The Role of School Learning Culture in Predicting Technological and Entrepreneurial Attitudes among Upper Secondary School Students

The present study aimed to investigate the role of school learning culture in predicting the technological attitude and entrepreneurial attitude of upper secondary school students in Zahedan, Iran. The study employed a descriptive-correlational research design. The statistical population comprised all upper secondary school students in District 2 of Zahedan (N = 7,100). Based on the Krejcie and Morgan (1970) sample size determination table, a sample of 364 students was initially estimated. Of these, 282 valid questionnaires were returned and deemed suitable for analysis. Given the adequacy of the final sample size for correlation and regression analyses and a response rate of approximately 77%, the collected data were considered sufficient for statistical analysis. Participants were selected using a simple random sampling method. Data were collected using the School Learning Culture Questionnaire developed by Higgins and Sade (1998), the Technological Attitude Questionnaire by Lee and Koa (2014), and the Entrepreneurial Attitude Questionnaire by Atadi (2011). The face and content validity of the instruments were confirmed by a panel of experts. Reliability was assessed using Cronbach’s alpha coefficients, yielding values of 0.759, 0.760, and 0.712 for the respective instruments. Data analysis was conducted using descriptive and inferential statistics, including Pearson’s correlation coefficient and stepwise multiple regression analyses in SPSS version 23. The findings revealed significant positive relationships between school learning culture and technological attitude (r = 0.677), school learning culture and entrepreneurial attitude (r = 0.601), and technological attitude and entrepreneurial attitude (r = 0.822). Furthermore, the results of the stepwise regression analysis indicated that 47% of the variance in technological attitude was explained by the dimensions of learning opportunities and student–teacher relationships. In addition, 36% of the variance in entrepreneurial attitude was explained by learning opportunities, student relationships, and teacher–student relationships.