The "Emotional Side" of Entrepreneurship: A Meta-Analysis of the Relation between Positive and Negative Affect and Entrepreneurial Performance

Emotion in the Area of Entrepreneurship: An Analysis of Research Hotspots

The application of emotion in economic management is gaining attention. As an important irrational factor, personal emotion often plays a significant role in business decision-making activities. In the field of entrepreneurship, emotion also plays a crucial role, and more and more scholars are focusing on this interdisciplinary issue. However, the current research on emotion in entrepreneurship is still fragmented, and there is an urgent need for a more scientific and systematic approach to comprehensively organize the literature in this field, so as to lay the foundation for researchers to further research on emotion in entrepreneurship. In this study, VOSviewer was used to analyze the existing literature, and the results showed that the current research on emotion in the field of entrepreneurship mainly focuses on five research themes, namely, emotion and college students' entrepreneurship, family emotion and entrepreneurship, the role of emotion in successful entrepreneurship, emotional problems under the influence of entrepreneurial failure, and entrepreneurial passion.

Exploring the sentiment of entrepreneurs on Twitter

Sentiment analysis is an evolving field of study that employs artificial intelligence techniques to identify the emotions and opinions expressed in a given text. Applying sentiment analysis to study the billions of messages that circulate in popular online social media platforms has raised numerous opportunities for exploring the emotional expressions of their users. In this paper we combine sentiment analysis with natural language processing and topic analysis techniques and conduct two different studies to examine whether engagement in entrepreneurship is associated with more positive emotions expressed on Twitter. In study 1, we investigate three samples with 6.717.308, 13.253.244, and 62.067.509 tweets respectively. We find that entrepreneurs express more positive emotions than non-entrepreneurs for most topics. We also find that social entrepreneurs express more positive emotions, and that serial entrepreneurs express less positive emotions than other entrepreneurs. In study 2, we use 21.491.962 tweets to explore 37.225 job-status changes by individuals who entered or quit entrepreneurship. We find that a job change to entrepreneurship is associated with a shift in the expression of emotions to more positive ones.

The Analysis of Integration of Ideological Political Education With Innovation Entrepreneurship Education for College Students

This study aims to analyze the integrated construction and application of ideological and political education (IPE) and innovation and entrepreneurship education (IEE) in colleges based on the positive psychological quality of entrepreneurship. 549 college students are selected for a questionnaire survey. The correlations between entrepreneurial psychological quality of college students, IEE in colleges, IPE, and entrepreneurial self-efficacy are analyzed with the Spearman correlation and linear regression. The hierarchical regression analysis is used to analyze the intermediary role of entrepreneurial self-efficacy in IEE, IPE in colleges, and entrepreneurial psychological quality of college students. The results show that the entrepreneurial psychological quality of college students is significantly different in gender, family location, and grade level (p < 0.05); the main channels of IPE and daily IPE have significant positive effects on the positive entrepreneurship psychological quality (p < 0.05), and have extremely significant positive effects on the entrepreneurial self-efficacy (p < 0.001); innovation and entrepreneurship course, innovation and entrepreneurship practices, innovation and entrepreneurship environment, and total score of IEE have significant positive correlations with positive entrepreneurship psychological quality and entrepreneurial self-efficacy of college students (p < 0.05); and the intermediary effect of entrepreneurial self-efficacy accounts for 33.49% on the IPE and entrepreneurial psychological quality, and 41.85% on IEE and entrepreneurial psychological quality. In short, IPE and IEE can effectively improve the positive psychological quality and self-efficacy of college students, and the joint construction of the two can have a more significant effect.

Online and Face-to-Face Social Networks and Dispositional Affectivity. How to Promote Entrepreneurial Intention in Higher Education Environments to Achieve Disruptive Innovations?

Although entrepreneurial intention has been widely studied using cognitive models, we still lack entrepreneurial vocation and, therefore, lack disruptive innovations. Entrepreneurship scholars have some understanding of the reasons underlying this weakness, although there is much room for improvement in our learning concerning how to promote entrepreneurship among university students, especially in the transformed context of digital technologies. This paper focuses on the early stages of start-up, and in particular seeks to evaluate what role social and psychological factors play in the development of entrepreneurial intentions. Drawing on network theory, we consider the impact of social networks on entrepreneurial intention. Specifically, we analyze the influence of two types of social networks: face-to-face and online social networks, with the latter proving especially important in digital transformations. In addition, based on affective congruency theory, we relate affect with entrepreneurial intention. Particularly, we evaluate the influence of positive and negative dispositional affectivity on the formation of entrepreneurial intentions. Finally, since affect and emotions can also be related with social relationships, we analyze whether dispositional affectivities influence entrepreneurial intention through the mediation effect of social networks. Using structural equation modeling, we confirm the impact of both online and face-to-face social networks, as well as positive dispositional affectivity on entrepreneurial intention for 589 higher education students in Spain. However, negative dispositional affectivity is not seen to influence entrepreneurial intention. Furthermore, both face-to-face and online social networks are influenced by positive dispositional affectivity. Moreover, these two types of networks can even partially mediate the relationship between positive dispositional affectivity and entrepreneurial intention. Positive dispositional affectivity can thus influence entrepreneurial intention in two different ways: directly and indirectly through both face-to-face and online social networks. This study provides further insights and adds to the literature on affect, social networks, and entrepreneurial intention. From a broader perspective, we also contribute to the literature on disruptive innovations by explaining how the development of entrepreneurial intentions would have positive consequences for university students vis-à-vis achieving these disruptive innovations.

No Need to Worry? Anxiety and Coping in the Entrepreneurship Process

Understanding experiences of and responses to anxiety is foundational to developing robust theories of entrepreneurial behavior. Using open-ended, vignette and graphical elicitation interviews with 77 entrepreneurs, we inductively investigate the experience of and coping responses to anxiety during the entrepreneurship process. We develop a comprehensive and dynamic goal-striving model to explain experiencing and coping with entrepreneurial anxiety by integrating empirical findings with appraisal and control theories. In doing so, we theorize that entrepreneurial anxiety is endogenous to a cyclical conception of goal-striving, such that various sources of anxiety make sense only in consideration of the goals, standards or values to which they pertain. In this regard, entrepreneurs' coping responses influence four different points of an iterative goal-striving cycle-an insight that moves beyond problematic static and binary coping classifications.

Development and Evaluation of Affective Domain Using Student's Feedback in Entrepreneurial Massive Open Online Courses

Entrepreneurship education is a very important issue in the digital age. It aims to enable learners and society to respond to emergent economic and employment challenges. When entrepreneurs struggle to launch and sustain a new venture, the key question usually is not a lack of relevant knowledge, but the necessary fortitude and attitude to face down difficulties and challenges. Thus, entrepreneurs require development in the affective domain. However, most of courses emphasize the cognition and psychomotor functions, but neglect the affective domain. This study attempts to combine entrepreneurial Massive Open Online Courses (MOOCs) and blended curriculum design for affective learning. A total of 32 students participated in a 9-week social entrepreneurship program. Content analysis was used for comparison of the learning performance. The findings suggest that social entrepreneurship courses can be effectively used to help learners achieve learning objectives of different affective levels, but this is a time-intensive process, particularly for higher levels. The affective development of the final level takes longer to achieve; therefore, course designers should adopt a spiral structure which frequently revisits concepts in the last three levels. Moreover, MOOCs are designed for mass usage, and treat all learners uniformly. MOOCs' course content should be supplemented and adjusted according to specific course goals and student needs.

Entrepreneurial decision-making in a microcosm

This study investigates when, how and why students use opportunity management behaviours (causation, effectuation and bricolage) within a fundraising project that acted as a microcosm of the entrepreneur’s world. Such a pedagogical device reveals students’ use of different opportunity management behaviours over the different stages of entrepreneurship. Although research has confirmed the use of these behaviours by entrepreneurs, how student entrepreneurs learn, and practice, them, remains underexplored. Causation is the predominant focus for university teaching, yet our data reveal that students adopted all three behaviours at different stages of the fundraising project as they responded to different contextual forces. Our findings suggest that opportunity management theories should take a more prominent role in the higher education entrepreneurship curriculum. Educators also need to provide a better means of facilitating students to learn about, and practice, a greater repertoire of opportunity management behaviours than is currently the case.

Dimensions of Entrepreneurial Success: A Multilevel Study on Stakeholders of Micro-Enterprises

The study provides an insight into the indicators and dimensions of entrepreneurial success as evaluated from the external stockholders' perspective. As each firm is embedded in a network of relations with stakeholders (business partners), understanding how they evaluate entrepreneurial success is important. The initial qualitative study in the form of in-depth interviews allowed us to identify the indicators of entrepreneurial success that are identified by external stakeholders of micro-firms. In the quantitative study on 475 stakeholders of 57 micro-firms, we identified the dimensions of entrepreneurial success. Using a multilevel approach, we found six dimensions of entrepreneurial success at the individual stakeholder level and four dimensions at the firm level. The results show that stakeholders perceive entrepreneurial success in terms of many dimensions, not focusing solely on economic indicators. This knowledge may inform micro-firm management and the strategies employed by practitioners supporting entrepreneurs.