The Role of Autonomy and Competence in Fostering Curiosity in Entrepreneurial Education
Author Information
Author(s): Puerta-Sierra Lizbeth, Puente-Díaz Rogelio
Primary Institution: School of Business and Economics, Universidad Anahuac México
Hypothesis
The satisfaction of the need for autonomy and competence positively influences epistemic curiosity and its subsequent effects on epistemic satisfaction and performance in entrepreneurial education.
Conclusion
The study found that satisfying the needs for autonomy and competence enhances epistemic curiosity, which in turn leads to greater epistemic satisfaction.
Supporting Evidence
- The satisfaction of autonomy was positively related to competence satisfaction.
- Competence satisfaction was positively correlated with epistemic curiosity.
- Epistemic curiosity was linked to higher levels of epistemic satisfaction.
Takeaway
When students feel they have control and are good at what they do, they become more curious and enjoy learning more.
Methodology
Participants completed questionnaires assessing autonomy and competence satisfaction, and epistemic curiosity across three waves during a semester.
Potential Biases
Potential biases may arise from the self-reported nature of the data and the homogeneity of the teaching styles.
Limitations
The study's findings may not generalize due to the mandatory nature of the courses and the diverse backgrounds of the students.
Participant Demographics
97% of participants were aged 18-25, with 66% identifying as female, from various majors including business, engineering, and arts.
Statistical Information
P-Value
p<0.001
Confidence Interval
(0.10, 0.38)
Statistical Significance
p<0.001
Digital Object Identifier (DOI)
Want to read the original?
Access the complete publication on the publisher's website