Impacts of secondary school context and formal teaching on entrepreneurial attributes

Impacts of secondary school context and formal teaching on entrepreneurial attributes

• Ho, Chun Sing Maxwell The Education University of Hong Kong
• Chiu, Ming Ming The Education University of Hong Kong
• Choi, Tae Hee University of Southampton

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GE Social Sciences, Business & Law
    • GEA Teaching Objectives, Curriculum & Evaluation

• Hong Kong

• 1997.7 onwards

• Secondary Education

We used social learning theory to examine whether a supportive school environment and formal entrepreneurship education (EE) are linked to secondary school students’ entrepreneurial attributes. We obtained responses to survey questions from 850 students from a total of 28 secondary schools in Hong Kong. We then employed structural equation modelling to test the associations of formal teaching and the school environment with students’ entrepreneurial attributes. Entrepreneurship consists of four distinct constructs: opportunity recognition, innovativeness, risk-taking, and proactiveness. Students in supportive school environment show greater entrepreneurial attributes, but those receiving formal teaching of entrepreneurship show fewer entrepreneurial attributes. These findings provide important insights that can be used for reassessing notions of entrepreneurship in school students, particularly in secondary school students. Copyright © 2023 AERA.

Paper presented at 2023 Annual Meeting of American Educational Research Association: "Interrogating Consequential Education Research in Pursuit of Truth", Chicago, USA.

• English

Conference Papers

https://bibliography.lib.eduhk.hk/bibs/d42708be

2023-08-10