Entrepreneurial self-efficacy and intentions

Santos, Susana C.; Liguori, Eric W.

doi:10.1108/ijebr-07-2019-0436

Cited by 123 publications

(84 citation statements)

References 69 publications

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“…Second, the additions of sustainable self-efficacy and sustainable self-identity constructs have significantly improved the model predictive power, thus confirming model effectiveness in predicting SEI. Previous studies have provided supports regarding the effectiveness of self-efficacy predicting intentions (Wilson et al , 2007; Santos and Liguori, 2019). Similarly, the role of sustainable self-efficacy was found significant in this study.…”

Section: Discussionmentioning

confidence: 93%

Promoting sustainable ventures among university students in Pakistan: an empirical study based on the theory of planned behavior

Waris¹,

Farooq

Hameed

2021

OTH

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Purpose This study aims to examine the drivers of sustainable entrepreneurship intention (SEI) among university students in Pakistan. Design/methodology/approach A survey-based methodology was used to collect the data from the participants. Further, this study used covariance-based structural equation modeling to test the proposed hypotheses. Findings The findings of this study confirm that the model of sustainable entrepreneurship is effective as it explains 83% variance to predict SEI among the students. Originality/value This research has contributed to the literature of sustainable entrepreneurship and proposed valuable insights in understanding the influence of sustainability education, sustainability attitude, self-efficacy and self-identity on SEI.

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Section: Discussionmentioning

confidence: 93%

Promoting sustainable ventures among university students in Pakistan: an empirical study based on the theory of planned behavior

Waris¹,

Farooq

Hameed

2021

OTH

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“…It emerges from Figure 1 that the question on how to further develop the "through" mode (i.e., the know-why) yields inquiries on how to cope with attitudes. First, beyond Theory of Planned Behavior (Krueger & Carsrud, 1993), self-efficacy constructs (e.g., Piperopoulos & Dimov, 2015;Santos & Liguori, 2020;Winkler & Case, 2014) and entrepreneurial metaphors (Anderson et al, 2009), other belief structures and their impact on attitudes need to be explored. Second, in accordance with the structure of Figure 1C, the attitudes have to be examined, and possibly measured, not only after the completion of the program but also in its origin.…”

Section: Discussionmentioning

confidence: 99%

On the About/For/Through Framework of Entrepreneurship Education: A Critical Analysis

Kakouris

Liargovas

2020

Entrepreneurship Education and Pedagogy

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This conceptual article aims to stimulate the educational discussion in entrepreneurship by identifying instructional differences among the three modes of entrepreneurship education, that is, the so-called “about,” “for,” and “through.” Based on a common understanding of instructional design, restricted to knowledge, skills, attitudes and inclusive to the vast majority of educators, differences in priorities, requirements, methods, and content for building up each separate mode are critically addressed. These differences reveal the nature and latent expectations for each instructional mode and possibilities for future studies. It emerges that the “about” mode follows the positivistic paradigm, the “for” follows the vocational education and training one, while the “through” is inherently transformational. Critical entrepreneurship education can be regarded as a distinct form closely related with the three previous modes in specific ways. It can be concluded that there is an inequality among the modes (“about” < “for” < “through”) regarding their revolutionary perspective (i.e., transformative at macro-level) associated with efficient confrontation of attitudes. Implications mostly pertain to future implementations and empirical research in the field.

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“…From the result, it is found that ISE is significantly affected by entrepreneurial self-efficacy. Entrepreneurial self-efficacy has been indicated in a number of studies (Bellò et al, 2018;Osiri et al, 2019;Santos and Liguori, 2019;Tsai et al, 2016;Zhao et al, 2005). Researchers have found that encouragement from educational institutions, particularly universities, encourages individual self-efficacy and strengthens intention towards entrepreneurship (Guerrero et al, 2016;Kazumi and Kawai, 2017).…”

Section: Discussionmentioning

confidence: 99%

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

Hassan

2020

OTH

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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.

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Entrepreneurial self-efficacy and intentions

Cited by 123 publications

References 69 publications

Promoting sustainable ventures among university students in Pakistan: an empirical study based on the theory of planned behavior

Promoting sustainable ventures among university students in Pakistan: an empirical study based on the theory of planned behavior

On the About/For/Through Framework of Entrepreneurship Education: A Critical Analysis

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

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