RELATIONSHIP RECONSTRUCTION AND VALUE CO-CREATION OF ENTREPRENEURIAL EDUCATION SUBJECT UNDER THE TEND OF DE-CENTRALIZATION FROM THE PERSPECTIVE OF VALUE NETWORK THEORY AND MENTAL HEALTH
Authors: Huang Zhengfu 
Published: July 2022

Background

The era of Internet entrepreneurship is an era of “technology orientation, knowledge iteration, highly skilled talents and mode fission”, which challenges the original entrepreneurial education modes of experience (family), imitation (enterprise) and knowledge (University). Under the background of “structural entrepreneurship”, we need to break the threshold of “value creation” within the main body of education. Therefore, the emotional regulation ability and mental health of educational groups in the network era are particularly important.

Research Objects and Methods

This paper takes the theme of entrepreneurship education as the research object. From the perspective of value network theory and mental health, through case study and theoretical analysis, this paper theoretically deduces the “reconstruction of logical starting point relationship and value co creation” under the background of entrepreneurship education, mainly focusing on three aspects: (1) logical starting point: the driven change of innovation and entrepreneurship market; (2) Relationship reconstruction: the structural connection of the main body of entrepreneurship education; (3) Value co creation: benign improvement of the effectiveness of entrepreneurship education. This paper also uses the method of questionnaire to investigate the emotional micro behavior of entrepreneurship themes in different regions of China. The adoption of entrepreneurial anxiety scale is produced in the process of compiling self-awareness scale, which contains 6 items. A score of 0 indicates a low degree of focal deficiency and 24 indicates a high degree of focal deficiency. Cheier and Carver (1985) noticed that subjects without college education often have difficulties in understanding some items in the original scale, so they revised the scale to make it more understandable. The contents of the items in the social anxiety scale in the new scale have not changed, but their words have some minor modifications. At the same time, the score is also changed to 4-level system (0: not like me at all, 3: very like me). The scale scores range from. (low anxiety) to 18 (high anxiety). The correlation coefficient between the revised scale and the original scale was 0.86. This chapter includes the original scale and the revised scale respectively. The average of 179 male college students assessed by the original scale (5-level scoring system) was 12.5 (SD = 4.1). When using the revised scale (4-level scoring system), the mean of 213 men was 8.8 (SD = 4.3), while the mean of 85 women was 8.6 (SD = 4.7). Another sample, 396 middle-aged women, scored slightly lower. The mean is 7.3 (SD = 3.9). Cronbach of the original scale α the coefficient is the sum of Cronbach of the revised scale of 0.700 α The coefficient is 0.79. The two-week test-retest reliability of the original scale was 0.730, and the four-week test-retest correlation coefficient of the revised version was 0.77.

Results

(1) Entrepreneurship education in China has roughly experienced the development process of “family blood Network Entrepreneurship Education - cluster enterprise interactive Entrepreneurship Education - popularization of innovation and entrepreneurship concept education in Colleges and universities”. In the era of entrepreneurship, the original experiential, imitative and knowledge-based entrepreneurship education model is facing the dilemma of low efficiency or even ineffective: first, the “technology driven” weakens the experience advantage of family entrepreneurship education; Second, “model driven” weakens the imitation advantage of social entrepreneurship education; Third, “utility driven” breaks the knowledge advantage of entrepreneurship education in Colleges and universities. (2) In order to meet the new needs of the entrepreneurship market, under the background of “decentralization”, the main body of entrepreneurship education should actively break through the boundary, find the structural connection point and interactive intersection with other disciplines, embed core resources and advantages into the entrepreneurship education network, reconstruct the deeply integrated network relationship, promote the process reengineering of entrepreneurship education, and change the organizational form and content output of entrepreneurship education, Establish a multi-dimensional network coupling of multi-disciplinary cooperation guided by market demand: the first is the induced Association of “agglomeration” of core enterprises, the second is the “diffusion” of spillover Association of top universities, and the third is the interactive association “integration” of sharing platforms. At the same time, the correlation analysis between emotion regulation ability and health behavior of online education subjects under the “three drivers” shows that this study further finds that online learning efficacy plays a complete mediating role and a partial mediating role in the impact of positive academic emotion and negative academic emotion on online academic investment, respectively. Specifically, after introducing the mediating variable of learning efficacy, the path coefficient of “positive academic emotion online academic investment” decreased from significant to insignificant, indicating that online learning efficacy plays a complete mediating role in the influence of positive academic emotion on online learning investment; The relationship between negative academic emotion and online learning investment is still significant even after the introduction of mediating variables, which shows that online learning efficacy plays a partial mediating role in the impact of negative academic emotion on online learning investment. This result does not support Fredrickson's view that “positive emotions are associated with specific action tendencies”. In addition to the particularity of online learning environment, the difference of emotional nature plays an important role in the direct impact of positive academic emotion and negative academic emotion on online learning investment. This study believes that emotion is generated by individuals adapting to the environment. It is worth mentioning that negative emotions evolve gradually in the environment of dealing with survival threats, and are more closely related to specific action trends; Positive emotions are only accompanied by general activation, not specific action trends, and do not produce specific actions. Therefore, in the online learning environment, the positive academic emotion mainly affects the online learning investment by activating the individual's sense of learning efficacy, while the negative academic emotion not only directly affects the individual's online learning investment, but also indirectly affects the online learning investment by weakening the sense of learning efficacy.

Conclusion

The change of entrepreneurial market driving force gradually weakens the central advantage of the original subject of entrepreneurial education, making the experience advantage, imitation advantage and knowledge advantage in various entrepreneurial education unable to support the entrepreneurial behavior in the network era. Driven by “technology, mode and utility”, it is necessary to reconstruct the three interrelated modes of entrepreneurship education, Namely “core enterprise introduction (agglomeration), first-class university spillover (diffusion), sharing platform interaction (integration) So as to create three benefits after reconstructing the subject relationship of entrepreneurship education: rapid response to the advantages of network structure, symbiotic and mutual ecological effect, and multiple superimposed value creation system. Finally, strengthen positive cognitive education, carry out targeted psychological counseling for online educators, correctly guide positive emotions, turn some blind and optimistic impulsive emotions into rational motives, and guide them to carry out relevant activities according to their own advantages and characteristics. Set an example, clarify the incentive objectives, regularly hold successful model sharing, experience introduction, project display and other activities, set a successful example for positive emotions, clarify the specific objectives of entrepreneurial activities, form strong psychological motivation, stimulate internal potential and help realize positive behavior. Strengthen professional guidance and make the motivation of winning the bid behavioral. Give full play to the talent advantages under the Internet mode, enhance the degree of group intelligence, professionalize the knowledge in the business field, and form obvious talent and intellectual advantages. Experts and scholars can also be organized to establish professional staff psychological counseling teams, give full play to the business projects of experts and scholars in their respective fields, and carry out scientific research on entrepreneurship projects.

Acknowledgements

Supported by the Planning Project of Philosophy and Social Science in Zhejiang Province ”Research on Enterprise Education Model of Deep Integration and Stratification Promotion between School and Enterprise Based on Mass Innovation Platform“ (Project No.: 17NDJC285YB).