Puerta-Sierra Lizbeth, Puente-Díaz Rogelio
School of Business and Economics, Universidad Anahuac México, Av. Universidad Anáhuac 46, Huixquilucan C.P. 52786, Mexico.
J Intell. 2024 Dec 13;12(12):127. doi: 10.3390/jintelligence12120127.
We posit that curiosity, an epistemic emotion, is an integral part of entrepreneurial education, entrepreneurial activities, and learning, which seek to develop an entrepreneurial mindset, a form of cognitive ability. The purpose of the present investigation was to examine the influence of autonomy and competence satisfaction on epistemic curiosity and the influence of epistemic curiosity on epistemic satisfaction and performance on epistemic activities in entrepreneurial education. Participants completed a battery of questionnaires in three waves of data collection. Results showed a positive relationship between the satisfaction of the need for autonomy and competence in times 1 and 2. The satisfaction of the need for competence at times 1 and 2 then had a positive relationship with epistemic curiosity at times 1 and 2. Curiosity at time 2 had a positive relationship with epistemic satisfaction at time 3. Our results supported the idea that autonomy and competence satisfaction facilitated the experience of epistemic curiosity and epistemic satisfaction. The implications of developing an entrepreneurial mindset were discussed.
我们认为,好奇心作为一种认知情绪,是创业教育、创业活动和学习的一个组成部分,这些活动旨在培养创业思维模式,这是一种认知能力形式。本研究的目的是考察自主性和能力满意度对认知好奇心的影响,以及认知好奇心对创业教育中认知满意度和认知活动表现的影响。参与者在三轮数据收集过程中完成了一系列问卷。结果显示,在第1次和第2次时,自主性需求和能力需求的满意度之间存在正相关关系。第1次和第2次时能力需求的满意度与第1次和第2次时的认知好奇心之间也存在正相关关系。第2次时的好奇心与第3次时的认知满意度之间存在正相关关系。我们的结果支持了这样一种观点,即自主性和能力满意度促进了认知好奇心和认知满意度的体验。文中还讨论了培养创业思维模式的意义。