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This study addresses gaps in the existing literature on students' understanding of Independent Learning (IL), whilst exploring the link between levels of IL, growth mindset, motivated strategies for learning and academic performance.

Three hundred and eighty-six university students recruited via opportunistic sampling completed an online survey to measure: understanding and level of IL, Motivated Strategies for Learning (MSL) (Duncan and McKeachie, 2005) and growth mindset (Dweck, 2000). Interaction with the university Virtual Learning Environment (VLE) and academic grades were also measured. A correlational design was implemented, and a Spearman Rho was calculated to explore the relationship between level of IL, MSL and growth mindset. A between-subjects design using independent measures t-test was employed to determine the significance of any difference in level of IL and VLE engagement according to academic grade.

Whilst most students: considered themselves an IL and understood what IL was, the majority erroneously believed it meant learning alone or without help. Level of IL, however, was positively associated with motivational beliefs (self-efficacy and mindset), cognitive strategies (rehearsal, elaboration, organisation and critical thinking), and metacognitive strategies (time management and self-regulation). Further, those with grades A-C scored significantly higher than those with grades D and below on cognitive strategies (elaboration and organisation). Those attaining higher grades also interacted with the VLE significantly more frequently and regularly than those attaining lower grades.

This study adds to the existing literature by highlighting the positive relationship between level of IL, MSL, mindset and academic achievement. It also addresses the under-explored potential for VLE engagement in predicting grades amongst on-campus courses. Given that cognitive strategies and VLE engagement differentiate the high and low achievers, interventions to develop such skills may enhance academic achievement.

Entrepreneurship represents a complex decision-making process capable of influencing the conditions of a socio-economic system. For this reason, stimulating entrepreneurship is a topic that has always fascinated scholars and attracted the attention of public policy makers. This study, from the perspective of the theory of planned behaviour (TPB), aims to contribute to the analysis of entrepreneurial intention (EI) in university students. Factors such as entrepreneurship education (EE), mediation of personal attitude (PA), perceived behavioural control (PBC), EI, regulatory support (RS) and opportunity recognition (OR) for university students.

Research data was collected using a questionnaire, and a cross-sectional sample was selected from senior business and engineering students who are most likely to participate in entrepreneurial activities. The survey was conducted in the Delhi NCR region. 240 students were interviewed. Partial least square structural equation modelling using SmartPLS-4 was used to test the explanatory and predictive power of the proposed model.

The results of this study offer interesting contributions to the academic debate. First, EE has a significant impact on PA, PBC and entrepreneurial intentionality. Second, PBC, recognition of opportunities and EI have a significant impact on entrepreneurial education. Finally, PA and PBC significantly mediate the “entrepreneurial education – entrepreneurial intention” relationship.

Interesting elements of originality are offered by this study. First, entrepreneurship is studied as a decision-making process influenced by intentions and not behaviours. Second, the authors limited the efforts to unraveling the effect of the five variables on the formation of EI. Finally, the large size of the sample allows the authors to obtain significant results, directing future studies to other territorial contexts. Additionally, incorporating some control variables, such as gender and family background, would explore the relationship between the model variables more meaningfully.

This study aims to describe the current conceptualisation of self-management of dementia by family carers in the literature and from the views of dementia professionals and family carers, and to establish a more comprehensive concept of self-management of dementia by family carers.

A hybrid concept analysis included three phases: the theoretical phase reviewed the literature on self-management of dementia by family carers; the fieldwork phase interviewed professionals and family carers; and the analytical phase synthesised and discussed the findings from the previous two phases.

The findings revealed that self-management of dementia by family carers encompasses four domains: supporting care recipients, self-care, sustaining a positive relationship with care recipients, and personal characteristics and skills.

The findings highlighted the essential elements of the construct of self-management of dementia by family carers. The findings can be used as a conceptual framework of self-management and are useful in designing and evaluating self-management support interventions for family carers.