A Study on the Roles and Responsibilities of Student Leaders in the Employment and Entrepreneurship Security of College Students
Publicado en línea: 25 sept 2025
Recibido: 25 ene 2025
Aceptado: 11 may 2025
DOI: https://doi.org/10.2478/amns-2025-1021
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© 2025 Chenghui Ouyang, published by Sciendo
This work is licensed under the Creative Commons Attribution 4.0 International License.
Entrepreneurship and employment education is an important value orientation of higher education in various countries, and it is a complex systematic project in terms of cultivation, involving all aspects of policies, concepts, models and measures [1]. The training of student cadres is one of the small systems, is a useful supplement to classroom teaching, social practice and other educational means, plays a special role in promoting entrepreneurship and employment education, is an indispensable aspect [2-4]. Student cadres are an important force involved in school education and management, and are the bridge and link between the party and government departments of the school and the general students. Compared with ordinary students, they have both commonality and individuality, and the success of their entrepreneurship and employment ability training work has a direct connection with the size of the effectiveness of entrepreneurship and employment education [5-7].
The training of student cadres is an important part of entrepreneurship and employment education, and entrepreneurship and employment education is a new educational concept, which adds the risky and challenging goal of “entrepreneurship” on the basis of the traditional goal of “employment”, which is an education that fully taps students’ potential in educational practice, develops the basic quality of students’ entrepreneurship and employment, and cultivates students’ comprehensive entrepreneurial ability [8-10]. Entrepreneurship and employment education aims to ensure the employability of students and improve their ability to start their own businesses, with a particular focus on fostering the spirit and ability of students to “start from scratch”, and seeks to turn more job-seekers into job-creators. Compared with traditional employment education, it does not directly help students to find jobs, but rather focuses on teaching students ways to find or create jobs. To achieve the goal of entrepreneurship and employment education, it is necessary for all levels of education to cooperate with each other, for various methods to be used in a coordinated manner, and for all links to be tightly intertwined [11-14]. In addition to the traditional “self-education, self-service and self-management”, the training objectives of student cadres have been added to the new objectives of “improving humanistic quality, strengthening professional cultivation, possessing innovative ability and the courage to go to the market” [15-16].
The identity of student cadres is first a student, and then a cadre. Some student cadres emphasize “cadres” over “students” in their consciousness and actions, and neglect their studies in order to do a good job in employment and entrepreneurship, thereby reducing their prestige among their classmates, affecting work efficiency, and limiting their personal development [17-18]. The selection of student cadres, should rely on the class, give priority to students with better academic performance, more solid professional knowledge, the use of student cadres and training, should pay attention to their professional learning, to work during the decline in academic performance to be educated and guided, efforts should be made to help the student cadres to develop a study and work plan, to do both study and work, improve the learning ability of student cadres [19-21]. Employment and entrepreneurship problems are rooted in the concept of the problem, only correctly guide students to change the traditional concept of employment and entrepreneurship, is the key to a successful solution and enhance the ability of students to employment and entrepreneurship. At present, the vast majority of students’ concept of employment and career choice has certain deviations, through the regular organization of various policies of thematic study, group discussion and other activities, employment and entrepreneurship policy, situation, talent quality, job search and entrepreneurship ability, employment skills and career planning into the thoughts and lives of student cadres, so that they can amend their career goals, change the concept of employment, so that they can set up a correct concept of career choice for other students [22-24].
Deng, Q used students’ graduation destination and salary level as the quality of students’ employment and entrepreneurship as a reference standard, and continued the analysis by pointing out that intellectual capital, human capital as well as social capital drive the possibility of obtaining a high salary [25]. Deng, W., & Wang, J elucidated that emotional expression exerts its effect on students’ entrepreneurial intention by influencing their emotional intelligence based on a logistic model, while there is a certain gap between urban and rural students in terms of their emotional intelligence performance, and there is a difference in the practice and training of emotional expression, which indirectly widens the gap between poor and non-poor students [26]. In a study conducted by Xu, L et al. using the Probit model for entrepreneurial intention questionnaire, it was found that gender, major, family, and social environment significantly influenced students’ entrepreneurial intention [27]. Yang, Y combined the questionnaire survey to analyze and characterize the current situation of the development of innovation and entrepreneurship education in colleges and universities, and pointed out that the family economy has a greater impact on the entrepreneurial intention of liberal arts students, sports activities have the greatest impact on the entrepreneurial intention of science students, and the current innovation and entrepreneurship ability of college students is more general [28]. Pratiwi, N. used questionnaire and interview methods to reveal that students’ entrepreneurial intentions for traditional snacks were high and not too negatively affected by the context of the new crown epidemic [29]. The above study mainly used questionnaires, interviews and other methods centered on the dimensions that affect students’ entrepreneurial intentions.
Based on the technical level, scholars have evaluated the analysis and prediction ability of technologies such as ant colony algorithm and decision tree algorithm in the work of entrepreneurship and employment, Zhang, Y introduced ant colony algorithm in the data analysis model of employment and entrepreneurship of college students to carry out efficient and accurate mining and analysis of the relevant data, and to deepen the understanding of the factors affecting entrepreneurial willingness of college students [30]. Li, S. uncovered the insufficiency of the construction of service-oriented student work mode in Shandong Gongshang University and put forward suggestions for West such as improving the student service work process and system, reforming and optimizing the student service platform in order to promote the cultivation of talents [31]. Li, H. Y., & Zhang, Y introduced the concept of refined employment and entrepreneurship guidance and evaluated a college student employment prediction method based on a decision tree algorithm, which was found to improve the accuracy and timeliness of employment and entrepreneurship services for students in relevant departments of colleges and universities [32].
For the assessment method of public service level of student cadres, this paper proposes a set of public service level scale for student cadres with reference to previous studies and combined with the actual situation of Chinese colleges and universities, and uses a questionnaire survey to carry out descriptive statistics and analysis of the service effect level of student cadres in a certain college or university under the framework of the scale. As for the factors related to college students’ employment and entrepreneurship security, this paper initially integrates and extracts 15 relevant points, and uses questionnaires to conduct exploratory factor analysis and validation factor analysis on the 15 points. Under the support of the above work, the correlation assessment and regression analysis between public service of student cadres and employment and entrepreneurship security of college students are carried out, and the independent sample t-test of different factors and employment and entrepreneurship security of college students is carried out. Combined with the experimental results, the roles and responsibilities of student leaders in the employment and entrepreneurship security of college students are elaborated.
The level of public service effect is the individual’s psychological tendency to serve others in order to promote the interests of others and society, i.e. an inherent altruistic psychological tendency. Accordingly, this paper understands student cadres in colleges and universities, the level of public service effectiveness, as an intrinsic altruistic psychological tendency as well. Due to differences in cultural background, upbringing and policy system, the composition and measurement of public service effectiveness level also differ. Some scholars believe that the level of public service effectiveness should be measured from four dimensions: “self-sacrifice”, “public participation attraction”, “public value” and “compassion”. Some scholars have also taken into account the actual situation of contemporary college students, considered the culture and social environment of the country and region in the process of designing the scale, and embodied the influence of the one-child family factors on the level of public service effectiveness in the scale based on the incentive theory. According to the existing research, under the guidance of the theory of public service effectiveness level, the questionnaire in this paper is based on the research results on the content and structure of public service effectiveness level, and is developed locally by taking into account the characteristics of the group such as the multiplicity of the roles of student cadres in colleges and universities, public welfare of their work, peer group, short-term tenure, and the special characteristics of the working environment. The questionnaire incorporated the data obtained from qualitative interviews, and finally determined the four dimensions of “decision-making attractiveness”, “compassion”, “public interest commitment” and “self-sacrifice” and 19 items, as shown in Table 1.
Public Service Motivation Scale (PSM-19)
| Dimensionality | Serial number | Item | Measurement focus |
|---|---|---|---|
| Decision attraction | Q11 | I admire good political leaders | Examine the influence of exogenous “power demand” on the motivation of public service |
| Q12 | I enjoy discussing national policy with others | ||
| Q13 | I am interested in student affairs administration | ||
| Sympathy | Q21 | It makes me sad to see others unhappy | Examine the influence of endogenous “emotional factors” on the motivation of public service |
| Q22 | I think it is very important for people to help each other in daily life | ||
| Q23 | I don’t think people who don’t work hard deserve help | ||
| Q24 | Seeing people being treated unfairly makes me want to work hard to change that | ||
| Q25 | I will try my best to participate in more public welfare activities | ||
| Public interest commitment | Q31 | I’m interested in school public affairs | Examines the influence of exogenous normative factors on the motivation of public service |
| Q32 | It is the obligation of student leaders to provide students with quality services | ||
| Q33 | Engaging in meaningful student service work is very important to me | ||
| Q34 | I will strictly follow the school rules and regulations of fair form | ||
| Q35 | I will sacrifice my own interests at the expense of policies that are good for everyone | ||
| Q36 | Even if I am ridiculed, I will fight for the rights and interests of my classmates | ||
| Self-sacrifice | Q41 | I think responsibility is more important than ability | To investigate the influence of endogenous self-efficacy on the motivation of public service |
| Q42 | I think people should give more and give less in return | ||
| Q43 | Most of what I do is for my classmates rather than myself | ||
| Q44 | I will do my job well for my classmates even if I don’t get paid | ||
| Q45 | To me, social contribution is much more important than personal achievement |
In order to validate the applicability of the PSM-19, a horizontal measure of the level of public service effectiveness of college student cadres, among college student cadres, this study utilized the method of validation factor analysis to test the validity of the measurement question items. The validation sample data came from 50 college student cadres in a city, and the validation methods were root mean square of approximation error (RMSEA) and chi-square degrees of freedom ratio (CMIN/DF), with RMSEA less than 0.05 indicating a very good fit, and CMIN/DF less than 3 indicating a good fit. The measured sample CFA validation factor analysis fit indicators were calculated as shown in Table 2, with RMSEA of 0.049 and CMIN/DF = 1.473, which reached the range of values for the best fit, and all other indicators also reached the high standard critical values. This indicates that the PSM-19 scale constructed in this paper has a very good fit among student cadres in colleges and universities.
CFA confirmatory factor analysis fitting index was measured
| Name of index | Index value |
|---|---|
| CMIN/DF | 1.473 |
| GFI | 0.927 |
| CFI | 0.911 |
| NFI | 0.970 |
| IFI | 0.911 |
| RMSEA | 0.049 |
In this paper, 30 college students from a university were selected as research subjects, including students of different majors, grades and backgrounds to ensure that the sample is diverse, and the information of the research subjects (including whether or not they received help from student cadres, and whether or not they are safe for employment and entrepreneurship) is shown in Table 3.
Research object information
| Student number | Major | Grade | Receive help or not | Employment and entrepreneurship are safe |
|---|---|---|---|---|
| 1 | Computer science | Freshman | Yes | Yes |
| 2 | Economics | Sophomore | Yes | Yes |
| 3 | Agriculture | Junior | No | No |
| 4 | Interior design | Senior | Yes | Yes |
| 5 | Biology | Sophomore | Yes | Yes |
| 6 | Animal medicine | Junior | Yes | Yes |
| 7 | Management | Freshman | No | Yes |
| 8 | Media studies | Junior | Yes | Yes |
| 9 | Civil engineering | Senior | Yes | Yes |
| 10 | Medicine | Freshman | No | Yes |
| … | … | … | … | … |
A longitudinal survey research design was used to track the college job security and employment status of a group of college students throughout their college careers. First, data were collected at the time of enrollment and at the time of graduation to understand their employment status and college employment and entrepreneurial security. Second, a questionnaire was designed with questions on college employment and entrepreneurship security, employment status, employment opportunities, and employment satisfaction. Again, the questionnaires were distributed at the time of students’ enrollment and again at the time of graduation to collect data. Finally, data were organized and cleaned to ensure the accuracy and completeness of the data, and statistical analysis methods, such as regression analysis, were used to explore the relationship between employment and entrepreneurial security and employment situation of college students. Consideration was given to controlling for other potentially influential factors such as academic performance, professional background, etc. The steps of the study are divided into the following six steps:
Clearly define the main question of the study as whether student leaders have an impact on college students’ employment and entrepreneurial security. Conducting a literature review and reviewing existing studies and literature to understand the influence of student cadres on employment and entrepreneurship security and possible influence mechanisms. Designing a longitudinal survey study with clear research objectives and data collection time points. Develop a questionnaire instrument to obtain data at the time of students’ enrollment and at the time of graduation. Conduct data analysis to explore the influence of student leaders on the employment and entrepreneurial security of college students, such as whether there is a positive correlation. Interpret the findings of the study and discuss how student leaders influence the employment and entrepreneurial security of university students.
The evaluation statistics of the public service effectiveness level of 1000 student cadres in this university were unfolded in five aspects, namely, gender, grade level, department of future employment intention, job access, and job category, respectively. The evaluation indexes include: decision-making attractiveness (S1), empathy (S2), public interest commitment (S3), self-sacrifice (S4), and public service motivation level (S5).
There were 575 males and 425 females in this collection of service effectiveness level of student cadres. Figure 1 shows the statistics of the effect of gender on the level of public service effectiveness of student cadres. Observing Figure 1, the difference in the effect of gender on the five indicators is not large, but the effect of the public service motivation level indicator and the other four indicators on the service effectiveness level of student cadres show a large gap. The average score of the other four indicators ranges from 14-31, while the average score of the level of public service motivation is as high as 99-101.
The effect of gender on the level of public service effectiveness
There were 389 freshmen (G1), 303 sophomores (G2), 201 juniors (G3), and 107 seniors (G4) in this collection of student leaders’ service effectiveness levels. Figure 2 shows the effect statistic of the effect of grade of attendance on the level of public service effectiveness of student leaders. Observing Figure 2, there is little difference in the impact of grade of attendance on the five indicators, but the impact of the indicator of the level of motivation for public service and the other four indicators on the level of effectiveness of student cadres’ service demonstrates a large gap. The average score of the other four indicators is in the range of 14-35 points, while the average score of the level of public service motivation is up to 95 points or more.
The influence of grades on the effectiveness level of public service
In this collection of student cadres’ service effect level, 481 students’ future employment intention is governmental public sector (E1), 367 students’ future employment intention is private sector (E2), and 152 students have no plan for future employment for the time being (E3). Figure 3 shows the statistics of the effect of the choice of sector of future employment intention on the level of public service effectiveness of student cadres. Observing Figure 3, there is little difference in the impact of future employment intention department choice on the five indicators, but the public service motivation level indicator and the other four indicators show a large gap in the impact on the level of service effectiveness of student cadres. The average score of the other four indicators is in the range of 14-35 points, while the average score of the level of public service motivation is up to 95 points or more.
The effect of employment intention on the level of service effectiveness
In this collection of service effect level of student cadres, 25 students were very dissatisfied with job acquisition (DS1), 55 students were dissatisfied with job acquisition (DS2), 324 students felt average about job acquisition (DS3), 420 students felt satisfied with their jobs (DS4), and 176 students felt very satisfied with their jobs (DS5). Figure 4 shows the effect statistics of the impact of job acquisition feeling on the level of public service effectiveness of student leaders. Observing Figure 4, the difference in the impact of the sense of job acquisition on the five indicators is not large, but the impact of the indicator of the level of public service motivation and the other four indicators on the level of service effectiveness of student cadres show a large gap. The average score of the other four indicators is in the range of 14-35 points, while the average score of the level of public service motivation is up to 95 points or more.
The effect of job acquisition on the level of public service effectiveness
In this collection of service effect level of student cadres, there are 45 students as president (J1), 95 students as vice president (J2), 185 students as minister (J3), 264 students as vice minister (J3), and 411 students as officers (J3). Figure 5 shows the statistics of the effect of job category on the level of public service effectiveness of student leaders. Observing Figure 5, there is not much difference in the influence of job category on the five indicators, but the indicator of the level of public service motivation and the other four indicators show a large gap in the influence of the level of service effectiveness of student cadres. The average score of the other four indicators is in the range of 14-35 points, while the average score of the level of public service motivation is up to 95 points or more.
The effect of job category on the level of public service effectiveness
Taken together, it can be seen that the level of public service motivation has a high impact on the level of public service effectiveness of student cadres in colleges and universities, which provides a reference for further research in the following.
After reviewing a large number of existing literature related to college students’ employment and entrepreneurship safety, this paper combined and extracted 20 college students’ employment and entrepreneurship safety points and 5 dimensions, and merged the safety points with the same core meaning to identify 15 college students’ employment and entrepreneurship safety points under 4 dimensions. The 4 dimensions are: (A) self-consciousness, (B) school education, (C) laws and regulations, and (D) social Environment.
Referring to the existing questionnaire design database, a total of 30 questions were obtained from the questionnaire on employment and entrepreneurship safety of college students. The structure and content of the 15 points of college students’ employment and entrepreneurship security under four dimensions are shown in Table 4.
College students employment and entrepreneurship security content structure
| Dimensionality | Employment and entrepreneurship security points |
|---|---|
| (A)Self-awareness | (A1)Have an understanding of the working environment before working |
| (A2)Do not trust others in the process of employment and entrepreneurship | |
| (A3)Proactively report employment and entrepreneurship information to parents and student leaders | |
| (A4)Have an understanding of employment and entrepreneurship safety | |
| (B)School education | (B1)Student leaders regularly plan education activities on employment and entrepreneurship safety |
| (B2)Student cadres regularly take the initiative to care about the process of employment and entrepreneurship | |
| (B3)Student leaders can provide effective help when they encounter safety problems | |
| (B4)Student leaders respond immediately when safety issues are raised | |
| (B5)Regularly, take the initiative to remind college students of employment and entrepreneurship awareness | |
| (B6)Provide and assist in finding safer employment and entrepreneurship channels | |
| (C)Policy of the law | (C1)Laws and regulations on the safety of employment and entrepreneurship are relatively complete |
| (C2)Safeguard the safety and interests of college students in the process of employment and entrepreneurship | |
| (D)Social environment | (D1)Public sector with relevant supervision and enforcement |
| (D2)Supervision and law enforcement are relatively strict | |
| (D3)Safeguard the safety of college students’ employment and entrepreneurship |
This paper adopts the convenience sampling method, through the “questionnaire star” program for a university students issued 2000 questionnaires, recovered 1834 effective questionnaires, effective questionnaire recovery rate of 91.7%. The basic characteristics of the sample are shown in Figure 6.
Investigate the statistics of sample characteristics
Of the 1834 valid questionnaires, there were 706 females and 1128 males. There were 650 freshmen, 505 sophomores, 358 juniors, 195 seniors, and 126 seniors/graduates.
Using SPSS 26.0 software, an exploratory factor analysis (EFA) was conducted on 1834 questionnaire data to explore the dimensional structure of the questionnaire. First, the data were examined for appropriateness using the KMO test and Bartlett’s spherical test, which showed that the KMO value was 0.951 and the Bartlett’s spherical test result reached a significant level (P<0.001), which made it suitable for factor analysis. The 15 variables were rotated orthogonally by the maximum variance method using principal component analysis to obtain exploratory factor loadings, and a total of four factors were extracted according to the criterion of eigenvalue greater than 1. According to the results of factor analysis, the initial structure was corrected by combining the meaning of the questionnaire questions, and the results of the corrected factor analysis are shown in Figure 7.
Employment and entrepreneurship security questionnaire analysis
In order to further determine the level of fit of the structural data and verify the accuracy of the structure, a validation factor analysis (CFA) was conducted on the 1834 questionnaire data using AMOS26.0 software to test the level of fit between the structural factors, the combined reliability and the differential validity. The fit between the questionnaire data and the structure of college students’ employment and entrepreneurship safety points is shown in Table 5, and the combination of the chi-square fit index and the relative fit index jointly determined that: the measured results of each index are within the ideal and near-ideal ranges, and the validation of the structural fit is qualified.
Results of questionnaire confirmatory factor analysis
| Fit index | Ideal evaluation criteria | General evaluation criteria | Fitting result | Result |
|---|---|---|---|---|
| 640.872 | / | |||
| 546 | / | |||
| 1~3 | 1~5 | 1.175 | ideal | |
| >0.9 | >0.8 | 0.896 | Close to ideal | |
| >0.9 | >0.8 | 0.880 | Close to ideal | |
| <0.08 | <0.1 | 0.023 | ideal | |
| <0.05 | <0.07 | 0.051 | Close to ideal | |
| >0.9 | >0.8 | 0.991 | ideal | |
| >0.9 | >0.8 | 0.990 | ideal | |
| >0.9 | >0.8 | 0.991 | ideal | |
| >0.9 | >0.8 | 0.946 | ideal | |
| 0.5~0.9 | 0.866 | ideal |
The standardized loadings and errors of the convergent validity of each dimension of the questionnaire are shown in Figure 8, and the results of the combined reliability (CR) and average variance extracted (AVE) are shown in Figure 9. According to the evaluation criteria of standardized loadings of the factors, combined reliability (CR) and average variance extracted (AVE), the convergent validity of the questionnaire is better, and all the indexes can be significantly explained by the factors.
Four dimensions of standardized load and error
From the analysis of Chapter 3, it can be seen that the issue of college students’ employment and entrepreneurship security has a high degree of correlation with the public service work of student cadres, therefore, the role of student cadres in the process of college students’ employment and entrepreneurship security is explored in this chapter. Combined with the content of Chapter 2, this paper initially proposes the following six important influence indicators of student cadres on the employment and entrepreneurship security of college students: (I1) guidance on employment and entrepreneurship planning, (I2) guidance on the concept of employment and entrepreneurship security, (I3) popularization of knowledge on employment and entrepreneurship security, (I4) provision of safe channels for employment and entrepreneurship, (I5) care on employment and entrepreneurship security, and (I6) assistance on employment and entrepreneurship security.
A 60-item questionnaire was designed to assess the role of student leaders in the employment and entrepreneurship security of university students based on the six impact indicators. The questionnaire was distributed to 1,500 students who have been involved in employment and entrepreneurship in a university through the “Questionnaire Star” program, and a total of 1,421 valid questionnaires were collected, with a validity rate of 94.73%. SPSS 26.0 software was used to organize the results of the questionnaire data and carry out the correlation test and regression analysis of the influence of student cadres on the safety of employment and entrepreneurship of college students. At the same time, in order to clarify the effect of student cadres on the employment and entrepreneurship security of college students, the independent sample t-test and analysis of the six factors including the public service of student cadres on the employment and entrepreneurship security of college students were carried out.
The results of the correlation test of student leaders on the security of employment and entrepreneurship of college students are shown in Table 6, where SEE denotes the security of employment and entrepreneurship of college students.
Examination of the relevance of student cadres to employment security
| SEE | I1 | I2 | I3 | I4 | I5 | I6 | ||
|---|---|---|---|---|---|---|---|---|
| Correlation coefficient | SEE | 1.00 | ||||||
| - | ||||||||
| - | ||||||||
| Correlation coefficient | I1 | 0.481 | 1.00 | |||||
| 3.213 | - | |||||||
| 0.012 | - | |||||||
| Correlation coefficient | I2 | 0.175 | 0.016 | 1.00 | ||||
| -0.564 | 0.047 | - | ||||||
| 0.011 | 0.961 | - | ||||||
| Correlation coefficient | I3 | 0.232 | -0.502 | -0.362 | 1.00 | |||
| -0.757 | -1.842 | -2.991 | - | |||||
| 0.013 | 0.094 | 0.023 | - | |||||
| Correlation coefficient | I4 | 0.106 | 0.033 | -0.063 | 0.031 | 1.00 | ||
| 0.341 | 0.106 | -0.204 | 0.102 | - | ||||
| 0.009 | 0.917 | 0.841 | 0.918 | - | ||||
| Correlation coefficient | I5 | 0.531 | -0.103 | 0.561 | 0.068 | 0.032 | 1.00 | |
| 2.578 | -0.332 | 2.150 | 0.215 | 2.705 | - | |||
| 0.005 | 0.744 | 0.055 | 0.831 | 0.016 | - | |||
| Correlation coefficient | I6 | 0.458 | -0.272 | 0.231 | -0.208 | 0.550 | 0.241 | 1.00 |
| 3.012 | -0.901 | 2.358 | -0.674 | 2.391 | 0.791 | - | ||
| 0.011 | 0.388 | 0.047 | 0.513 | 0.042 | 0.446 | - |
In the correlation test, if the p-value corresponding to the correlation coefficient is less than 0.05, it means that the two are significantly correlated at the 5% significance level. Table 7 shows that the correlation coefficients between the indicators of student leaders on the safety of employment and entrepreneurship of university students are 0.481, 0.175, 0.232, 0.106, 0.531, and 0.458, respectively. From the correlation test, it can be seen that at the significance level of 5%, The
Regression analysis of student cadre and employment security
| Dependent variable: college students employment and entrepreneurship security | |||
|---|---|---|---|
| Standardization coefficient | T Value | ||
| Independent variable | Constant | 4.42 | |
| I1 | 0.35* | 2.83 | |
| I2 | 0.30* | 2.36 | |
| I3 | 0.28* | 2.04 | |
| I4 | 0.44*** | 3.52 | |
| I5 | 0.29* | 2.76 | |
| I6 | 0.36* | 1.58 | |
| R Square | 0.338 | ||
| 6.987*** | |||
Note: ***
This means that there is a significant correlation between the employment and entrepreneurship security of college students and the six indicators, and in the long run, the changes of the indicators can influence the changes of the employment and entrepreneurship security of college students to a certain extent.
The results of the regression analysis of student cadres on the employment and entrepreneurship security of college students are shown in Table 7, in which the R Square reaches 0.338, and the fitting effect is significantly improved. The standardized coefficients of the six indicator variables are 0.35, 0.30, 0.28, 0.44, 0.29, 0.36, which are all relatively strong in significance. It shows that the effect of student cadres on the employment and entrepreneurship security of college students explained by these six variables together is stronger than the effect of student cadres on the employment and entrepreneurship security of college students explained by each variable individually, and it also shows that each variable is an important influence factor of student cadres on the employment and entrepreneurship security of college students.
In order to comprehensively study the degree of influence of student cadres on the employment and entrepreneurship security of college students, this section develops independent t-tests and analyses on the employment and entrepreneurship security of college students in the five aspects of gender, education, major, political appearance and public service of student cadres. Among them, gender is divided into (G1) male, (G2) female, education is divided into (ED1) undergraduate, (ED2) graduate students, major is divided into (M1) science and technology, (M2) social sciences, political outlook is divided into (P1) party members, (P2) non-members, and public service of student cadres is divided into (SC1) perfect, (SC2) deficient, and the mean and standard deviation of the four aspects on the security of college students’ employment and entrepreneurship are shown in Figure 10. The results of the analysis are shown in Figure 10.
Independent T-test of employment security by different factors
The results of the
Independent T-test of employment security by different factors
| Dimensionality | ||
|---|---|---|
| Gender | -1.30 | 0.21 |
| Education background | -4.31 | 0.006 |
| Major | -3.11 | 0.057 |
| Politics status | 3.31 | 0.049 |
| Student cadres for public service | 3.79 | 0.000 |
Combined with Figure 10 and Table 8, it can be seen that the significant probabilities corresponding to gender and specialty and employment and entrepreneurship security of college students are
Combined with the previous research and experimental results, it can be seen that the level of public service of student cadres is inextricably related to the employment and entrepreneurship security of college students. As an important main body of student management in colleges and universities, the service work of student cadres in college students’ employment and entrepreneurship safety includes but is not limited to the following:
Planning and carrying out employment and entrepreneurship safety knowledge popularization activities in various forms. Student cadres popularize the safety knowledge related to employment and entrepreneurship to the students who are not/have been employed and entrepreneurial students through lectures and competitions, so as to avoid the students falling into employment and entrepreneurship safety problems. Provide safe channels for employment and entrepreneurship. After strict screening and scrutinizing, student leaders provide college students with safer employment and entrepreneurship directions and channels. Take the initiative to care about students’ employment and entrepreneurship situation. For the students who have/have not been employed, the student cadres regularly and actively inquire about their work status, detect safety problems and remove them in time. Provide assistance on safety issues. If the employed/unemployed entrepreneurial students encounter safety problems in the course of their work, the student leaders will actively understand and analyze the causes and assist the students in solving the safety problems.
Student cadres are involved in many aspects of the safety problems of college students’ employment and entrepreneurship, and the work they do is inclined to be of the nature of assistance and maintenance, playing the role of “maintainer”. Although student cadres are not the decisive factor for the safety of college students’ employment and entrepreneurship, since the campus where most of the activities of college students are carried out is the main place for student cadres to provide public services, the level of service shown by student cadres plays a pivotal role in the safety of college students’ employment and entrepreneurship. Therefore, student cadres in colleges and universities should clarify their own responsibilities and do a good job in maintaining the safety of college students’ employment and entrepreneurship.
In addition to the public service level of student cadres, the safety of college students’ employment and entrepreneurship is also inseparable from the self-knowledge level of college students, family education and other factors. Although student cadres are the important maintainers of college students’ employment and entrepreneurship safety, college students themselves and their families should also pay attention to the safety issue in their employment and entrepreneurship process, and jointly maintain and protect college students’ employment and entrepreneurship safety.
In this paper, by designing the assessment method of the service level of student cadres, extracting the points related to the employment and entrepreneurship safety of college students, and exploring the role positioning and responsibility content of student cadres in the process of employment and entrepreneurship safety of college students by a variety of statistical methods.
In the regression analysis of six student cadres’ public service indicator variables and college students’ employment and entrepreneurship security, the standardized coefficients of the six indicator variables are 0.35, 0.30, 0.28, 0.44, 0.29, 0.36, respectively, and the significance is relatively strong. In the independent sample t-test analysis of the impact of different factors on the employment and entrepreneurship security of college students, the level of public service of student cadres and the employment and entrepreneurship security of college students P=0.000<0.001, showing highly significant differences.
Comprehensive experimental analysis of the results concluded that student cadres in college students’ employment and entrepreneurship security has a non-negligible maintenance role, and the level of services provided by them and college students’ employment and entrepreneurship security is closely related.