大学生的主动性与创业意向的关系:创业知识的中介作用

doi:10.16187/j.cnki.issn1001-4918.2015.03.02

摘要/Abstract

摘要： 为探讨大学生的主动性、创业知识与创业意向之间的关系, 采用主动性人格量表(PPS)、创业知识问卷和大学生创业意向量表调查了1208名大一至大四年级学生。结果表明:男大学生的创业目标意向水平显著高于女大学生;大学生的主动性越强, 其创业目标意向和创业执行意向水平越高;创业资源知识在主动性与创业意向之间起到部分中介作用, 具体讲, 大学生的主动性越强, 其创业资源知识越丰富, 那么大学生的创业目标意向和创业执行意向水平越高。创业理论知识在主动性与创业执行意向之间起到部分中介作用, 具体而言, 大学生的主动性越强, 其创业理论知识越丰富, 那么大学生的创业执行意向水平越低。

关键词: 大学生, 主动性, 创业知识, 创业意向

Abstract: 1208 undergraduates of grade one to four completed the Proactive Personality Scale (PPS), Entrepreneurial Knowledge Questionnaire and Entrepreneurial Intention Scale of Undergraduates during school hours, in order to explore the relations among proactive personality, entrepreneurial knowledge and entrepreneurial intention. The results indicated that: (1) Males reported significantly higher levels of entrepreneurial goal intention than of females; (2) Proactive personality positively predicted entrepreneurial goal intention and entrepreneurial implementation intention; (3) Entrepreneurial resource knowledge partially mediated the relation between proactive personality and entrepreneurial intention. Specifically, proactive personality predicted entrepreneurial resource knowledge positively, and entrepreneurial resource knowledge predicted entrepreneurial goal intention and entrepreneurial implementation intention positively; (4) Entrepreneurial theory knowledge partially mediated the relation between proactive personality and entrepreneurial implementation intention. Specifically, proactive personality predicted entrepreneurial theory knowledge positively, and entrepreneurial theory knowledge predicted entrepreneurial implementation intention negatively.

Key words: undergraduate students, proactive personality, entrepreneurial knowledge, entrepreneurial intention

中图分类号:

B844

李海垒, 张文新. 大学生的主动性与创业意向的关系:创业知识的中介作用[J]. 心理发展与教育, 2015, 31(3): 264-270.

LI Hailei, ZHANG Wenxin. The Relationship between Proactive Personality and Entrepreneurial Intention of University Students: The Mediating Role of Entrepreneurial Knowledge[J]. Psychological Development and Education, 2015, 31(3): 264-270.

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