Impact of Self-Concept, Self-Imagination, and Self-Efficacy on English Language Learning Outcomes Among Blended Learning Students During COVID-19

Impact of entrepreneurial curriculum on entrepreneurial competencies among students: The mediating role of the campus learning environment in higher education

This study explored the direct and indirect influences of the entrepreneurial curriculum on entrepreneurial competencies, using the campus learning environment as a mediator. In this study, a survey questionnaire composed of 48 items was used to collect data on the entrepreneurial curriculum, entrepreneurial competencies, and campus learning environment from pre-service vocational teachers enrolled in six universities located in Hunan Province, China. The entrepreneurial curriculum has four components, namely, curriculum content, curriculum material, teaching strategies, and feedback and assessment. Partial least squares structural equation modeling was used through SmartPLS 3.3.3 to measure the effects. The curriculum content has a direct, significant, and positive influence on entrepreneurial competencies. For the indirect influence, all four dimensions of the entrepreneurial curriculum influenced the campus learning environment, which, in turn, was positively associated with entrepreneurial competencies. The campus learning environment was therefore revealed to play a mediating role between the entrepreneurial curriculum and entrepreneurial competencies. The study explored that effective entrepreneurial curriculum delivery and campus learning environment are helpful for developing entrepreneurial competencies among the pre-service vocational teachers. Universities should take initiatives to update the entrepreneurial curriculum and create a conducive campus learning environment that brings a positive change to develop entrepreneurial competencies among their students. Moreover, practical implications and future research directions are also discussed in this article.

Effects of Psychological Discomfort on Social Networking Site (SNS) Usage Intensity During COVID-19

To cope with the COVID-19 pandemic, many countries are implementing social measures. Social distancing, working from home, and non-face-to-face lectures have led to major changes in people's activities. Since face-to-face classes are restricted, students in higher education become to feel psychological and cognitive discomforts such as isolation and risk perception. The purpose of this study is to explore the effects of psychological discomforts on the social network site (SNS) usage intensity of University students. Using structural equation modeling (SEM), this study applied SmartPLS 3.3.9 to analyze 271 valid samples. The results show that the affective risk perception significantly affects social distancing attitude. Cognitive risk perception is positively related to social distancing intention. In addition, cabin fever syndrome influences SNS usage intensity, affective risk perception, and cognitive risk perception. In conclusion, psychological discomfort partially affects the intensity of SNS use. Therefore, the government should set policies by reflecting citizens' mental difficulties and SNS activities together. Moreover, companies are needed to carefully consider the risk of the sense of isolation when marketing to SNS users.