PurposeDrawing on the literature on entrepreneurial intention (EI), this paper develops and tests a model that aims to explain student EI by considering the valuation of entrepreneurship and the venture failure stigmatization in the closer environment of the respondent and the role of individual entrepreneurial orientation (IEO) through direct and indirect effects.Design/methodology/approachThe paper uses a survey method for data collection. As such, this study was conducted by considering a sample of 1,155 undergraduate students from different majors. Structural equation modeling is used to validate the theoretical model.FindingsThe findings suggest that a positive closer valuation of entrepreneurship facilitates students' EI. In turn, a closer stigma of entrepreneurial failure hinders students' EI. More importantly, IEO has a significant mediating role in both of these relationships. The findings offer important theoretical and practical implications for the field of entrepreneurship education and entrepreneurial behavior.Originality/valueThe paper offers a new insight relating environmental cognitive elements and their impact on EI, besides how IEO represents a determinant role shaping these relations. The proposed model is original and makes a connection between two widely validated constructs and evidences the relationship that may exist between the orientation and the real intention of setting up a business. Moreover, IEO has rarely been addressed for verifying interaction effects. This paper is one of the very first studies that applies the IEO (individual-level of entrepreneurial orientation) as a mediating variable.

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PurposeDrawing on entrepreneurship education and entrepreneurial intention literature, this paper develops and tests a model that aims to explain the relationship between students' perception of learning from entrepreneurship education programs (EEP), the theory of planned behavior and entrepreneurial intention across Latin American countries.Design/methodology/approachThis study uses data from the Global University Entrepreneurship Spirit Student’s Survey (GUESSS) project 2018 for 11 Latin American countries. Structural equation modeling is used to validate the theoretical model; this offers advantages over traditional multivariate techniques in evaluating measurement errors, estimation of latent variables and specification of models.FindingsThe main results suggest that a positive perception of learning from EEP is related to the antecedents of entrepreneurial intention. Moreover, attitude toward entrepreneurial behavior and perceived behavior control positively influences entrepreneurial intention across Latin American undergraduate students. The findings contribute to a better understanding of the role of EEP in terms of the antecedents of the intention and, in addition, provide evidence to the theory of planned behavior from a large sample in an emerging region.Originality/valueThe theory of planned behavior is one of the most important theoretical frameworks to explain entrepreneurial intention. However, in Latin American countries, quality research is hindered by the lack of data and valid measures. Therefore, the paper adds value by looking at the perception of learning from EEP and its relationship with the antecedents of intention. Likewise, it validates the dimensions of the theory of planned behavior and its relationship to entrepreneurial intention, considering a broad sample of university students in Latin America.

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