School of Education Science, Nanjing Normal University, Nanjing 210046, China.
Center for Research and Reform in Education, Johns Hopkins University, Baltimore, MA 21286, USA.
Int J Environ Res Public Health. 2020 Jun 23;17(12):4511. doi: 10.3390/ijerph17124511.
The purpose of this study is to explore the relationship between emotional intelligence and entrepreneurial self-efficacy. The sample consisted of 529 students. The tools used to measure the relationship between emotional intelligence and entrepreneurial self-efficacy were the Emotional Intelligence Scale developed by Wong and Law and the Entrepreneurial Self-Efficacy Scale developed by Zhan. The results showed that there was a significant difference between male and female college students in entrepreneurial self-efficacy, but no significant difference between male and female college students in emotional intelligence. In entrepreneurial self-efficacy as well as emotional intelligence, there were significant differences between the third grade and the first and second grade, respectively. In addition, the results showed a significant positive correlation between entrepreneurial self-efficacy and emotional intelligence. With the improvement of the emotional intelligence level of vocational college students, the entrepreneurial self-efficacy will increase. The lower the emotional intelligence, the faster the improvement in entrepreneurial self-efficacy. The higher the emotional intelligence, the more stable the entrepreneurial self-efficacy. The university stage is considered an ideal entrepreneurial period, especially for vocational colleges' students, who pay more attention to entrepreneurship and innovation education. Encouraging the cultivation of the emotional intelligence of vocational college students in life will help to improve personal entrepreneurial self-efficacy. This research emphasizes that improving the emotional intelligence of vocational college students can enhance their sense of self-efficacy in entrepreneurship and help students with entrepreneurship and career development.
本研究旨在探讨情绪智力与创业自我效能感之间的关系。样本由 529 名学生组成。用于测量情绪智力与创业自我效能感之间关系的工具是 Wong 和 Law 开发的情绪智力量表以及 Zhan 开发的创业自我效能感量表。结果表明，男女大学生在创业自我效能感方面存在显著差异，但在情绪智力方面无显著差异。在创业自我效能感以及情绪智力方面，三年级与一、二年级之间分别存在显著差异。此外，结果表明创业自我效能感与情绪智力之间存在显著正相关。随着职业院校学生情绪智力水平的提高，创业自我效能感也会随之提高。情绪智力越低，创业自我效能感的提升速度越快。情绪智力越高，创业自我效能感越稳定。大学阶段被认为是理想的创业时期，特别是对于职业院校的学生来说，他们更加关注创业和创新教育。鼓励职业院校学生在生活中培养情绪智力有助于提高个人的创业自我效能感。本研究强调，提高职业院校学生的情绪智力可以增强他们在创业方面的自我效能感，有助于学生的创业和职业发展。
