Innovative people seize the opportunity to make lives better and more comfortable, which contribute to economy growth and financial gain. Stakeholders study innovativeness of business students, in depth, to understand gender differences, and the factors affecting students' innovativeness. Literature explains how males and females differ in their proneness to guilt and shame. However, a model that explains the dynamic of guilt, shame, and gender on innovativeness will help make policies to improve students' innovativeness. This study describes factor analysis approach to examine the TOSCA-3 subscales guilt, shame, and the DNA instrument of innovativeness. It also describes the measurement invariance across gender for each construct, and for the full measurement model to identify the differences between genders. Moreover, this study examines the total effect of gender on innovativeness, which includes the direct effect, and indirect effect via guilt and shame. The results indicated that guilt is positively associated with innovativeness, and shame and gender are negatively associated with innovativeness. This dissertation can be freely accessed and downloaded from (http://etd.byu.edu/).
College and Department
David O. McKay School of Education; Educational Inquiry, Measurement, and Evaluation
BYU ScholarsArchive Citation
Qudisat, Rasha Mohsen, "Effect of Gender, Guilt, and Shame on BYU Business School Students' Innovation: Structural Equation Modeling Approach" (2015). Theses and Dissertations. 5790.
innovativeness, exploratory factor analysis, confirmatory factor analysis, structural equation modeling, measurement invariance, total effects