Papers

“Perceived self-efficacy is defined as people’s beliefs about their capabilities to produce designated levels of performance that exercise influence over events that affect their lives. Self-efficacy beliefs determine how people feel, think, motivate themselves, and behave. Such beliefs produce these diverse effects through four major processes. They include cognitive, motivational, affective and selection processes.” This paper breaks down the above and further explores the following concepts: Sources of Self-Efficacy Beliefs Efficacy-Mediated Processes Adaptive Benefits of…

We often talk about the benefits of entrepreneurial learning beyond business creation. Much of our understanding of this concept started with this paper, published by the OECD. This report discusses many of the opportunities with entrepreneurship in education, such as its capacity to trigger deep learning and instill engagement, joy, motivation, confidence, and feelings of relevancy among students, but also its stated and, to some extent, evidenced effects on job creation, economic success, renewal, and…

A recent study published by the European Conference on Innovation and Entrepreneurship found that an entrepreneurial mindset is not a personality trait, which is relatively fixed, but can be learned and adopted. After studying successful entrepreneurs, the journal defines the entrepreneurial mindset at a high level while breaking down the key components behind it. Download Journal Article

Locus of control and self-efficacy are two key constructs behind the entrepreneurial mindset. And, our power to choose (to express a preference or assert one’s self) reinforces our perception of control and self-efficacy. In this significant National Institutes of Health (NIH) study, NIH confirms that the belief in one’s ability to achieve their goals and exert control over their environment is essential for an individual’s well being, a psychological and biological necessity. Read the full…

“What if education were less about acquiring skills and knowledge and more about cultivating the dispositions and habits of mind that students will need for a lifetime learning, problem solving and decision making? What if education were less concerned with end-of-year exam and more concerned with who students become as a result of their schooling? What if we viewed smartness as a goal that students can work toward rather than as something they either have…