Saturday Onsite Presentation Session 2

Psychology and Education

Session Chair: Yousef Abu Shindi

11:25-11:50

67501 | Investigating the Impact of Interdisciplinary Experience on the Learning Performance of Industrial Design Students

Wen-Chi Chen, Tatung University, Taiwan

Chih-Fu Wu, Tatung University, Taiwan

Dan-Dan Xu, Tatung University, Taiwan

Meng-Chieh Liu, Tatung University, Taiwan

This study explores the impact of three different cross-disciplinary experience student groups on the learning outcomes of industrial design students (without interdisciplinary learning process, participating in interdisciplinary activity courses, and participating in complete interdisciplinary courses). To understand what kind of learning experience can effectively improve students' cross-disciplinary teamwork ability and the differences in the complete product development process. In the research, semi-structured interview questionnaires were used to collect, analyze and summarize the interviewees' learning process, practical operation and other issues. Quantitative evaluation is carried out through cross-disciplinary basic ability analysis (communication, reflection, practice) and product development learning effectiveness (Rubric scale) formulated by professional teachers. It also conducts qualitative interviews with students with different interdisciplinary learning experiences , participates in recording the students' special presentations and digs into the situation of team interaction. The analysis was carried out with single factor variance, descriptive statistics and interview coding. The results show that the teams of "participating in cross-domain activity courses" and "participating in complete cross-domain courses" are better than the teams with "no cross-domain learning process" in terms of cross-domain basic core competencies and product development and there was no significant difference between "participating in an interdisciplinary activity course" and "participating in a complete interdisciplinary course". Therefore, students of the Department of Industrial Design can cooperate with different faculties and schools by participating in active cross-disciplinary courses and improve their participation in cross-disciplinary teamwork through learning experiences.

11:50-12:15

67384 | Encouraging Students to Become Social Entrepreneurs: Testing the Moderation of

Ching Yin Ip, Fu Jen Catholic University, Taiwan

Entrepreneurial Creativity

This research investigates the effects of outcome expectations of social entrepreneurship, social responsibility, perceived peers’ social awareness, digital literacy, and perceived social support on social entrepreneurial intentions, as well as the moderation effects of entrepreneurial creativity on these relationships. After gathering 303 valid responses of Taiwanese students by adopting the quantitative survey method, an exploratory factor analysis and a multiple regression model were conducted to evaluate the factor structure and the direct effects on social entrepreneurial intentions respectively. Results of multiple regression displayed that perceived peers’ social awareness, digital literacy, and perceived social support positively affected social entrepreneurial intentions. Moreover, through utilising the PROCESS macro for SPSS, results indicated that entrepreneurial creativity positively moderates the effects of outcome expectations of social entrepreneurship, social responsibility, digital literacy, and perceived social support on social entrepreneurial intentions. This research offers practical insights to educators and governments for encouraging students to engage in social entrepreneurship.

12:15-12:40

67351 | The

Scale of Causal Attribution for Success and Failure Among University Students: Factorial Structure and Differential Items Functioning

Yousef Abu Shindi, Sultan Qaboos University, Oman

Hussain Ali Alkharusi, Sultan Qaboos University, Oman

Ali Mahdi Kazem, Sultan Qaboos University, Oman

Muna Abdullah AlBahrani, Sultan Qaboos University, Oman

Rashid Sulaiman Al-Fahdi, Sultan Qaboos University, Oman

Aieman Ahmad Al-Omari, Sultan Qaboos University, Oman

Khamis Sulaiman Al-Abri, Sultan Qaboos University, Oman

The causal attribution for success and failure affects the future behavior of students. Success increase student motivation. Failure leads to a decrease in self-esteem. Each of the types of causal attribution for success (internal and external) has a different effect on the student’s behavior, as well as the types of causal attribution to failure (stable, unstable). Providing a reliable and appropriate causal attribution scale for the Omani environment may encourage researchers to conduct further studies and research to measure this characteristic, predict its behavior, and thus control it. Therefore, this study came to examine the structure of the Lefcort causal attribution scale in the Omani environment, as well as to examine the differential performance of its items for two variables: gender of the student, and academic level. The adapted version for university students in Jordan (Ghobari et al., 2012), which consists of 24 items, was applied to a sample of 246 male and female students from Sultan Qaboos University (Sultanate of Oman), and then confirmatory factor analysis was used to check the suitability of the data to the factorial scale structure, and Mantel-Hanzel method was used to detect differential performance of items. The results found, through the CFA indicators, that the data fit the scale version after deleting two items due to the low standard regression. The results also showed a differential functioning for item 24 for the gender variable, and items: 13, 21, 23 for the academic level variable. The study concluded a version of the scale suitable for the Omani environment consisting of 22 items.