El traductor e intérprete emprendedor: análisis de la supervivencia de las empresas y los empresarios autónomos

This study presents an empirical analysis of the determinants of firm and self-employed survival in the Spanish translation sector. In the midst of a global downturn firm and self-employed survival is a key factor for the progress of the economies and for a better and more stable future. The study presents, first of all, a review of the literature on translation, interpreting, career opportunities, and entrepreneurship, and firm survival. The following empirical analysis explores the combination of variables of human capital, contingency and economic investment that potentially drive translation and interpreting firms or self-employed entrepreneurs to survive. The study performs a comparative qualitative analysis with a fs/QCA methodology identifying nine combination of causes that lead to the outcome. The results contribute towards a better understanding of entrepreneur translators’ lifespan as they provide an empirical outlook on the different causal paths that predict the survival of those translation and interpreting firms or self-employed entrepreneurs. The last part concludes with the most relevant findings of this research study. With little literature on the topic of firm survival in the translation and interpreting sector the paper aims to fill this gap and make a valuable contribution to the current literature on translation-firm creation and firm and self-employed survival.

An explanatory model of academic achievement based on aptitudes, goal orientations, self-concept and learning strategies

As a result of studies examining factors involved in the learning process, various structural models have been developed to explain the direct and indirect effects that occur between the variables in these models. The objective was to evaluate a structural model of cognitive and motivational variables predicting academic achievement, including general intelligence, academic self-concept, goal orientations, effort and learning strategies. The sample comprised of 341 Spanish students in the first year of compulsory secondary education. Different tests and questionnaires were used to evaluate each variable, and Structural Equation Modelling (SEM) was applied to contrast the relationships of the initial model. The model proposed had a satisfactory fit, and all the hypothesised relationships were significant. General intelligence was the variable most able to explain academic achievement. Also important was the direct influence of academic self-concept on achievement, goal orientations and effort, as well as the mediating ability of effort and learning strategies between academic goals and final achievement.