Purpose




The purpose of this paper is to extend the existing literature on entrepreneurial intentions (EIs) by employing the integrated model of personality traits and the theory of planned behavior (TPB). It further examines the mediating role of TPB’s dimensions between personality traits and EIs of final-year university students in two diverse economies: China and Pakistan.




Design/methodology/approach




The paper uses a survey method for data collection, administered both in electronic and paper form. The authors use structural equation modeling and the partial least square (PLS) method on a sample of 1,016 students and present PLS path modeling, mediation analysis and multigroup analysis.




Findings




Results reveal several differences regarding personality traits and TPB on EIs across the two countries. The impact of TPB was positive and significant in both countries; however, TPB demonstrated more explaining power in China’s student sample. Using three personality traits (risk-taking propensity, proactive personality and internal locus of control) as antecedents to TPB, the results reveal a stronger influence of personality traits among Chinese students. The mediation of three dimensions of TPB also revealed differences between country samples.




Originality/value




This is the first study of its kind to compare and contrast the differences between EIs in terms of personality and the determinants of planned behavior among university students in two diverse economies. The integrated model is original, supports both TPB and personality factors and provides a valuable perspective through its findings on two culturally diverse Asian countries. By applying the model in two different cultures, this study distinguishes the results for the two economies from those conducted in other economies.

Personality traits and theory of planned behavior comparison of entrepreneurial intentions between an emerging economy and a developing country

‘Inclusive pedagogies’ have been recommended as an approach for addressing increased student diversity in the university classroom. However, to date, no research has sought to map the field of incl...

/pdf/what-are-inclusive-pedagogies-in-higher-education-a-3bzcsdlhax.pdf

What are inclusive pedagogies in higher education? A systematic scoping review

Research into Internet gaming disorder (IGD) literature largely uses cross-sectional designs and seldom examines gaming context-related factors. Therefore, the present study combined a cross-sectional and longitudinal design to examine depression and the gamer-avatar relationship (GAR) as risk factors in the development of IGD among emerging adults. IGD behaviors of 125 gamers (64 online gamers, Mage = 23.3 years, SD = 3.4; 61 offline gamers, Mage = 23.0 years, SD = 3.4) were assessed using the nine-item Internet Gaming Disorder Scale Short Form (IGDS-SF9; Pontes and Griffiths Revista Argentina de Ciencias del Comportamiento, 7, 102–118, 2015a; Computers in Human Behavior, 45, 137–143, 2015b). The Self-Presence Scale (Ratan and Dawson Communication Research, 2015) and the Beck Depression Inventory (Beck et al. 1996) were also used to assess gamers’ levels of GAR and depressive symptoms, respectively. Regression and moderation analyses revealed that depression and the GAR act as individual risk factors in the development of IGD over time. Furthermore, the GAR exacerbates the IGD risk effect of depression.

/pdf/depression-internet-gaming-disorder-and-the-moderating-30j01d33aq.pdf

Depression, Internet Gaming Disorder, and the Moderating Effect of the Gamer-Avatar Relationship: an Exploratory Longitudinal Study

The need for inclusive and equitable approaches to teaching and learning is a persistent theme in recent literature. In spite of relatively widespread agreement about this objective, inclusion remains elusive, and opinions about how best to achieve it proliferate. To provide a landscape view of the field and offer recommendations for research and practice, this article provides a focussed review of literature connected to inclusive teaching and learning published since 2010. Drawing from a framework advanced by Hockings (2010), we synthesize key findings from recent scholarship and argue for the value of a whole-of-institution approach that considers the activities and interactions of educational actors operating at different institutional levels. We also extend this argument to consider the need for greater attention to factors that move beyond the individual institution and to advocate for further international research in particular.

pdf/moving-towards-inclusive-learning-and-teaching-a-synthesis-t6bicbtty1.pdf

Moving towards inclusive learning and teaching: A synthesis of recent literature

Across the globe, students with disabilities have been increasing in prevalence in higher education settings. Thus, it has become more urgent for college faculty to have a broad awareness of disability and inclusive teaching practices based on the tenets of Universal Design. In this study, we examined faculty attitudes toward disability-related topics and inclusive teaching practices and their implementation of these practices using the Inclusive Teaching Strategies Inventory (ITSI). We examined responses from faculty in the United States, Spain, and Canada in order to better understand the phenomenon of inclusive teaching across international contexts. Findings show Canadian faculty tend to positively endorse legal mandates (e.g., the provision of accommodations and disability-related laws) the most; whereas American faculty tend to positively endorse inclusive teaching practices the most. With regard to implementation, there were mixed results among the three countries, and no significant differences between Spanish, Canadian, and American faculty on incorporating inclusive features into the classroom environment. Implications for practice specifically related to disability services personnel and faculty outreach strategies are discussed.

/pdf/international-comparisons-of-inclusive-instruction-among-5tqsjlhx28.pdf

International Comparisons of Inclusive Instruction among College Faculty in Spain, Canada, and the United States.

Universal Design for Instruction (UDI) is an instructional concept that utilizes postsecondary institutional stakeholders, or university faculty, to create inclusive courses that move beyond mandated academic accommodations (Scott, McGuire, & Shaw, 2003). UDI is easily associated with students with disabilities because of accessibility considerations; however, proponents argue that UDI methods create diverse learning environments that benefit all students (McGuire & Scott, 2006). Currently, most postsecondary institutions in the United States (U.S.) do not utilize the principles of UDI for a variety of reasons. One reason is that many postsecondary faculty and staff lack the training, knowledge, skills and resources necessary to create universally inclusive learning environments (Raue & Lewis, 2011). Block, Loewen, and Kroeger (2006) stressed that incorporating UDI into higher education requires institutional commitment and a viewpoint change from a medical model of disability to a social model. Not only would incorporating UDI in higher education benefit all students, it would decrease the need for "retrofitting" college courses in the form of academic accommodations for students with disabilities. Presently, postsecondary institutions in the U.S. are legally mandated to provide, on an individual basis, academic accommodations for "qualified" students with disabilities who make requests. Examples of academic accommodations may include extended time on exams, audio books, and human note takers. Students must self-identify themselves to disability support professionals (DSP) on campus and request accommodations. This is often a time consuming process that may begin after a course has started (Scott et al., 2003). McGuire and Scott (2006) argued for a shift from legally mandated accommodations to full inclusion through the use of UDI. Using the principles of UDI, the need for academic accommodations would be less likely because the pre-planning for the course would take into consideration and benefit the learning styles and needs of all students. UDI and Other Inclusive Models UDI is based directly on the principles of Universal Design (UD), which originally focused on making buildings and other structures physically accessible (Zeff, 2007). It is important to note that besides UDI, other inclusive teaching models exist such as Universal Design for Learning (UDL) (Center for Applied Special Technology, 2012) and Universal Instructional Design (UID) (Silver, Bourke, & Strehom, 1998), among others. Although there are descriptive differences between UDI, UDL and UID, they are all based on the principles of UD and all are focused on accessible teaching and learning (Zeff, 2007). For example, instructors that ensure physical accessibility in the classroom, show captioned course-related videos, and give students choices about exam formats or assignments are creating an inclusive environment, presenting information in multiple ways, and allowing students to present information in multiple ways, respectively. A unifying definition of the three prominent models listed above could be described as applying UD principles to the instructional environment (Roberts, Park, Brown, & Cook, 2011). This article will use the term UDI henceforth. Scott, McGuire, and Shaw (2001) published nine principles of Universal Design for Instruction (Scott, Loewen, Funckes, & Kroger, 2003). The nine principles are (a) Equitable Use (e.g., accessible course notes and reading materials), (b) Flexibility in Use (e.g., vary instructional techniques), (c), Simple and Intuitive (e.g., grading rubric, detailed syllabus), (d) Perceptible Information (e.g., select textbooks available in audio), (e) Tolerance for Error (e.g., semester-long feedback on projects), (f) Low Physical Effort (e.g., allow use of online assignment submission), (g) Size and Space for Approach and Use (e.g., circular seating), (h) a Community of Learners (e. …

Post-Secondary Faculty Attitudes toward Inclusive Teaching Strategies

Establishing the Behavioral Function of Video Game Use: Development of the Video Game Functional Assessment
A great deal of attention has been focused on individuals who play video and computer games despite physical and psychological consequences. Unfortunately, instruments that have been developed to determine problematic gaming have not completely measured the behavioral component of video game addiction. Identifying the behavioral functions of video game play would allow for the development of behavioral interventions specifically targeted at reducing or replacing those functions. A behavioral perspective may provide valuable information as to why gamers continue to play video games despite encountering difficulties in other areas of their lives as a result of their video gaming habits. Therefore, the purpose of this study was to examine the four reinforcing functions that maintain video game play and develop an instrument to measure these functions. Results supported a three-factor measurement model associated with the functions that maintain continued video game play, including (a) escape, (b) tangible, and (c) attention. Discussion and implications are provided.

Establishing the Behavioral Function of Video Game Use: Development of the Video Game Functional Assessment

Professionals from the United States and Uruguay are mutually concerned about brain injury residuals. Estimates of acquired brain injuries emphasize the need for the development and provision of comprehensive services to best serve these persons. United States. In 1986, the National Head Injury Foundation described head trauma as a "silent epidemic," and traumatic brain injury (TBI) continues to be the leading cause of death and disability in the U.S. for persons up to age 44 (National Head Injury Foundation, 1986). In 1987, Krause estimated that 500,000 persons in the U.S. sustain TBI annually, with 30% to 40% of these injuries reported to be moderate or severe (Frankowski, Annegers, & Whitman, 1985). By 1998, the National Institutes of Health Consensus Statement indicated that this number had increased dramatically, with 1.5 to 2 million persons per year incurring TBI and 70,000 to 90,000 of these individuals experiencing long-term loss of functioning. In addition, the number of persons in the U.S. surviving severe TBI with impairment has risen steadily, incurring significant economic and social consequences. Uruguay. No data on the incidence of TBI in Uruguay are available. However, global figures on number of vehicle accidents may provide an estimate. The National Prevention and Control Commission (Garat, 2000) indicates the annual number of road accidents in Uruguay to be 70,000 including 600 fatalities and 18,000 injuries. Fifty percent of fatalities and injuries involve persons who have an average age of 25. Nearly 8,000 of those injured have sustained serious injuries and over half of these persons have sustained brain injuries (Fontan, 2001). Vehicle accidents cost the Uruguayan society in excess of 927 million US dollars a year including decreases in productivity (injured, impaired, or killed workers), health care costs linked to acute and post-acute medical/long-term services, physical damages, and long term care needs for persons with permanent disabilities. Health care services are a priority and Uruguayans spend approximately 696 million and 1.591 (about 1.6 billion) US dollars from the public and private sectors, respectively. Common TBI Residuals The rising incidence of brain injury has directed professionals worldwide to identify residual consequences and rehabilitation needs of this population. Although brain injury residuals vary, depending upon the severity and location of the injury, three post-TBI changes have been identified in the literature. These three system changes are: physical (Kay & Lezak, 1990; Vogenthaler, 1987), emotional (Deaton, 1986; Lezak, 1989; Prigitano, 1992; Vogenthaler, 1987), and cognitive (Kay and Lezak, 1990; Lezak 1989; Greif & Matarazzo, 1982; Prigitano, 1992; Vogenthaler, 1987). Physical changes may include sensory deficits (e.g., visual or heating impairment), diminished coordination and muscle control, fatigue, seizure disorders, and headaches. The physical changes are generally the most easily recognized by others. In addition, typical emotional changes include emotional lability, decreased inhibition, increased anger, depression, frustration, and anxiety. These post-TBI alterations become most apparent to family members or co-workers. Cognitive changes post-TBI may create additional rehabilitation needs and include decreased short-term memory, inability to maintain attention/concentration, difficulty with receptive and/or expressive communication, and poor organization/planning. These changes once again are most noticeable to those who have close contact with persons who have TBI (Kay & Lezak, 1990; Prigitano, 1992; Vogenthaler, 1987). Kay & Lezak (1990) described cognitive changes with greater specificity by discussing the pervasive limitations that impaired executive functioning may present. Diminished executive functioning is connected to frontal lobe damage, and simply put, is "an organically based inability to plan, put into action, and carry through with an appropriate course of action" (p. …

Comparing Brain Injury Rehabilitation Practices: What Can North and South Americans Learn from Each Other? (Comparing Brain Injury Rehabilitation Practices)

The use of animals for therapeutic purposes has been done for centuries. It wasnrt until the 20thncentury when people began to realize the potential the human-animal interaction had on our overall health. Professionals and organizations began to implement animal-assisted therapy (AAT) and activities, and research began to see the benefits that it could produce. Animal-assisted therapy has shown to provide various populations of individuals with physiological and psychological...

/pdf/animal-assisted-therapy-benefits-and-implications-for-4jrf8ww4v1.pdf

Animal-Assisted Therapy: Benefits and Implications for Professionals in the Field of Rehabilitation

Graduate Education in Counseling and Related Educational Programs and the Stigma of Mental Illness

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