Full Esteem Ahead? Mindset-Oriented Business Training in Ethiopia
Bibliographic record
Abstract
Is there a mindset gap holding women \n back in business? Can entrepreneurship training instill a \n set of attitudes, behaviors, and strategies that are thought \n to underpin success in business such as motivation, \n perseverance, and self-confidence? This study conducted two \n randomized controlled trials to evaluate the effect of \n mindset-oriented business trainings on the performance of \n women-owned micro and small enterprises in Ethiopia. The \n trainings were underpinned by psychology with a mission to \n foster self-esteem and entrepreneurial spirit. Despite a \n similar approach, however, the quality of delivery seemed to \n matter as impacts of the trainings on business performance \n were mixed. A key channel for an impact on profits is if the \n training can actually effectuate the mindset change, with \n only one training transferring higher levels of \n entrepreneurial self-efficacy, personal initiative, and \n entrepreneurial locus of control to the women, relative to a \n control group. The study finds suggestive evidence that \n psychological skills and mindset are better inspired by a \n trainer who previously owned a business themselves and \n therefore may have a better understanding of the \n entrepreneurs' specific challenges. The study concludes \n that psychological skills are important for women's \n business success, and these skills can indeed be transferred \n using training, assuming a shared identity match between \n trainer and student. Service delivery appears to be critical \n for inculcating these important skills.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".