Zhang Baoge, Xu Qiuyan, Han Song, Jiao Lan
Faculty of Teacher Education, Ningbo University, Ningbo, China.
Department and Institute of Psychology, Ningbo University, Ningbo, China.
Front Psychol. 2020 Aug 18;11:2029. doi: 10.3389/fpsyg.2020.02029. eCollection 2020.
College students' entrepreneurial learning engagement (ELE) is a key link that affects the success of future entrepreneurship. To analyze the influencing factors of the psychological capital (PC) dimension in college students' ELE, a total of 211 college students were selected from colleges in the Ningbo area for questionnaire survey. The principal component analysis method was used to test the difference validity of PC and ELE. One-way analysis of variance was used to analyze differences in demographic variables between PC, ELE, and positive emotions (PEs). Besides, the structural equation model was used to analyze the mediating role of PEs in PC and ELE. In addition, there was a significant difference between the unrestricted model of PC-ELE and the restricted model ( < 0.05), and the difference between the potential dimensions of "mental capital-learning input" was generally satisfactory; there were significant differences at the professional level ( < 0.01); PC had significant differences in family economic status ( < 0.01); the indirect path coefficients of PE added to the relationship between PC and ELE were 0.106 and 0.211, respectively, and there was no significance ( > 0.05). In short, the PC of college students has a significant positive influence (PI) on ELE, PC differs significantly in family economic status, and PEs differ significantly at the professional level. The research results show that there is no mediating effect of PEs in the relationship between PC and college students' ELE.
大学生创业学习参与度（ELE）是影响未来创业成功的关键环节。为分析大学生ELE中心理资本（PC）维度的影响因素，从宁波地区高校选取211名大学生进行问卷调查。采用主成分分析法检验PC和ELE的区别效度。采用单因素方差分析来分析PC、ELE和积极情绪（PEs）在人口统计学变量上的差异。此外，运用结构方程模型分析PEs在PC和ELE中的中介作用。另外，PC-ELE的非限制模型与限制模型之间存在显著差异（<0.05），“心理资本-学习投入”潜在维度之间的差异总体令人满意；在专业水平上存在显著差异（<0.01）；PC在家庭经济状况方面存在显著差异（<0.01）；添加到PC和ELE关系中的PEs间接路径系数分别为0.106和0.211，且无显著性（>0.05）。简而言之，大学生的PC对ELE有显著正向影响（PI），PC在家庭经济状况上有显著差异，PEs在专业水平上有显著差异。研究结果表明，PEs在PC与大学生ELE的关系中不存在中介效应。
