Analysis on Entrepreneurial Intentions and Motivation and Learning Strategies of University Students

Year 2020, , 159 - 164, 01.03.2020

Nihan Sölpük Turhan

https://doi.org/10.24331/ijere.703856

Cited By: 2

Abstract

The main purpose of the study is to carry out a research on whether “entrepreneurial intentions” and
“motivation and learning strategies” of university students could be predicted according to their year of study
levels. The first sub-purpose of the research is to determine whether there is a relationship between
entrepreneurial intentions and their motivation and learning strategies. The second sub-purpose is to analyze
whether there is a difference between entrepreneurial intentions and their motivation and learning strategies
according to their year of study levels. The method of this study is quantitative, and it has been designed in the
survey approach. The 'Entrepreneurship Scale for University Students' developed by Yılmaz and Sümbül
(2009) was used as the data collection tool. Another scale used in the study was the "Motivation and Learning
Strategies Scale", which was adapted to Turkish by Büyüköztürk, Akgün, Özkahveci et al. (2004). For the
analysis of the data, multinomial logistic regression analysis, Pearson correlation analysis and one way
variance analysis (ANOVA) were performed. According to the research findings, it was revealed that
entrepreneurial intentions of university students and their motivation and learning strategies were predicted by
their year of study levels at a low level. A weak positive correlation was obtained between entrepreneurial
intentions and their motivation and learning strategies. It was concluded that motivation and learning strategies
would differ according to the year of study level.

Keywords

Entrepreneurial Intentions, motivation and learning strategies, university students

References

• Bandura, A. (1986). The social foundations, of thought and actions. Englewood Cliffs, NJ: Prentice Hall. Brophy, J. (1987). On motivating students. In D. Berliner & B. Rosenshine (Eds.), Talks to teachers (pp. 201–245). New York: Random House. Büyüköztürk, Ş., Akgün, Ö. E., Kahveci, Ö., & Demirel, F. (2004). Güdülenme ve öğrenme stratejileri ölçeğinin Türkçe formunun geçerlik ve güvenirlik çalışması. Kuram ve Uygulamada Eğitim Bilimleri, 4(2), 207-239. Cohen, A., & Dörnyei. Z. (2002). Focus on the language learner: Motivation, styles and strategies. In Schmitt, N. (Ed.), An introduction to applied linguistics (pp.170-190). London, UK: Edward Arnold. Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., Büyüköztürk, Ş., & Demirel, F. (2008). İlköğretim ikinci kademe ve lise öğrencilerinin ders ve sınıf düzeylerine göre öğrenme stratejileri ve güdülenme düzeylerinin belirlenmesi. Uluslararası İnsan Bilimleri Dergisi, 5(1), 1-27. Damar, A. (2015). Girişimci kişilik özelliklerinin öğrencilerin girişimcilik eğilimlerine etkisi: Sannio Üniversitesi ve Selçuk Üniversitesi'nde karşılaştırmalı bir araştırma. Doctoral dissertation, Selçuk Üniversitesi Sosyal Bilimler Enstitüsü. Dörnyei, Z., & Skehan, P. (2003). Individual differences in second language learning. In C. J. Doughty & M. H. Long (Eds.), The handbook of second language acquisition (pp. 589-630). Oxford: Blackwell. Fraenkel, J.R., & Wallen, N.E. (2006). How to design and evaluate research in education. New York: McGraw-Hill. Frymier, A. B. (1994). A model of immediacy in the classroom. Communication Quarterly, 42(2), 133-144. Henry, C., Hill, F., & Leitch, C. (2005). Entrepreneurship education and training: Can entrepreneurship be taught? part I. Education Training, 47(2), 98-111. Honig, B. (2001). Learning strategies and resources for entrepreneurs and intrapreneurs. Entrepreneurship Theory and Practice, 26(1), 21-35. Keller, J. M. (1983). Motivational design of instruction. In C. M. Reigeluth (Ed.), Instructional design theories and models: An overview of their current studies. Hillsdale, NJ: Erlbaum Keller, K. L. (2000). Manager’s tool kit: The brand report card.Harvard Business Review, 78(1) Kozubíková, L., Dvorský, J., Cepel, M., Balcerzak, A. P. (2017). Important characteristics of an entrepreneur in relation to risk taking: Czech republic case study. Journal of International Studies, 10(3), 220-23. Ozaralli, N., Rivenburgh, N. K. (2016). Entrepreneurial intention: Antecedents to entrepreneurial behavior in the USA and Turkey. Journal of Global Entrepreneurship Research, 6(1), 1-32. Păunescu, C., Popescu, M., Duennweber, M. (2018). Factors determining desirability of entreprene urship in Romania. Sustainability, 10(11), 1-22. Smith, M.O. (2003). Teaching basic business: An entrepreneurial perspective. Business Education Forum, 5 (1), 23-5. Stipek, D. (1998). Motivation to learn- from theory to practice. United States of America: Allyn and Bacon a viacom company. Yılmaz, E., & Sünbül, A.M. (2009). Üniversite öğrencilerine yönelik girişimcilik ölçeğinin geliştirilmesi. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 21, 195-203. Zhao, F. (20050). Exploring the synergy between entrepreneurship and innovation. International Journal of Entrepreneurial Behaviour & Research, 11 (1), 25-42. Zlatović, M., Balaban, I., & Kermek, D. (2015). Using online assessments to stimulate learning strategies and