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IMPACT OF SOCIAL LEARNING ON ENTREPRENEURIAL BEHAVIOUR: CASE OF ENTREPRENEURSHIP EDUCATION IN SIERRA LEONE UNIVERISITIES
The aim of this study is to study the impact of social learning on entrepreneurship and university learning in the behavior of participants in the course of entrepreneurship development. Primary data was collected from 100 students of continuing education courses in entrepreneurship offered by three Sierra Leone universities, including Fourah Bay College (FBC), Njala University (NU) and the Institute of Public Administration (IPAM). Based on the results of factor analysis, the social learning process included four factors: attention, retention, motor reproduction, and motivation. The results obtained show that social learning exists in business education and has a positive impact on the development of entrepreneurial behavior in the following way: planning activities that create legal and market behavior. Especially mechanical reproduction, it proved to be an important prerequisite of all three business models. In addition, entrepreneurs will participate in social training in business education to develop their entrepreneurial training. The study provides up-to-date information for the higher education sector, which oversees entrepreneurship courses to ensure the effectiveness of business education. However, this study focuses on existing arguments for the link between social learning and entrepreneurship development through quantitative analysis.
Keywords
entrepreneurial behaviour, entrepreneurial education in Sierra Leone, social learning
AUTHORS
Vandy Jacob,
Master of the linternational Business Management (in English), State University of Management, Moscow 99, Ryazansky Avenue, Moscow, 109542, Russia [email protected]
Salaymatu Ruth Villa,
Master of the International Business Management (in English), State University of Management, Moscow 99, Ryazansky Avenue, Moscow, 109542, Russia [email protected]
Ekaterina S. Pavlyuk,
Senior Lecturer in English, Foreign Languages Department, State University of Management, Moscow 99, Ryazansky Avenue, Moscow, 109542, Russia [email protected]
1. Introduction
Universities implement information programs focused on the formal training potential of entrepreneurs and real entrepreneurs in order to develop entrepreneurial skills. These courses range from a certificate to a master's program. Generally, courses offered in the higher education sector in Sierra Leone address the old and traditional way of teaching and learning methodology (Naleemi 2013). According to Ronstadt (2002), entrepreneurship training is a combination of two methodologies: the structured component of entrepreneurship training focuses on the dissemination of information through traditional lectures and case studies. But the unstructured component focuses on business knowledge that teaches students to behave in an entrepreneurial way through a network of people participating in an educational program (Ronstadt 2002). Therefore, facilitating a common platform for course participants to communicate with each other and share their real business experiences on these shows is questionable. It seems that the development of entrepreneurial behavior through entrepreneurial education largely depends on the availability of a social learning environment. Thus, this study examines the direct impact of the development of entrepreneurial behavior in a university setting on the focus of business education programs. This research paper is organized as follows: the first section explains the rationale for the conceptual model and makes assumptions for empirical evidence. The second section presents the methodological concept of empirical work based on primary survey data. The third section presents the results of statistical analysis, and the last section focuses on the findings and their implications for policy and future research.
2. Materials and methods
2.1. Literature Review
Entrepreneurial behaviour According to Gartner and Carter (2003), entrepreneurship is a phenomenon that primarily refers to an organizational process involving the creation of interconnected structures, systems, and procedures. While there may be various other outcomes of business behaviour, the fundamental outcome is the formation of an organization. Moreover, the entrepreneurial behaviour demonstrated in the process of organizing a company is a multi-level phenomenon that is obviously difficult to separate between people and the organization (Gartner and Carter 2003). However, entrepreneurial behavior is part of a series of temporary actions required to create organizations (Liao and Welsch 2008). Based on a longitudinal survey commissioned by the Commission for the Study of Business Dynamics (PSED), which offers good entrepreneurship training and summarizes data on the business creation process (Gartner and Carter 2003), Liao and Welsch (2008) identified 26 types of business behaviour that entrepreneurs exhibit when forming their organizations. These 26 behaviours are again grouped into four main dimensions. That is,
planning activities, establishing legitimacy, pooling resources and market behaviour in the company's organizational process (Liao and Welsch, 2008). These four parameters are compatible with the four properties listed by Gartner and Carter (2003) that an organization can use to prove its existence. Therefore, activity planning is associated w'th an intention that illustrates the purpose and objectives of entrepreneurs in establishing the boundary of legitimacy that distinguishes the company from other organizations. In addition, the resource structure and the market behaviour are in good agreement with the resources and exchange, respectively. The appendix to Williams-Middleton (2010) synthesizes these 26 models of business behaviour based on the academic work of Baron (2002), Hackett and Dolts (2004) and Reynolds et al. (2004). According to Liao and Welsch (2008), activity planning includes time to brainstorm business ideas, prepare business plans, build a company team, forecast financial returns, discuss the use of capital, negotiate personal qualities such as family, education (etc.) with the intention of creating an appropriate foundation for the successful establishment of the organization. Thus, this behaviour determines the structure or expansion of the organization and creates a favourable environment necessary for the successful functioning of the organization. Once the foundation is laid, it becomes important to create an organizational identity to ensure the smooth operation of the company. Creating a different image of the organization and ensuring its legal validity within the legal framework of its social and industrial context is essential for the successful formation of the organization (Liao and Welsch, 2008). Therefore, in order to establish legality, it is necessary to open a bank account for business, establish a separate telephone line for business, pay social income and taxes, etc. On the other hand, ensuring better relationships with customers and suppliers that provide a significant market share can be considered the most relevant behaviour of all behaviours. Then an exchange like the one pointed out by Gartner and Carter (2003), or the market behaviour pointed out by Liao and Welsch (2008) is essential to the existence or development of the company. Based on this, entrepreneurs adopt behaviours such as identifying market opportunities, developing business models, marketing activities and collecting money from debtors and customers. However, no one mentioned the specific behaviour that all entrepreneurs should follow when starting a business. According to Gartner and Carter (2003), a new organization may have different birthdays, depending on what they are measured for. In general, an organization can count on four birthdays in the process of creating a business, that is, personal commitment, financial support, sales and hiring of employees. In addition, these actions can occur at different times and to different degrees (Liao, Welsch, 2008). For example, not all start-ups need a start-up team. On the other hand, if the entrepreneur is financially capable and stable, there will be no need for external financing. In addition, such entrepreneurial behaviour may differ in different organizations created and managed by entrepreneurs. However, an entrepreneur may need to demonstrate all or most of this behaviour at different times if they want to succeed in building an organization (Liao and Welsch 2008). The decision or influence on the demonstration of a certain behaviour occurs not only in the person himself, but also in the environment in which he interacts (Williams-Middleton, 2010). Since Bandura (2000) determined that the development of behaviour depends on both the individual and the environment, the en^ronment for the development of entrepreneurship consists mainly of five factors, namely: public policies and procedures, socio-economic conditions, entrepreneurial and business skills, financial support for enterprises and non-financial support for enterprises. According to Gamage (2003), the lack of financial resources, the use of outdated technologies, the lack of adequate institutional support and the lack of managerial skills are the root causes of the lack of business development in Sierra Leone. Thus, it appears that knowledge of business management, i.e. business and entrepreneurial skills, outweighs the lack of local management skills as defined by Gamage (2003).
This is a fundamental attribute in Sierra Leone for the successful development of entrepreneurship in the country. According to Kuratko (2005), entrepreneurship in the country can develop through business education. Entrepreneurship education can thus be seen as an important initiative aimed at creating an enabling environment for entrepreneurship in Sierra Leone by developing entrepreneurial skills, as well as addressing the lack of managerial skills in the local context.
2.2. Social Learning and Social Learning Theory
According to Bandura, social learning can be defined as the process by which people develop their behavior by observing or imitating others. In terms of social learning, learning seems to be most important closer and closer. People tend to recognize the behavior of their social agents, such as family, friends, business partners, competitors, training partners, etc. Informal observation, especially when these are the only reliable results available to the context for modeling behavior (Bandura 2000). The basic learning process underlying identification is known as supervised learning. Davis 2003, recognizing the distinctive elements of a model's behavior is known as the attention process (Davis 2003). Bandura further argues that the process of attention is the starting point for learning through observation, and its absence can interfere with the reproduction of behavior. The motor reproduction process uses these symbolic representations of memory to adopt behavior when the need arises (Yi and Davis 2003). Entrepreneurial behavior is an individual action that is consistent with the environment and characteristics of the owner (Williams-Middleton 2010). Consequently, entrepreneurs tend to find out how they should behave when interacting with their environment, since social norms strongly influence human behavior, especially in the uncertain environment in which entrepreneurs mostly work.
Moreover, the ecological element includes not only structural components, but also people and social networks (Williams-Middleton 2010).
The study of entrepreneurship, using business models such as parents, co-entrepreneurs, successful local and international entrepreneurs, etc. Is an effective means of developing basic models of business practice for the construction of the organization. In addition, they noted that observing different personalities is more effective at stimulating innovation than observing conformists. In addition, methods such as role models, mutual mentoring, modelling, focus groups, discussions, etc. The most effective way to develop entrepreneurial behaviour and skills is through business education (Gibb 2002). Consequently, the development of entrepreneurial behaviour largely depends on the phenomena of social learning. Later, Kuratko (2005), who together confirmed the argument that entrepreneurs were born by Morn's et al. (2001), changed his mind, recognizing that entrepreneurship can be developed through entrepreneurial education. According to Valerio et al. (2014) entrepreneurship learning can be defined as formal and academic education that imparts specific images and skills, encourage participation and improve the effectiveness of a range of business events. Business training was originally conceived in the business administration environment, which is a relatively wider field of study than large fragmentation of business education prevailing in the system.
Opportunities, guest speakers, and collaboration with other institutions are needed to improve the delivery of business education for success (Valerio et al., 2014).Thus, personality (the student's personal characteristics) and environment (the ability to learn from others and among others) are essential for effective business education. A study conducted by Zozimo et al. (2017) analyzes a study of business learning through role model observation found that entrepreneurs learn not just by meeting role models, but more importantly, they learn by observing role models in various social contexts, such as at home or at school. Pridi and Jones (2017) conducted a similar study in the UK in the context of educational institutions to explore how students can explore the university environment. This study highlighted the role of student groups in bringing together like-minded students with common goals of supporting
and nurturing each other, stimulating social processes of group work, which can also be an important basis for individual learning, as people "share" their knowledge socially before thinking and processing it on their own.
FIGURE 1. - Figure Hypothesis of the Social learning process
2.3. Hypothesis
Given the discussion of the literature, the following hypothesis remains investigated:
H1 The process of social learning (i.e. attention, retention, motor reproduction and motivation) in business education has a positive impact on the development of the market aspect of business behavior.
H2 The process of social learning (i.e. attention, retention, motor reproduction and motivation) in business education has a positive impact on the development of establishing the legality of business behaviour.
H3 The process of social learning (i.e. attention, retention, motor reproduction and motivation) in business education has a positive impact on the development of planning activities in the field of entrepreneurial behaviour.
2.4. Sampling and data collection
The study population consists of participants in additional entrepreneurship training courses offered by the universities of Sierra Leone, namely Fourah Bay College, Njala University and the Institute of Public Administration in Sierra Leone. As of May 2018, when data collection began, 250 students were enrolled in these continuing education courses in business education offered by these three public universities. According to the formula for determining the sample size in Kreutz research activities and Morgan (2000), the sample size for this study is 150 for a population of 250 people with 90% confidence and 10% error. The participants of the course were three different universities, and a stratified random sample of universities was used to ensure the representation of the population in the sample. According to Sekaran and Bouji (2009), if there are identifiable subgroups in a population that should have different parameters in the variables of interest, then the researcher can take a stratified random sample that divides the population into mutually exclusive groups, and then select respondents randomly by destination.
2.5. Operationalization of Variables
After reviewing the literature, measures adapted for the purposes of this study were taken. The theoretical and empirical support for each design was found to be obvious.
2.6. Entrepreneurial Behaviour
Business behaviour is multidimensional in nature and is implemented in practice as actual or intentional behaviour, including establishing legitimacy, market planning, and behavioural activities. These measurements were originally developed by Liao and Welsh (2008) and modified by the researcher to measure the progress of actual or intentional business behaviour as courses are offered to existing and potential entrepreneurs. We measured all questions on a five-point Likert scale with levels from 1 = strongly disagree to 5 = strongly agree.
2.7. Social Learning
These measures were originally developed by Yi and Davis (2003) and modified by the researcher to adapt to the context of entrepreneurship training. Although Yi and Davis (2003) used an 11-point Likert scale, the 5-point Likert scale in their study was chosen by the researcher to maintain consistency across the survey tool.
2.8. Control Variables
Previous research has shown that demographic variables such as gender, age, and experience can be correlated with social learning and entrepreneurial behaviour. Thus, these variables are included in the control variables in this study. After the data was cleaned up and prepared for further processing, a statistical analysis was performed using SPSS version 20. To test the relative influence of the social dimension, a hierarchical regression of the process of learning entrepreneurial behaviour was performed.
3. Results
3.1. The Validity and Reliability of Scales
The reliability of the measurement scale was evaluated by factor analysis using the principal component method with Varimax rotation. Determine the relevance of each set of interrelated measures as a sub-construct, since the study implies interdependent dimensions. Therefore, Cronbach's alpha is used to measure internal consistency (reliability). Cronbach's alpha helps measure the degree to which the scale measures a factor or construction. There are four models: attention, retention, motor reproduction, and motivation used to measure social learning in business education. They are measured by 16 elements (four elements per structure) according to Yi and Davis (2003). Factor analysis of these 16 positions was carried out according to the basic method. Eigenvalue-based component analysis is greater than one. A four-solution component was created, consistent with the baseline set by Yi and Davis (2003), since the cumulative explained variance was 75.45% for four components with an eigenvalue greater than one. The same solution was also considered to identify the presence of cross-factor loads. According to Field (2009), if the total explained variance exceeds 40%, then this is considered a good solution.
Three constructs were used to measure the development of business behaviour. Namely business planning, creation of legitimacy and market behaviour. Eighteen Elements (seven for planning activities, seven for establishing legitimacy and four for market behaviour) were adapted from Liao and Welsch (2008). Factor analysis for these 18 elements this was done using principal component analysis based on eigenvalues is greater than one. A three-component solution was created (Table 1).
Table 2 shows the mean value, standard deviation, and cross-correlation of the variables under study. Market behaviour is positively correlated with attention(r = 0.477, p <0.01), retention (r = 0.466, p <0.01), motor reproduction(r = 0.412, p <0.01), and motivation (r = 0.395, p <0.01). Establishing legitimacy correlates positively with four social learning variables, including attention (r = 0.286, P <0.01), retention (r = 0.204, P <0.01), motor reproduction^ = 0.367, P <0.01), and motivation (r = 0.238, P <0.01). In addition to independent constructs that establish legitimacy, it has a significant positive
correlation with all control variables, including gender (r = 0.197, P <0.01), age (r = 0.190, P <0.01). <0.05) and work experience (r = 0.242, P < 0.01). The third dependent variable-activity planning-has a positive correlation. With all independent variables, including attention (r = 0.290, p <0.01), retention (r = 0.283, p <0.01), motor reproduction (r = 0.298, p <0.01), and motivation (r = 0.299, p <0.01). A more detailed analysis of possible multicollinearity showed that the variance values of the inflation rate (VIF) of all explanatory variables were less than 1.6, which ranges from 1 to 10. Therefore, the multicollinearity problem has not been solved either.
3.2. Hypothesis Testing
Table 3 shows the results of hierarchical regression analysis for three variables. In model 1, social learning variables were returned separately in business behavior (market behavior, legitimacy, and event planning). In model 2, social learning constructs with control variables were based on three models of business behavior. As model 1 shows only one variable-engine reproduction-has a significant positive impact on market behavior.
TABLE 1. - Results of factor analysis social learning & development of entrepreneur behaviours
Constuc: Items Factor Ciontacn:;i
Motivational Course shoived value of ming entreprenEurial behaviors explained by other; 0.837 0.90
Course increased the intention to master entrepreneurial behaviors explained by other; 0.812
Course assiited in perceiving tie usefulness of entrEprEneuriai behaviors explained by others C.806
Course motivated the me of enbeprene'jrial behavior; explained by the oieri C.T4 9
Motoric reproduction Course provided the opportunity ior reproduction of narrated EntrEprEneuriai behavior; C.842 O.SS
Had enough practice of the entTEprEneurial behaviors explained by the others 0.816
Accurately reproduce the EniEpreneuiial behaviors explained by the others C.TS0
Course helped to practice the explained entrepreneurial behaviors C.647
Symbolically processed others' narration; ontheii Entrepreneurial behaviors C.826 0.86
Summarized the fcey aspect; of others' narrations on their Entrepreneurial behaviors C.E-04
MEiilally visualized the enzepreneurial behavior; explainEd by others C.710
MEiilally practiced the Entrepreneurial behaviors explained by others 0.605
Attention Paid close attention to others explanations on their entrepreneur! behaviors 0.811 0.86
Others' explanations on their entrepreneurial behaviors held by attention 0.801
Concentrated on others" explanation; on _iieir enbepreneuial behaviors 0.7:6
Ab;orbed by other:; explanations on their entrepreneurial behaviors C.6S0
E;tabiishing legitimacy paying social secum1 taxes C.90: 0.83
Paying indirect taxes 0.864
Dealing uith income tax C.800
Listing business in commercial documents C.T22
totalling phone lines for buiine;; C.612
Opening bank accounts for biianes; C.669
Mailed behavior Identi^ing potentiai market; C.872 0.85
Developing pr«e;ses 0.814
Progrew marketing 0.813
Progre;s in sales and cadi collection C.~70
Planning activities Preparation of business plans C.T72 0.73
Tune spent on thinking about businEss idea; C.T00
Saving money to invest in bu;ines;e; C.6S2
Projectina financial stiremEnts C.643
Fonmng tEims for ;tart-ups 0.633
Enabling more time for biBine;; 0.5:9
TABLE 2. - Constructs' correlations, means and Stansted deviation Table 2 Constructs 'correlations, means and Stansted deviation
Variables Means SD 1 2 3 4 5 6 7 8 9
1) Gender 0.690 0.465
2) Age 31.660 8.571 0.272
3) Experience 4.375 6.408 0.251 0.586
4) Attention 4.116 0.698 0.074 0.099 0.015
5) Retention 3.892 0.725 0.049 0.024 0.103 0.616
6) Motoric reproduction 3.637 0.766 0.012 0.093 0.049 0.430 0.613
7) Motivation 4.184 0.642 0.032 0.064. 0.04 0.526 0.576 0.570
8) Marketing behavior 4.215 0.759 0.09 0.093 0.053 0.477 0.466 0.412 0.395
9) Establishing legitimacy 3.641 0.844 0.190 0.190 0.242 0.266 0.204 0.367 0.238 0.526
10) Planning activities 4.100 0.576 0.075 0.029 0.290 0.283 0.283 0.298 0.299 0.468 0.43
Correlation is important at the 0.05 level (2-tailed) Correlation is important at the 0.02 level (2-tailed)
TABLE 3. - Result of hierarchical regression analysis, social learning and development of entrepreneur behavior
Variables Market Behiviour ß Establishing legitimacyß Planning activties ß
Model 1
Motivation 0.019 0.189 0.166
Motoric reproduction 0.266 0.159 0.153
Retention 0.071 0.263 0.071
Attention 0.140 0.314 0.134
Model 2
Motivation 0.024 0.191 0.162
Motoeic reproduction 0.266 0.161 0.156
Retention 0.048 0.257 0.139
Gender 0.155 0.007 0.042
Age 0.011 0.021 0.137
Experience 0.168 0.048 0.162
Overall R2 0.167 0.239 0.097
Overall adjusted R2 0.133 0.002 0.060
AR2 0.068 0.002 2.615
F 4.868 7.615 2.615
p>0.05 p<0.01
The four variables of social learning have a significant positive impact on establishing legitimacy. Two variables associated with the social learning process, namely motivation and motor reproduction, have a positive impact on event planning. The results of model 2 show that motor reproduction has an impact (B = 0.266, P <0.01) on the market aspect of business behaviour (R2 = 0.17, F = 4.87, P <0.01), and this relationship is significantly mitigated by the gender of entrepreneurs .However, the impact of attention and motivation on market behaviour is positive and insignificant. Retention has a small negative impact on market behaviour. Therefore, H1 is partially accepted.H2 postulates
that there is a positive relationship between social learning and a full definition of the legitimacy of business behaviour, and the results support this prediction. Four social learning variables, including motivation (B = 0.191, P <0.05), motor reproduction (B = 0.161, P <0.05), retention (B = 0.257, P <0.01), and attention (B = 0.314, P <0.05), positively and significantly affect the second dependent variable determining legitimacy (R2 = 0.24, F = 7.62, P <0.01). H3 suggests that social learning affects the business planning aspect, behaviour and outcomes are supported by only two social learning variables, namely motivation (B = 0.162, P <0.05) and motor reproduction (B = 0.156, P <0.05), which explain the variance of event planning at the 5% significance level (R2 = 0.09, F = 2.61, P <0.05). Retention and attention were not significant (P> 0.05).
4. Discussion
This study was designed to determine the contribution of social learning to the entrepreneurial behaviour of potential entrepreneurs or entrepreneurs who take entrepreneurship courses at public universities. The theoretical basis of this study is the theory of social learning. In addition to formal education and training methodology, it is important to understand the extent to which entrepreneurs learn from each other and informally from other colleagues. This study shows that the three types of entrepreneurial behaviour under consideration are influenced by motor reproduction. As Wood and Bandura (2002) pointed out, students ' symbolic concepts are translated into appropriate actions, and they are implemented as a purposeful matching process in which people's behaviour is guided by accepted people, and the adequacy of their actions is compared to their models. In addition, this study showed that establishing legitimacy is influenced by all concepts of social learning: attention, retention, motor reproduction, and motivation. According to Ahlstrom and Burton (2001), in the absence of legitimacy, an organization's ability to achieve its goals and accumulate resources can be reduced. Thus, entrepreneurs who follow entrepreneurial programs want to understand and follow best practices to better legitimize their business.
From the point of view of activity planning, they are based on two components of social learning: motivation and the result of motor reproduction.
5. Conclusion
The results of this study contribute to the existing literature, helping to clarify the role of social learning in promoting entrepreneurial behaviour in the context of teaching entrepreneurship in higher education institutions, and this is a starting point for filling knowledge gaps in these areas. The results confirm that in the learning process, especially the phase of motor reproduction, is more important than other phases. What they learn from others and what they would like to practice right now in their business. A collaborative learning method is important, using entrepreneurial students with the same set of competencies and experts or lecturers in practice as role models.
5.1 The Theoretical Conclusions
This study supports the assumptions of Valerio et al (2014) and Ronstadt, who emphasized the need to combine non-traditional pedagogy in business education to be effective. Regression analysis indicates a significant positive impact of social learning on the development of business behaviour. Therefore, this means that effective entrepreneurial education involves a combination of traditional and non-traditional methods of pedagogy.
5.2. Implications for Higher Education Institutions and Policy Makers
Universities and higher education institutions offering entrepreneurship education programs should develop their curricula and plan their delivery in such a way that they
include both traditional conferences and activities such as mentoring, networking, guest speakers, and collaboration with other institutions proposed by Valerio et al. (2014). Consequently, Fourah Bay College (FBC), Njala University (NU) and the Institute of Public Administration (IPAM) can further strengthen existing pedagogical methods of business education, while newcomers can reflect on these implications when structuring their courses. In particular, educational institutions and policy makers may consider giving course participants the opportunity to replicate and replicate the knowledge gained in developing their business behaviour related to business planning, establishing legitimacy and market behaviour.
5.3. The Consequences for Entrepreneurs
Potential and active entrepreneurs can participate in social training of your business behaviour. More precisely, they can fuel your entrepreneurial spirit by planning behaviour through the repetition and reproduction of more and more activities. In addition, they can develop their entrepreneurial behaviour based on establishing legitimacy and market behaviour, providing colleagues with stories about such behaviour and reproducing the simulated behaviour.
6. Limitations and Additional Research
The study used a relatively small sample, stratified by university. However, no attempt was made to stratify the sample by type of continuing education courses in entrepreneurship, which can be considered a limitation of this study, requiring further study in the future. This study involved the use of a controlled learning process in evaluating social learning, as suggested by Bandura (2003) and Yi and Davis (2003). In addition, the identification of entrepreneurial behaviour has been limited to the research papers of Gartner and Carter (2003) and Liao and Welsch (2008). Therefore, more research can be done by replacing this theoretical area with different frameworks and theories discussed by scholars of these authorities in the field of social learning and entrepreneurial behaviour. In addition, in order to overcome the limitations inherent in quantitative research design, further research on this research question can be carried out using or a mixed research plan to study phenomena in detail. Since this study shows that business education effectively determines the development of entrepreneurship, further research can be conducted to assess the impact of elements of influence on business development and, consequently, to improve the causes of underdevelopment of the entrepreneurial spirit in the country.
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Liao, Jianwen and Welsch, Harold, Roles of Social Capital in Venture Creation: Key Dimensions and Research Implications (2008). University of Illinois at Urbana-Champaign's Academy for Entrepreneurial Leadership Historical Research Reference in Entrepreneurship, Available at SSRN: https: //ssrn.com/abstract=1507581
PSYCHOLOGICAL SPECIFICITY OF RESOCIALIZATION OF ADOLESCENTS WITH DEVIANT BEHAVIOR
The author analyzes the social and psychological characteristics of adolescents with deviant (socially dangerous) behavior. It was revealed that a high level of verbal and physical aggression, instability of mental states, impulsive behavior, inadequate self-esteem, a low level of self-control, communication problems, pronounced deformations in all socially significant spheres of relations characterize them. A low level of morality is a characteristic feature for the adolescents with deviant behavior. They are dominated by hedonistic, material and criminal motives of behavior. The revealed socio-psychological characteristics of adolescents with deviant behavior, correlated with the data of various researchers, indicate a rather large percentage of deformations in all socially significant spheres of relations between these children. With a high degree of probability, it makes it possible to predict unfavorable options for their development without targeted intervention at the level of psychological assistance and psychocorrection. The author formulates recommendations for taking into account the data obtained in the process of resocialization of pupils of special educational closed institutions for students with deviant (socially dangerous) behavior in terms of psychological correction, preventive work, and monitoring the dynamics of the rehabilitation process on the basis of the research.
