SNTs to EI. Using a sample of 307 Pakistani university students, we employed the PLS-SEM approach to test the model. The results of the measurement model affirmed that the data meet the assumptions of convergent and divergent validities. The findings from the structural model showed that SNTs influence EI both directly and indirectly. Additionally, nAch is also found to positively moderate the link between SNTs and EP. Further, the results of conditional indirect effects infer that the indirect effect of SNTs becomes the most significant for the students who perceive a high level of nAch and the least significant for the students who perceive a low level of nAch. This study adds to the literature by employing the S-O-R approach to understand the link between SNTs and EI via EP and incorporating nAch as a boundary condition.
期刊介绍:
The International Journal of Management Education provides a forum for scholarly reporting and discussion of developments in all aspects of teaching and learning in business and management. The Journal seeks reflective papers which bring together pedagogy and theories of management learning; descriptions of innovative teaching which include critical reflection on implementation and outcomes will also be considered.