Abstract
This study’s purpose was to investigate the relationships among learning through experience, learning for stress resistance, learning cognition, learning outcomes, the entrepreneurial mindset, and the discrimination of social information. The main research methods adopted in the study were the partial least squares (PLS) and the Sobel test. We adopted PLS to test the relationships between six variables, including mediating and moderating effects. In addition to PLS, this study used the Sobel test to verify the mediating effects. Large samples may cause a mediating effect testing error when PLS is used; however, the Sobel test can resolve this issue. According to our test results, learning through experience and learning for stress resistance can change students’ learning cognition and improve their learning outcomes. In addition, an entrepreneurial mindset has a mediating effect on the relationship between learning through experience, learning for stress resistance, and learning cognition. That is, for the student, having an entrepreneurial mindset strengthens the effect of learning through experience, as well as learning for stress resistance, and improves learning cognition. However, the discrimination of social information has a moderating effect on the relationship between learning cognition and learning outcomes. That is, a lower discrimination capability with respect to social information changes learning cognition and results in poor learning outcomes.
Highlights
The aim of science education in colleges and universities is to help students understand scientific knowledge and to develop students’ abilities related to the scientific approach to enquiry (Shahali & Halim, 2010)
We develop the following hypothesis for verification: Hypothesis 4 (H4): Does the discrimination of social information moderate the relationship between learning cognition and learning outcomes?
We found that the entrepreneurial mindset mediates the relationships among learning through experience, learning for stress resistance, and learning cognition
Summary
The aim of science education in colleges and universities is to help students understand scientific knowledge and to develop students’ abilities related to the scientific approach to enquiry (Shahali & Halim, 2010). To help students learn science entrepreneurship, institutions of higher learning usually consist of two course contents that integrate science and entrepreneurship (Elo & Kurtén, 2020). Researchers such as Lebedeva et al (2015), Charity et al (2017), and Deveci and Çepni (2017a) have found that increasing student creativity and innovation capabilities are critical goals in science entrepreneurship. Knowledge of business management has been deemed necessary learning content (Liu et al, 2017; Sternberg & Krauss, 2014)
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