The role of mindfulness and perceived social support in promoting students’ social entrepreneurial intention

Abstract

This study aims to demonstrate the positive relationships between mindfulness, perceived social support, and social entrepreneurship intention (SEI) using the theory of planned behaviour (TPB). Research Design & Methods:This study surveyed 525 students who have been taking social entrepreneurship courses of non-profit organizations in Vietnam. Data was collected through a pre-designed questionnaire at Google Form from August to October 2020 and analysed by structural equation modelling to verify the research model and hypotheses. Findings: The research confirmed the positive relationships between mindfulness, perceived social support, and social entrepreneurial intention (SEI). Among them, the role of mindfulness is the most important, because its impact on SEI is the strongest. This study has also shown that the components of the theory of planned behaviour have an intermediary role to strengthen the relationships in the research model. Implications & Recommendations:This study confirms the need to include mindfulness courses when training future social entrepreneurs to help them for acquiring the right attitudes and forming social entrepreneurial intentions. Contribution & Value Added: This study found that practicing mindfulness drastically changes entrepreneurs' attitudes towards social entrepreneurship. In contrast, perceived social support makes these entrepreneurs display a higher level of self-efficacy in forming social entrepreneurial intentions. Article type:research article

What are the key drivers to promote entrepreneurial intention of vocational college students? An empirical study based on structural equation modeling

“…SS influences ESE directly and significantly (H2). The findings support the hypothesis proposed in earlier studies ( Khayru et al, 2021 ; Bui Ngoc Tuan and Pham, 2022 ). Bui Ngoc Tuan and Pham (2022) found that ESE is proportional to the amount of SS an individual receives from the surrounding environment.…”

“…The findings support the hypothesis proposed in earlier studies ( Khayru et al, 2021 ; Bui Ngoc Tuan and Pham, 2022 ). Bui Ngoc Tuan and Pham (2022) found that ESE is proportional to the amount of SS an individual receives from the surrounding environment. The more support an individual receives, the higher their level of self-efficacy will be.…”

“…It is the product of the interaction between individuals and the environment. Starting from personal personalities or the external environment, researchers have explored various factors that may lead to EI and studied its influence mechanisms, such as entrepreneurial personalities ( Liu et al, 2021 ; Munir et al, 2021 ; Bui Ngoc Tuan and Pham, 2022 ), cognitive factors ( Neneh, 2020 ; Mickiewicz and Kaasa, 2022 ; Abdelfattah et al, 2022b ), environment elements ( Wn et al, 2020 ; Hossain et al, 2021 ; Bui Ngoc Tuan and Pham, 2022 ). According to the findings of the researchers, these factors have an indirect impact on the intentions of individuals by influencing their attitudes or self-efficacy ( Hossain et al, 2021 ; Liang et al, 2021 ; Westhuizen and Awotunde, 2021 ).…”

“…These supports can boost college students’ self-confidence and face the difficulties encountered in the future with an optimistic attitude. Therefore, social support can enable entrepreneurs to take a positive attitude toward entrepreneurial prospects ( Anjum et al, 2022 ; Bakar et al, 2022 ; Bui Ngoc Tuan and Pham, 2022 ). On the basis of these findings, the following hypothesis is posited:…”

“…From the perspective of individuals, entrepreneurship can alleviate the employment pressure of vocational college students and cultivate an innovative spirit. From the perspective of society, entrepreneurship is the driving force of regional economic sustainable development ( Neneh, 2020 ; Bui Ngoc Tuan and Pham, 2022 ; Muammar and Maker, 2022 ). In higher education, entrepreneurial groups come from two categories: students from general higher education and students from higher vocational education.…”