Effect of Entrepreneurial Education on Entrepreneurial Intention of University Students : Focused on mediating effect of self-efficacy and Entrepreneurial motivation

Hwan, Yang Jun

doi:10.16972/apjbve.9.6.201412.65

Cited by 11 publications

(3 citation statements)

References 29 publications

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“…Concerning H5, H5a, H5b, and H5c, the results reveal that entrepreneurial self-efficacy positively mediates the relationship between entrepreneurial education, entrepreneurial mindset, and creativity on entrepreneurial intention. This finding is in agreement with prior researchers (Yang, 2014;Wardana et al, 2020). The results suggest that university management facilitates students regarding entrepreneurship education and makes them skillful in handling business activities as well as developing an entrepreneurial atmosphere that ultimately leads to entrepreneurial self-efficacy.…”

Section: Discussionsupporting

confidence: 92%

“…Previous research believed that entrepreneurial education has an important role in improving the skills of the individual that stimulates business activities (Sun et al, 2017). Yang (2014) remarked that entrepreneurial education has two key features. First, through entrepreneurial learning actions, it facilitates individuals to transfer knowledge, skills, and share experience of entrepreneurship.…”

Section: Entrepreneurial Education and Entrepreneurial Intentionmentioning

confidence: 99%

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Impact of Entrepreneurial Education, Mindset, and Creativity on Entrepreneurial Intention: Mediating Role of Entrepreneurial Self-Efficacy

Wang¹,

Murad

Bajun

et al. 2021

Front. Psychol.

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This study aimed to investigate the direct influence of entrepreneurial education, entrepreneurial mindset, and creativity on the entrepreneurial intention with the indirect role of entrepreneurial self-efficacy. This study applied the structural equation model technique using AMOS software to verify the hypothesis relationships. This study collected self-administered survey data from 365 university students of Jiangsu and Zhejiang province of China. The findings indicated that entrepreneurial education, entrepreneurial mindset, and creativity have a positive and significant influence on entrepreneurial intention. Moreover, results revealed that entrepreneurial self-efficacy partially mediates in the relationship between entrepreneurial education, entrepreneurial mindset, and creativity on entrepreneurial intention. Further implications and limitations are also discussed in this article.

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Section: Discussionsupporting

confidence: 92%

Section: Entrepreneurial Education and Entrepreneurial Intentionmentioning

confidence: 99%

Impact of Entrepreneurial Education, Mindset, and Creativity on Entrepreneurial Intention: Mediating Role of Entrepreneurial Self-Efficacy

Wang¹,

Murad

Bajun

et al. 2021

Front. Psychol.

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“…시대의 흐름에 따라 기업가정신 교육 및 창업의지강화 요인에 관한 연구도 활발히 진행되어 왔는데, 주로 일반인이나 창업자들을 대상으로 창업의도를 유발하는 선행요인을 찾거나 유용성을 밝히는데 집중해 왔다. 선행연구에서는 내•외적 요인들이 창업의지에 긍정적인 영향을 미친다는 결과를 얻었다 [2] [3]. 하지만 이러한 선행연구의 대상이 일반인 창업자 또는 예비창업자, 창업 가능성이 높은 대학생들이 주를 이뤄 왔다 [4].…”

Section: 서론unclassified

The Effect of Adolescent Entrepreneurship Education on the will to Start a Business : Focused on High Schools in Busan

An,

Chun

2023

APJCRI

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This study is based on the policy trend of expanding entrepreneurship education for adolescents on entrepreneurial will for high schools in Busan. For this purpose, a research model was established with educational content, instructor, environment, and support as independent variables, reinforcement of entrepreneurial will as dependent variables, and gender, grade, high school type, motivation, and experience as control variables. A total of 501 high school students from 8 different schools who participated in entrepreneurship education were collected and regression analysis was conducted. As a result of the analysis, educational content, instructor, environment, and support all had a significant influence on strengthening the will to start a business. Among the control variables, gender, motivation for taking credits and points, entrepreneurship, and experience in taking start-up courses have a significant impact on strengthening the will to start a business, while grade and high school types (meister high school or general high school) have no significant impact on strengthening the will to start a business. In addition, it was found that the effect of entrepreneurship education was higher in female students than male students, and completion of credits and points helped strengthen the will to start a business when taking similar education less than two times at the same time. This study is meaningful in suggesting that it is necessary to establish education in consideration of important factors and directions for the spread of startups by analyzing the impact of entrepreneurship education on the willingness to start businesses for adolescents.

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“When I get older, I wanna be an entrepreneur”: the impact of disability and dyslexia on entrepreneurial self-efficacy perception

Powers¹,

Loarne–Lemaire

Maâlaoui

et al. 2020

IJEBR

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PurposeThis article contributes to the literature on entrepreneurship for people with disabilities through a better understanding of the impact of entrepreneurial self-efficacy perceptions on entrepreneurial intentions in populations with lower levels of self-esteem. It investigates the entrepreneurial intention and self-efficacy of a population of students suffering from dyslexia, which is a learning disability.Design/methodology/approachThe paper is based on the study of a data set of 796 male and female adolescents in the USA, aged 13–19 years, both with and without dyslexia. The sample is a convenient one. The whole sample replied to the questionnaire on their self-efficacy perception and their intention to create, one day, their own venture. They also self-declare their dyslexia. Regressions have been conducted to answer the research question.FindingsResults show that having dyslexia has a negative impact on entrepreneurial self-efficacy perceptions. They also reveal that self-efficacy perceptions mediate the relationship between dyslexia and entrepreneurial intentions and their three antecedents (social norms, control behavior and perceived ability).Research limitations/implicationsThe sample is composed of students from private schools and might socially be biased.Practical implicationsOur findings relaunch the debate on the necessity to develop education programs that consider the personal-level variables of students, specifically the development of entrepreneurial self-efficacy among adolescents with disabilitiesSocial implicationsSuch findings should help to better understand students who are suffering from dyslexia and help them find a place in society and economic life.Originality/valueThis is so far the first study that has been conducted on dyslexic adolescents.

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Effect of Entrepreneurial Education on Entrepreneurial Intention of University Students : Focused on mediating effect of self-efficacy and Entrepreneurial motivation

Cited by 11 publications

References 29 publications

Impact of Entrepreneurial Education, Mindset, and Creativity on Entrepreneurial Intention: Mediating Role of Entrepreneurial Self-Efficacy

Impact of Entrepreneurial Education, Mindset, and Creativity on Entrepreneurial Intention: Mediating Role of Entrepreneurial Self-Efficacy

The Effect of Adolescent Entrepreneurship Education on the will to Start a Business : Focused on High Schools in Busan

“When I get older, I wanna be an entrepreneur”: the impact of disability and dyslexia on entrepreneurial self-efficacy perception

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