Predictors of Entrepreneurial Intentions: Mediating Role of Self-Efficacy

2019 ◽  
Vol 16 (11) ◽  
pp. 4798-4806
Author(s):  
Jetsalid Anesukanjanakul ◽  
Dumrong Cholsuk ◽  
Komkrit Rattamanee
Keyword(s):  
Emotional Intelligence ◽  
Self Efficacy ◽  
Engineering Students ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intentions ◽  
Future Research ◽  
Mediating Role ◽  
Research Areas ◽  
Self Employment ◽  
Study Results

Entrepreneurship is an important factor which lead towards the self-employment and while doing this can potentially reduce the unemployment. Which has become a giant problem globally. Considering the importance of the issue present study has attempted to analyze that how do the entrepreneurship education and emotional intelligence lead towards the entrepreneurial intentions. Additionally, self-efficacy was considered as a potential mediator. Data were collected from the engineering students by using the convenience sampling. Statistical analysis was performed by using Smart-PLS. The results of the study reported a positive relationship between entrepreneurship education and entrepreneurial intentions of the students. Relationship between emotional intelligence and entrepreneurial education was also supported by the study results. The relationship between selfefficacy and entrepreneurial intentions was proved to be strongest of all by the study results. Finally the study results have supported all the mediation relationships between the variables. Practical implications and future research areas are provided at the end.

Intention towards social entrepreneurship of university students in an emerging economy: the influence of entrepreneurial self-efficacy and entrepreneurship education

2020 ◽  
Vol 28 (3) ◽  
pp. 133-151
Author(s):  
H.M. Kamrul Hassan
Keyword(s):  
University Students ◽  
Social Entrepreneurship ◽  
Self Efficacy ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intention ◽  
Entrepreneurial Intentions ◽  
Future Research ◽  
Entrepreneurial Education ◽  
Content Type ◽  
University Support

Purpose Entrepreneurial intention plays a crucial role in the research and application of social entrepreneurship (SE). The purpose of this paper is to investigate the influence of the factors affecting students’ intention towards social entrepreneurship (ISE). The study has taken entrepreneurial self-efficacy, along with entrepreneurial education, entrepreneurial network and perceived university support that have an impact on intentions, which instills interest amongst students in being future entrepreneurs. Design/methodology/approach Data were primarily taken from a survey of 380 university students from public and private universities in Chattogram, the business capital of Bangladesh. Students were preliminarily selected, focussing on different profiles such as male/female, age, socio-economic status, education level, university status and employment level. Initially, using factor analysis factors were analyzed and later multiple regression analysis was used to identify the relationship with ISE. Findings The study on the student reveals that four aspects significantly impacted the preference of students’ ISE. This study reinforces the influence of entrepreneurial self-efficacy, along with entrepreneurial education, as the factors contributing to aid young graduates recognizing and fostering an ISE. Entrepreneurial networks and perceived university support were found to have no association with social entrepreneurial intentions. Originality/value This paper contributes to the understanding of the factors and provides a basis for explaining factors that affect the intention of students towards SE. It can contribute to future research related to social entrepreneurial intention. Furthermore, it was concluded that forming social entrepreneurial intention is highly influenced by entrepreneurial self-efficacy and entrepreneurship education.

scholarly journals Entrepreneurship Education and Entrepreneurial Intentions of College Students: The Mediating Role of Entrepreneurial Self-Efficacy and the Moderating Role of Entrepreneurial Competition Experience

2022 ◽  
Vol 12 ◽  
Author(s):  
Lihao Wu ◽  
Suo Jiang ◽  
Xiaomin Wang ◽  
Linwei Yu ◽  
Yansu Wang ◽  
...  
Keyword(s):  
College Students ◽  
Self Efficacy ◽  
Family Background ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intention ◽  
Mediating Effect ◽  
Mediating Role ◽  
Self Employment ◽  
The Relationship

This study aims to explore effective ways to improve college students’ entrepreneurial self-efficacy and intentions through entrepreneurship education. The survey used a random sample of 804 college students in Zhejiang Province, China. The results show that: (1) In terms of the characteristics of entrepreneurial intention, there are significant differences in gender, entrepreneurial experience, entrepreneurial competition experience, and family background of self-employment. (2) There are significant differences in the characteristics of entrepreneurship education in gender, entrepreneurial competition experience, and the family background of self-employment. (3) In the relationship among entrepreneurship education, entrepreneurial self-efficacy, and entrepreneurial intention, entrepreneurship education is significantly and positively related to entrepreneurial self-efficacy and entrepreneurial intention. Entrepreneurial self-efficacy is significantly and positively associated with entrepreneurial intention. Entrepreneurial self-efficacy plays a complete mediating role between entrepreneurship education and entrepreneurial intention. Entrepreneurial self-efficacy also has a suppressing effect on the relationship between the two. (4) Entrepreneurial competition experience moderates the second half of the mediating effect of entrepreneurial self-efficacy. Finally, the study offers several proposals for the teaching practice of entrepreneurship education.

A framework explaining the entrepreneurial intentions of engineering students in public universities

2021 ◽  
Vol 37 (71) ◽  
pp. e2210736
Author(s):  
Pilar Ester Arroyo ◽  
María de Lourdes Cárcamo-Solís ◽  
Héctor Cuevas-Vargas ◽  
Salvador Estrada-Rodríguez
Keyword(s):  
Self Efficacy ◽  
Structural Equation ◽  
Engineering Students ◽  
Predictive Ability ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intention ◽  
Entrepreneurial Intentions ◽  
Equation Modeling ◽  
Engineering Programs ◽  
Entrepreneurial Attitudes

This study explains the Entrepreneurial Intent (EI) of university students enrolled in engineering programs at the public university of the state of Guanajuato, Mexico, in terms of the three constructs of the Theory of Planned Behavior, formal (entrepreneurship education) and informal (the entrepreneurial demonstrated behavior of family and friends) institutional factors, and two individual traits (innovativeness and need of achievement). The conceptual model proposed also examines the role of entrepreneurship education in strengthening entrepreneurial self-efficacy. Survey data is analyzed using structural equation modeling. Findings indicate entrepreneurial attitudes have the most significant predictive ability on entrepreneurial intention over entrepreneurial education and the manifest entrepreneurial actions of close social groups that have only a moderate influence on EI. The analysis also confirms that entrepreneurship education enhances entrepreneurial self-efficacy. Based on these results, it is recommended that Engineering Schools devote more attention to experiential learning to create favorable entrepreneurial attitudes and develop students’ entrepreneurial skills, particularly among those with a high need for achievement.

Entrepreneurial motivations and intentions: investigating the role of education major

2013 ◽  
Vol 55 (3) ◽  
pp. 253-271 ◽  
Author(s):  
Marina Z. Solesvik
Keyword(s):  
Engineering Students ◽  
Subjective Norms ◽  
Entrepreneurial Intentions ◽  
Content Type ◽  
Entrepreneurial Motivation ◽  
Mediating Role ◽  
Self Employment ◽  
Enterprise Education ◽  
The Difference

PurposeThe purpose of this study is to explore the difference in entrepreneurial intentions, perceived entrepreneurial motivation, and cognitive profiles (attitudes towards entrepreneurship, perceived behaviour control, and subjective norms) between individuals who have participated in enterprise education programmes in the universities and those who have not. The paper also investigates the mediating role of attitudes towards entrepreneurship, perceived behaviour control, and subjective norms related to entrepreneurial motivation and the forming of entrepreneurial intentions.Design/methodology/approachSurvey information from 321 students from three universities in the Ukraine was hand collected. Hierarchical multiple regressions were used to test hypotheses.FindingsIndividuals who participate in enterprise programmes tend to have higher entrepreneurial motivation and are more likely to become entrepreneurs. Empirical evidence shows that attitudes, subjective norms and perceived behaviour control mediate the relationship between perceived entrepreneurial motivation and entrepreneurial intentions.Research limitations/implicationsThe study is based on data collected from three universities in one city. The implications for education managers related to the inclusion of enterprise courses into the study plans of engineering students are also discussed here.Practical implicationsThe findings have implications for the stimulation of student enterprise in transitional economies where attitudinal and resource (i.e. skill, competence and knowledge) deficiencies can retard enterprise. Entrepreneurial motivation is an important link between an intention and action. Enterprise education programs which stimulate entrepreneurial motivation should be offered to engineering students since many of them start ventures later. Engagement into enterprise development programs of engineering students might evoke earlier interest in self‐employment career path among young people.Originality/valueThe article contributes to the field of entrepreneurial motivation and intentions. The study extends insights from the theory of planned behaviour (TPB) (i.e. subjective norms, attitudes toward this behaviour, and perceived behavioural control) by also considering the perceived entrepreneurial motivation profiles of students.

scholarly journals Entrepreneurial Education and Self-employment: Does Entrepreneurial Self-efficacy Matter?

2021 ◽  
Vol 1 (1) ◽  
pp. 18-30
Author(s):  
Moses Kisubi ◽  
Michael Korir ◽  
Ronald Bonuke
Keyword(s):  
Self Efficacy ◽  
Sampling Technique ◽  
Entrepreneurship Education ◽  
Mediating Effect ◽  
Systematic Sampling ◽  
Cross Sectional ◽  
Mediating Role ◽  
Self Employment ◽  
Policies And Programs ◽  
The Relationship

Purpose – The study sought to determine the mediating role of entrepreneurial self-efficacy in the relationship between entrepreneurship education and self-employment intentions. Design – A cross-sectional and explanatory survey approach was employed using a systematic sampling technique. Data were collected from a sample of 458 undergraduate finalists from two Ugandan universities. Results – Results of the study indicate that two predictors significantly influence self-employment intentions. Results also suggest that entrepreneurial self-efficacy partially mediates the relationship between entrepreneurship education and self-employment intentions. Implications – Curriculum developers should develop entrepreneurship curriculum content geared towards stimulation of self-employment intentions among learners via entrepreneurial self-efficacy. Second, educational and economic policymakers should design policies and programs like startup capital to enable graduates to realize their self-employment intentions. Originality/value – The study provides initial evidence on the mediating effect of entrepreneurial self-efficacy between entrepreneurship education and self-employment intentions.

scholarly journals Role of Social Networks, Emotional Intelligence and Psychosocial characteristics in developing Entrepreneurial Intentions of Students

2016 ◽  
Vol 3 (1) ◽  
pp. 54 ◽  
Author(s):  
Fatima Javed ◽  
Rebecca Ali ◽  
Ariba Hamid ◽  
Madeeha Shahid ◽  
Khadija Kulosoom
Keyword(s):  
Social Networks ◽  
Emotional Intelligence ◽  
Self Efficacy ◽  
Social Factor ◽  
Entrepreneurial Intention ◽  
Self Esteem ◽  
Entrepreneurial Intentions ◽  
Policy Makers ◽  
Mediating Role

In today’s world the term “Entrepreneurship” is garnering great attention as it leads to value creation and help the countries on their journey towards achieving economic prosperity. Yet, to date the research determining the combined impact of various environmental, emotional and psycho-social factors on entrepreneurial intentions is scarce. This study examines how the perception of backing and assistance received by social networks; personal as well as professional shape entrepreneurial intentions. Current study explores the mediating role of a cognitive factor that is self-efficacy and a direct relation of a psycho-social factor that is self-esteem on entrepreneurial intention. With a sample of 192 students the model was tested using multiple regression analysis. The findings reveal that social networks and emotional intelligence has a significant role in determining entrepreneurial intentions. Self-efficacy was found to mediate both the relations, while the relation between positive self-esteem and entrepreneurial intention could not be proved. The study creates useful suggestions and awareness for the academic domain as well as policy makers in this region.

Perceived university support, entrepreneurial self-efficacy, heterogeneous entrepreneurial intentions in entrepreneurship education

2019 ◽  
Vol 12 (2) ◽  
pp. 205-230 ◽  
Author(s):  
Liangxing Shi ◽  
Xinying Yao ◽  
Wenqing Wu
Keyword(s):  
Self Efficacy ◽  
Innovation Policy ◽  
Entrepreneurship Education ◽  
Cultural Factors ◽  
Entrepreneurial Intentions ◽  
Content Type ◽  
Study Results ◽  
University Support ◽  
Moderating Role

Purpose The study clarifies the relationship between students’ perceptions of university support and heterogeneous entrepreneurial intentions in the Chinese context. It proposes a new construct with the classification of growth- and independence-oriented intentions and examines the moderating role of the Chinese sense of face. This study aims to enrich entrepreneurship education research by incorporating cultural factors. Design/methodology/approach The study uses a questionnaire survey to examine the research hypotheses. Further, the authors collected data from 374 students from Mainland China and applied a regression analysis. Findings The study clarifies the positive relationship between perceived university support and growth-oriented/independence-oriented entrepreneurial intentions. Further, it proposes the differences in the moderating role of the Chinese sense of face in the relationships between entrepreneurial self-efficacy and growth- and independence-oriented intentions. Research limitations/implications Because of the chosen method, the study results may lack generalizability. Hence, future studies are encouraged to test the proposed hypotheses. Practical implications The study results have important implications for entrepreneurship education development. Social implications The study is conducted against the background of the “mass entrepreneurship and innovation” policy in China and combines country-specific characteristics to enrich entrepreneurial education and social entrepreneurship. Originality/value This study fulfills the intention to examine the influence of cultural factors on entrepreneurship education and identify the heterogeneous entrepreneurial intentions in a single construct.

scholarly journals The Effects of Hackathons on the Entrepreneurial Skillset and Perceived Self-Efficacy as Factors Shaping Entrepreneurial Intentions

2020 ◽  
Vol 10 (3) ◽  
pp. 73
Author(s):  
Izabela Szymanska ◽  
Tom Sesti ◽  
Hali Motley ◽  
George Puia
Keyword(s):  
Learning Outcomes ◽  
Self Efficacy ◽  
Entrepreneurial Intentions ◽  
Learning Activity ◽  
Future Research ◽  
Test Model ◽  
Entrepreneurial Learning ◽  
Self Confidence ◽  
Research Areas ◽  
Primary Means

Purpose: While traditional university programs primarily use regularly scheduled classes as the primary means for developing students, this program evaluation explores the direct effects of intensive entrepreneurial learning activity in the format of a hackathon. This is one of the first papers to explore the learning outcomes of hackathons as an intensive entrepreneurial pedagogy. Design/methodology/approach: The researchers implemented a pre-test/post-test model with students participating in an entrepreneurship hackathon and tested the changes in their confidence levels in the ability to craft a successful entrepreneurial venture. Findings: The results support a hackathon model of entrepreneurial learning. As the result of a one-day workshop, significant results were achieved for self-reported ability in identifying a viable entrepreneurial concept, and for having the ability to successfully launch a new venture. Further, class standing and prior entrepreneurial courses, as well as gender did not influence the learning outcomes. Importantly, while hackathon-generated increases in entrepreneurial self-efficacy proved to be statistically significant, same gains proved not to be significant in a traditional entrepreneurship class setting. Authors conclude that short, intensive entrepreneurship learning methods like hackathons may be more effective in developing entrepreneurial self-efficacy than semester long courses. Originality/value: A hackathon is likely an effective entrepreneurial learning methodology suitable for a general student population which includes students with limited knowledge of and interest in entrepreneurship. The usefulness of a hackathon for entrepreneurial learning has potential implications for educators, scholars and policy makers. For educators, a hackathon approach may outperform a number of traditional entrepreneurship pedagogies in the form of lectures, case studies, class discussions or even a business plan development over a semester-long course. A hackathon may also allow students to gain entrepreneurial skills and self-confidence much quicker and using less resources than in a traditional entrepreneurial course. The potential reasons for these findings as well as their implications are discussed along with future research areas.

scholarly journals Collective Impact of Entrepreneurial Self-Efficacy and Risk Propensity on Entrepreneurial Intentions; Mediating Role of Perceived Social Support

2018 ◽  
Vol 7 (3.21) ◽  
pp. 24
Author(s):  
Arusa Khalid ◽  
Mohsin Bashir ◽  
Shahnawaz Saqib
Keyword(s):  
Social Support ◽  
Emotional Intelligence ◽  
Self Efficacy ◽  
Perceived Social Support ◽  
Business Students ◽  
Entrepreneurial Intentions ◽  
Clear Understanding ◽  
Risk Propensity ◽  
Mediating Role ◽  
Market Opportunities

In order to extend the discussion of entrepreneurship, this empirical study has indicated the crucial impact of entrepreneurial self-efficacy on entrepreneurial intentions of a person, while this relation is being moderated by ability based approach of emotional intelligence. Our findings have indicated the extent to which the students of business studies remain successful in exploring market opportunities and will turn into successful entrepreneurs under the umbrella of emotional Intelligence .Moreover it has also elucidated the influence of perceived social support in persuading self-employment. The sample of 260 business Students was taken from Pakistan. Research findings helped students witnessing those depicting higher level of emotional intelligence are more willing to take and tolerate risks and are eager to start up their own businesses .Results also revealed that risk propensity has moderate effects on entrepreneurial intentions. Implications are also being discussed for clear understanding of vitality of discussion.  

Coping Humor as a Mediator Between Emotional Intelligence and Job Satisfaction

2017 ◽  
Vol 16 (3) ◽  
pp. 155-159 ◽  
Author(s):  
Peizhen Sun ◽  
Jennifer J. Chen ◽  
Hongyan Jiang
Keyword(s):  
Job Satisfaction ◽  
Emotional Intelligence ◽  
Future Research ◽  
Satisfaction Scale ◽  
Primary School Teachers ◽  
Mediating Role ◽  
Regulation Of Emotion ◽  
The Relationship ◽  
Overall Job Satisfaction

Abstract. This study investigated the mediating role of coping humor in the relationship between emotional intelligence (EI) and job satisfaction. Participants were 398 primary school teachers in China, who completed the Wong Law Emotional Intelligence Scale, Coping Humor Scale, and Overall Job Satisfaction Scale. Results showed that coping humor was a significant mediator between EI and job satisfaction. A further examination revealed, however, that coping humor only mediated two sub-dimensions of EI (use of emotion and regulation of emotion) and job satisfaction. Implications for future research and limitations of the study are discussed.

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