چکیده مقاله :
مقدمه و هدف: هدف از انجام این پژوهش، تبیین تاثیر ویژگی های یادگیرنده از طریق میانجی سودمندی ابزار فناوری اطلاعات و ارتباطات بر نگرش های ریسک پذیر و قصد کارآفرینی بود.
مواد و روشها: روش تحقیق، توصیفی- همبستگی (از نوع علی) و جامعه آماری، دانش آموزان دختر دوره متوسطه دوم شهر آباده به تعداد 913 نفر و نمونه‌ای برابر 210 نفر با روش نمونه‌گیری تصادفی-خوشه ای از نوع تک مرحله ای بوده است. ابزار جمع‌آوری داده‌ها در این پژوهش، پرسشنامه یادگیری در کارآفرینی تانگ و همکاران(2010)، فناوری اطلاعات و ارتباطات: آگوستینو(2002)، ریسک پذیری در کارآفرینی از ایورسون (2004)، توسعه کارآفرینی هیسریچ (1988) و اهداف کارآفرینی از اسکات و همکاران (2003) بود که روایی محتوایی آن تائید و پایایی آن‌ها از طریق آلفای کرونباخ به ترتیب برابر با 705/0، 721/0، 704/0، 821/0 و 813/0برآورد گردید. برای تحلیل آمار توصیفی از نرم‌افزار26 SPSS و آزمون کردن فرضیه‌ها در بخش آمار استنباطی از مدل‌سازی معادلات ساختاری با نرم‌افزار Smart PLS3 استفاده شد.
یافتهها: یافتهها نشان داد ویژگی‌های کارآفرینی یادگیرنده بر قصد کارآفرینی(01/0>P )، سودمندی ابزار فاوا(001/0>P )، و نگرش های ریسک پذیر از طریق سودمندی ابزار فاوا بر درک از مراکز توسعه پروژه کارآفرینی تاثیر مثبت داشت(001/0>P ). همچنین، سودمندی ابزار فاوا بر نگرش های ریسک پذیر(001/0>P )، و قصد کارآفرینی از طریق نگرش های ریسک پذیر (05/0>P )؛ و نگرش های ریسک پذیر بر قصد کارآفرینی به صورت مثبت موثر بود(001/0>P ). درک از تعاملات تجربی با مراکز توسعه پروژه کارآفرینی بر نگرش های ریسک پذیر و بر قصد کارآفرینی، از طریق نگرش های ریسک پذیر تاثیر مثبت گذاشت(001/0>P ). اما سودمندی ابزار فاوا بر قصد کارآفرینی و همچنین درک از تعاملات تجربی با مراکز توسعه پروژه کارآفرینی بر قصد کارآفرینی تاثیر نداشت(05/0>P ).
بحث و نتیجهگیری: از این‌رو به نظر می‌رسد توسعه کارآفرینی، از طریق ابتکار و خلاقیت در طرح های کارآفرینانه، همچنین تشویق دانش آموزان به تغییر نگرش نسبت به کارآفرینی و کارهای خلاقانه در سایه آموزش بیشتر کارآفرینی حاصل می شود.
چکیده انگلیسی:
Introduction:The purpose of this study was to investigate the impact of learner characteristics through mediating the usefulness of ICT tools on risky attitudes and entrepreneurial intention.
Materials and Methods:The research method was descriptive-correlational (causal type) and the statistical population was 913 female high school students in Abadeh and 210 students in a single sample using Power G sampling software and single-stage cluster random sampling. It was. Data collection tools in this study were Entrepreneurial Learning Questionnaire, by Tang et al. (2010), ICT, by Agostinho (2002), Entrepreneurial Venture Risk, by Iverson (2004), Entrepreneurial Development, by Hisrich(1988) and Entrepreneurial Goals, by Scott and et al. (2003) confirmed that its content validity and reliability through Cronbach's alpha were estimated to be 0.705, 0.721, 0.704, 0.821, and 0.813, respectively. SPSS 26 software was used to test the hypotheses in inferential statistics using structural equation modeling with Smart PLS3 software.
Findings: The findings showed that learner entrepreneurial characteristics, on entrepreneurial intention (P <0.01), on ICT tool usefulness (P <0.001). Through the usefulness of ICT tools, it positively influenced risky attitudes and perceptions of entrepreneurship project development centers (P <0.001). Also, the usefulness of ICT tools on risky attitudes (P <0.001) had a positive effect on entrepreneurial intention through risky attitudes (P <0.05). Furthermore, risky attitudes had a positive effect on entrepreneurial intention (P <0.001). Also, understanding of empirical interactions with Entrepreneurship Project Development Centers had positive effects on risky attitudes and on entrepreneurial intention through risky attitudes (P <0.001). But the usefulness of the ICT tool did not affect entrepreneurial intention on entrepreneurial intention as well as understanding of empirical interactions with entrepreneurship project development centers (P >0.05).
Conclusion:It seems that entrepreneurship development, through the initiative and creativity in entrepreneurial projects, as well as encouraging students to change their attitude towards entrepreneurship and creative work, is achieved through more entrepreneurship education.
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