Entrepreneurship education on entrepreneurial intention: The moderating role of the personality and family economic status

Abstract

This study investigates the impact of entrepreneurship education on college students’ entrepreneurial intentions, as well as the moderating effects of personality and family economic status on the relationship between entrepreneurship education and entrepreneurial intention, respectively. We tested our hypotheses using a sample of college students in Tianjin, China, and analyzed the data of 326 questionnaires containing validated measures. The results show that entrepreneurship education has a positive impact on college students’ entrepreneurial intentions; proactive personality negatively moderates this relationship; and family economic status positively moderates it. However, the moderating effect of narcissistic personality has not been verified. This study is unique and innovative as it brings new insights to this stream of literature by introducing the roles of the personality and family economic status in the relationship between entrepreneurship education and entrepreneurial intention. Our analysis provides important empirical evidence about the negative moderating effect of proactive personality and the positive moderating effect of family economic status on the relationship between entrepreneurship education and entrepreneurial intention, introducing insights into the heterogeneity of the effect of entrepreneurship education.

Gender, Entrepreneurial Education, Self-Efficacy, Internal Control Locus, and Entrepreneurial Intention Based on the Perspective of Students

“…The study by Lv et al (2021) utilizes (1) teaching, (2) practice supports, and business plan competition to measure entrepreneurial education and confirms a positive tendency of these three measurements on intention to create a business. Aligning with them, Liu et al (2022) and Saoula et al (2023) support this propensity. Based on these facts, the second hypothesis is announced like this: H2: Entrepreneurial education has a positive impact on its intention.…”

“…,Ndofirepi (2020),Hoang et al (2021),Lv et al (2021),Jiatong et al (2021),Liu et al (2022), andSaoula et al (2023).From the third hypothesis testing result, entrepreneurial self-efficacy positively affects the intention to run a business. The students with high efficacy will trust their capability to reach their personal goals.…”

“…The research on the relationship between gender and entrepreneurial intention still shows controversial results. For instance, Mardisentosa and Khusaini (2019), Hertanto and Slamet (2020), Liu et al (2022), and Mahlaole and Malebana (2022) report no gender gap based on this intention. However, Yordanova and Tarrazon (2010), Wongnaa and Seyram (2014), Malebana and Swanepoel (2015), Osiri et al (2020), Hoang et al (2021), andVercruysse (2022) argue that males have more propensity to be businesspeople than females.…”

“…Equally, the association between entrepreneurial education and intention still provides contentious results. For illustration, Wongnaa and Seyram (2014), Sang and Lin (2019), Osiri et al (2020), Hoang et al (2021), Jiatong et al (2021), Lv et al (2021, Liu et al (2022), andSaoula et al (2023) demonstrate that students equipped with the entrepreneurial concepts from learning tend to be a businessperson. However, Yanti (2019) and Hertanto and Slamet (2020) exhibit no evidence.…”

Peran Efikasi Diri Dalam Menumbuhkan Intensi Berwirausaha di Kalangan Mahasiswa

“…Perguruan tinggi dituntut untuk mampu mendorong mahasiwa dalam memulai membuka bisnis (Lv et al, 2021). Meskipun saat memilih menjadi wirausawahan mahasiswa akan dihadapkan dengan ketidakpastian yang tinggi (Liu et al, 2022). Dengan demikian dibutuhkan pemberian keterampilan dan juga pengetahuan kepada mahasiwa melalui adanya pendidikan kewirausahaan (Hahn et al, 2019).…”