Individual Components

Purpose: The purpose of the present study was to investigate the individual entrepreneurial components of students from the perspective of university lecturers. Methodology: The present study is based on a data-base research method that was conducted through interviews with 12 experts including a combination of university professors and members of the profession including various professional disciplines using purposive sampling method. selected. Data categorization, interviews were analyzed based on the first two stages of the three-stage Strauss and Corbin system, namely open and axial coding and categorical coding. Subcategories and categories were obtained and finally They were divided into main categories that are more general and conceptual. After collecting the questionnaires, 50 raw data were identified which converted this raw data into 17 common codes and 17 common codes were presented in 9 classification concepts, then 9 concepts were classified into 4 categories. In this study, the main variables extracted from the data and their subcategories were investigated. Findings: Data content analysis resulted in the extraction of 4 main themes (subcategories) and 9 sub-themes (concepts) as follows: Creativity with sub-themes: desire for innovation and initiative and fluidity; meta-cognitive beliefs with Sub-themes: Tolerance of ambiguity and flexibility; Self-esteem with sub-themes: Self-esteem and self-assurance; Sub-themes of thinking style: General and partial thinking. Conclusion: The increasing importance of entrepreneurship education and its ability to improve economic growth and job opportunities is evident in some universities at both academic and non-academic levels.

Purpose: The aim of this study was to investigate the role of individual and collective components on the formation of social trust in high school students. Methodology: The present study in terms of applied purpose and in terms of performance, it was mixed (qualitative and quantitative). The research population in the qualitative section was experts, experts and specialists in the field of education and training and in the quantitative section were the principals and deputies of the second secondary school in Tehran in the academic year 2019-20, whose number was 380. The research sample in the qualitative section according to the principle of theoretical saturation were 15 people who were selected by purposive sampling method and in the quantitative section according to Cochran’s formula were 190 people who were selected by multi-stage cluster sampling method. To collect data, review of research texts and literature, semi-structured interview and researcher-made questionnaire (110 items) were used. The validity of the interview was confirmed by a review of 10 faculty members and its reliability was calculated by the subject internal agreement coefficient of 0.86. It was obtained from 0.70. Data were analyzed in SPSS and AMOS software by content analysis, factor analysis and structural equation modeling. Findings: Findings showed that in the formation of social trust, two components, individual and collective, played a role. Determination, self-control and collective component had nine dimensions of social commitment, social participation, social support, social respect, and social discipline, loyalty to values, behavioral validity, social development and friendly relations. Conclusion: The results showed that individual and collective components played an effective role in the formation of social trust in high school students