How Can Students' Entrepreneurial Intention Be Increased? The Role of Psychological Capital, Perceived Learning From an Entrepreneurship Education Program, Emotions and Their Relationships

The impact of deep learning based- psychological capital with ideological and political education on entrepreneurial intentions

The aim of this study is to investigate the influence of psychological capital on college students' entrepreneurial intentions. Through a combination of relevant analysis and linear regression, the primary focus is on exploring the relationship between psychological capital and its four dimensions with entrepreneurial intentions. Firstly, the items in the psychological capital questionnaire were revised to align more closely with entrepreneurial contexts. Subsequently, the average deviations and standard deviations of each dimension of psychological capital were analyzed. Then, the correlation between psychological capital and entrepreneurial intentions was examined to explore the extent of their relationship. Finally, regression analysis was conducted on both psychological capital and entrepreneurial intentions, and utilizing a recurrent neural network model, the covariant relationship between entrepreneurial psychological capital and intentions was explored. The results indicated that the average scores for entrepreneurial self-efficacy, optimism, hope, and resilience were 3.91, 4.27, 4.19, and 4.15, respectively. The average value of psychological capital was 4.13, indicating a moderately high level. The correlation analysis between psychological capital and entrepreneurial intentions yielded a result of 0.562, indicating a moderate degree of correlation. The correlation coefficients of the four dimensions with entrepreneurial intentions were 0.390, 0.494, 0.531, and 0.467, respectively. The standardized coefficients for psychological capital and its four dimensions were 0.564, 0.382, 0.510, 0.536, and 0.468, all of which were statistically significant. Overall, psychological capital exhibited better predictive power for entrepreneurial intentions than its individual dimensions. The results from the deep learning model similarly demonstrated the positive role of psychological capital in entrepreneurial intentions, though the influence of ideological and political education (IPE) factors was relatively weaker. In conclusion, both psychological capital and IPE have a promotive effect on entrepreneurial intentions. This study provides a reference for the accurate evaluation of college students' entrepreneurial intentions.

Unpacking the optimistic mindset of business students towards entrepreneurship

Entrepreneurial ventures are established in large numbers in China. The success rate of these entrepreneurial ventures is lower than that of new startups. Mismanagement and a lack of creative skills among entrepreneurs are cited as reasons for entrepreneurial failure in China. The current study investigates the impact of entrepreneurial networking and new venture intention on entrepreneurial success in China, with psychological capital and entrepreneurial optimism serving as moderators. 483 responses were collected from business students in China for data analysis. The findings of the study reveal that the impact of entrepreneurial networking and new venture intention on entrepreneurial success in China, with the moderating role of psychological capital and entrepreneurial optimism, is significant. The theoretical framework of this research has novelty as it introduces new moderating relationships of psychological capital and entrepreneurial optimism in the model of entrepreneurial success. Practically, this study has revealed that entrepreneurial success can be achieved with entrepreneurial networking, entrepreneurial optimism, psychological capital, and new venture intention. The directions of this research point out additional gaps in the literature that scholars should discuss in subsequent studies.

Psychological capital and alienation among patients with COVID-19 infection: the mediating role of social support

BACKGROUND

COVID-19 infection continues all over the world, causing serious physical and psychological impacts to patients. Patients with COVID-19 infection suffer from various negative emotional experiences such as anxiety, depression, mania, and alienation, which seriously affect their normal life and is detrimental to the prognosis. Our study is aimed to investigate the effect of psychological capital on alienation among patients with COVID-19 and the mediating role of social support in this relationship.

METHODS

The data were collected in China by the convenient sampling. A sample of 259 COVID-19 patients completed the psychological capital, social support and social alienation scale and the structural equation model was adopted to verify the research hypotheses.

RESULTS

Psychological capital was significantly and negatively related to the COVID-19 patients' social alienation (p < .01). And social support partially mediated the correlation between psychological capital and patients' social alienation (p < .01).

CONCLUSION

Psychological capital is critical to predicting COVID-19 patients' social alienation. Social support plays an intermediary role and explains how psychological capital alleviates the sense of social alienation among patients with COVID-19 infection.

The Relationships of Creative Coping and College Students' Achievement Emotions and Academic Stress: The Mediating Role of Psychological Capital

Creative coping is the use of creativity as a positive strategy when facing stress. The existing empirical investigation of creative coping is scarce, particularly in the field of educational psychology. The present study aims to explore the relationships of college students' creative coping and their achievement emotions and academic stress as well as the underlying mechanism. The sample included 780 Chinese college students. The Creative Coping Scale, Positive Psychological Capital Questionnaire, Learning Stress Inventory for College Students, and the short version of the Achievement Emotions Questionnaire were used. Statistical results showed that creative coping was positively related with students' positive achievement emotions and negatively related with negative achievement emotions, but insignificantly with academic stress. Moreover, psychological capital played a mediating role in the relationship between creative coping and achievement emotions and in the relationship between creative coping and academic stress with a suppression effect.