Confidence and Character

PurposeThis paper aims to use the Social Cognitive Career Theory and a serial mediation model to explore how entrepreneurial self-confidence and attitudes mediate the connection between entrepreneurial education and entrepreneurial intention. Additionally, the study seeks to examine how gender impacts these relationships.Design/methodology/approachTo test the formulated hypothesis and the serial mediation effect, a sample of 1,266 master’s students from nine universities/institutions across three primary regions of Vietnam was used. The structural equation modeling technique, with Gaskin (2019)'s plugin and a 5,000-bootstrapping sample, was applied. Also, a multi-group analysis was used to illustrate the differences between male and female students in the relationships between variables.FindingsThe research reveals that entrepreneurial education plays a contributive role in increasing entrepreneurial self-efficacy, entrepreneurial attitudes and startup intentions. Entrepreneurial self-efficacy and entrepreneurial attitudes also serve as serial mediators in the entrepreneurial education-intention relation. Moreover, this study demonstrates the significant moderation role of gender in these links.Practical implicationsThe outcomes of the current research hold significance for educators, policymakers and practitioners, as they can use these findings to encourage individuals to engage in entrepreneurial activities and to improve the overall entrepreneurial ecosystems.Originality/valueThe current research sheds new light on the entrepreneurship and gender literature by using the Social Cognitive Career Theory to elucidate the serial mediating role of entrepreneurial self-efficacy and entrepreneurial attitudes in the relation between entrepreneurial education and entrepreneurial intentions.

PurposeThis study aims to examine how entrepreneurial climate, gender inequality perception and self-efficacy affect female students’ entrepreneurial attitudes and intentions, with the moderating role of perceived family support.Design/methodology/approachThis study collected data from 466 female students studying at universities in an emerging economy, i.e. Vietnam. This study assessed the proposed relationships between the examined variables using partial least squares structural equation modeling.FindingsThe results reveal that entrepreneurial climate, as a stimulus factor, significantly influences organism factors, including gender inequality perception, self-efficacy and attitude toward entrepreneurship. Furthermore, gender inequality perception is identified as a barrier to self-efficacy, attitude toward entrepreneurship and entrepreneurial intention. Also, self-efficacy positively influences attitudes toward entrepreneurship and both factors jointly predict entrepreneurial intention. Lastly, perceived family support moderates the relationships between entrepreneurial intention and its antecedents.Originality/valueThis study extends the extant knowledge about the factors affecting women’s entrepreneurial attitudes and behavior, especially in emerging economies. This study’s findings assist university managers, policymakers and researchers in developing effective strategies to reduce the adverse effects of gender inequality perception and promote women's entrepreneurial behavior.

This study aims to investigate determinants of entrepreneurial intention (EI) consisting of entrepreneurial education (EE), entrepreneurial self-efficacy (ESE) and entrepreneurial attitude (EA) of professional pharmacists within Greater Jakarta of Indonesia by referring to the theory of planned behaviour (TPB). Research on EI and its determinants in specific business fields with pharmacists as research subjects have not been widely revealed. This investigation uses quantitative approach with a cross-sectional survey model. The population of this study is all pharmacists registered within the Indonesian Pharmacists Association (IAI), and we obtained 391 sample based on the Slovin formula (error 5%). This research used a proportional random sampling and was analyzed undergoing Structural Equation Modelling (SEM-Lisrel). The results showed significant positive impact of EE, ESE, and EA on EI. Likewise, EE, ESE has a significant positive effect on EA. Therefore, EA can play as mediator (partial mediating) to the relationship of ESE and EI but not so with EE and EI. This study succeeded in explaining the role of ESE as a dominant factor in informing EI. The paper provides evidence and these findings are of interest to business, academia and policy makers.

Les filles réussissent mieux que les garçons à l’université : étude et modélisation des facteurs relatifs à la motivation et à l’agressivité mis en jeu lors des épreuves

With the proposal of “mass entrepreneurship, mass innovation” and other ideas, the demand for entrepreneurial talent in China is increasing, but the supply of entrepreneurial talent is far insufficient. Consistent with theory of social cognition and planned behavior, this study outlines a conceptual model including entrepreneurial intention (EI), emotional competency (EC), entrepreneurial self-efficacy (ESE), entrepreneurial attitude (EA), entrepreneurial education (EE), and subjective norms (SN). A structural equation model was applied through a questionnaire survey of 382 vocational college students in Jiangxi province to test the relationship between the constructs in the model. The results show that, firstly, EA, EE, ESE, and EC have positive effects on EI, while the positive effect of SN on EI is not supported. Secondly, a mediating role is played by ESE and EA in the association between EI and EE. Thirdly, ESE and EA play mediating roles in the relationship between EI and EC. Some implications of EI for schools and students were discussed.

IntroductionThe gender gap in technology entrepreneurship represents a significant and persistent disparity, with women significantly underrepresented in creating and leading technology start-ups. To address this multifaceted problem, it is critical to research and implement educational models that can foster intrinsic motivation in aspiring female entrepreneurs. Self-Determination Theory (SDT) provides a valuable framework for such an educational approach, emphasizing the importance of satisfying essential psychological needs—autonomy, competence and relatedness—to enhance motivation and commitment. Integrating SDT principles into entrepreneurship education can create supportive environments that empower women, encourage diverse perspectives, and ultimately bridge the gender gap in tech entrepreneurship. Particularly in the case of female students, it is important to understand how to empower their behavior choices to make possible different professional paths, with tech entrepreneurship being one of them. This gender gap has not yet been addressed through an education model proposal. Much has been said to characterize and identify it, but there is no proposal to change the higher education system in the STEM area, which is the research goal achieved in this paper: we need to analyze the gender gap in HEI and its relation to becoming entrepreneurial and understand how HEI may support the tech entrepreneurial behavior. To answer these questions we are going, in pursuit of the intrinsic motivations to support more entrepreneurial behavior in STEM female students.MethodsA quantitative approach was designed to collect data to identify the gender gap in five European higher education institutions (HEI) in five different countries. In April, surveys were launched to female students, allowing a descriptive, exploratory factor analysis and structural equation modeling to test the SDT intrinsic motivation constructs.ResultsThe results confirmed that there is a gender gap to overcome and that the teaching-learning process may help to potentiate the female student’s capacities of self-knowledge and self-value for female students. The autonomy need was identified as the most influential construct on students becoming entrepreneurs, not dishing the effect the competences and relatedness have. Understanding this reality allows for further development of the education model proposed and discussed.ConclusionHigher education lectures, particularly in STEM programs, can improve their teaching processes to become more inclusive and promote an effective entrepreneurial mindset. Understanding what will change helps engage in a different paradigm of education in technology, demystifying the concepts of entrepreneurship and allowing inclusion and gender equality in the higher education system.

This research aims to test and analyses the influence of Entrepreneurial Education, Entrepreneurial Self-Efficacy, and Entrepreneurial Attitude on Green Entrepreneurial Intention among Muslim Gen Z in Kudus Regency. The type of research used is field research with a quantitative approach. The sample for this research was 233 respondents using a purposive sampling. Analysis was carried out by SPSS 23. The result shows Entrepreneurial Education, Entrepreneurial Self-Efficacy, and Entrepreneurial Attitude have positive influences on the Green Entrepreneurial Intention of Muslim Gen Z. This study suggests that future research could explore how to further integrate Islamic values and mentorship programs to support Muslim Gen Z's green entrepreneurial aspirations.

Whilst a range of commentators now suggest that entrepreneuralism is an important force within the tourism/hospitality industry, relatively little is known regarding entrepreneurial aspirations in relation to the various types of businesses to be found in this industry. Moreover, relatively little is known about the problem-solving and dispositional factors that may be associated with entrepreneurial intent in regard to tourism/hospitality industry businesses. This study has investigated levels of entrepreneurial motivation associated with a range of tourism/hospitality industry businesses together with major problem-solving styles and entrepreneurial attitudes and strategies. Least interest was evinced towards food service businesses and greatest interest towards tourism marketing businesses. Entrepreneuralism was conceived of as either achievement by way of effective communication or attaining power by taking risks and having good luck. Individuals most likely to opt for an entrepreneurial future in contexts such as tourism marketing were found more likely to exhibit high levels of belief in achievement through effective communication and low levels of the attainment of power by risk-taking and luck, though the reverse of this pattern was also found for some respondents. Finally, those respondents with little interest in achievement through effective communication were found more likely to evince an entrepreneurial interest in tour operations business. The relevance of these findings for both prospective tourism/hospitality industry employees, entrepreneurs and industry leaders is discussed.

Associations among eating regulation and body mass index, weight, and body fat in college students: The moderating role of gender

An individual has a driving factor either consciously or unconsciously , it is motivation . Once a person experiences a state that encourages behavior toward a goal, then the resulting realization that an object , or something about the situation contained nothing to do with him . Thus the individual has an interest which is welcome consciously , because if not so then interest has no meaning at all . With the motivation of the individual self and the interest in entrepreneurship began to determine the attitude of an individual that is a typical way of behaving that is focused on specific issues , which in this case is self-employed . This study aims to determine motivation, interest, attitude of students of entrepreneurship on Economics Education Program at IKIP PGRI Madiun and the influence of motivation and interest in the attitude of students of entrepreneurship on Economic Education Teachers' Training College PGRI Madiun. The population in this study were 100 students with a sample of 30 students with a sampling technique that is purposive sampling . Techniques of data collection obtained by using questionnaires and documentation . Hypothesis was tested using multiple linear regression , the F test and t test. . The results of this study are ) students who have very good motivation as much as 1 or 3.33 % , (b ) students who have a good motivation as many as 8 people , or 26.67 % , (c ) students who have a good enough motivation as many as 13 people or 43.33 (d ) students who are less well motivated as much 7orang or 23.33 % , and ( e ) students who have a very poor motivation as much as 1 or 3.33 % , while students who have an interest in very good as much as 1 or 3.33 % , (b ) a student who has an interest either as many as 12 people or 40.00 % , (c ) students who have an interest in good enough as many as 11 people or 36.67 (d ) students who have unfavorable interest as much as 3 or 10.00 % , and ( e ) students who have an interest in very poor as many as 3 people or 10.00 % of the test proved that the correlation value is 0.973 while the value rhit rtab with a significance level of 5 % with N 30 at 0,361 . This means that rhit ≥ rtabel ( 0.973 ≥ 0.361 ) . This situation can be said that the H0 is rejected and Ha accepted means there is a relationship of motivation and interest in entrepreneurship attitude . On the other hand , if viewed from the determination or donation motivation and interest in entrepreneurship attitude is that the magnitude of the value of R2 . or R sequare of 0.947 which means donations motivation and interest in entrepreneurship attitude was 97.70 % , while the remaining 2.30 % is influenced by other factors Of the F test , proved that the F value ≥ Ftable ( 240.667 ≥ 5.49 ) or ≤ Sighit Sigprob ( 0.000 ≤ 0.05 ) . Fhit value at 5% significance level with df 2 and 27 residues of 5.49 . overall means of motivation and interest in entrepreneurship affect the entrepreneurial attitude. . . From the equation Y = 2,514 + 0.745 X1 - 0.086 X2 . If motivation is increased by 1 % , and an increase in entrepreneurship attitude of 0.745 % , when other factors are considered constant . If the interest is increased by 1 % , will decrease by 0.086 % entrepreneurial attitude when other factors are considered constant . In the t test derived from motivational variables thit value is 20.670 while the value ttabel at significance level of 5 % and at DK = NK = 27 at 2,052 , this means thitu ≥ ttab ( ≥ 20.670 2.052 ) means that there are different motivational variables influence the entrepreneurial attitude . Of the t test , the variable interest thit value obtained is -2.050 while the value ttabel at significance level of 5 % and DK = NK = 27 at 2,052 , this means thitu ttab ( -2.050 2.052 ) difference means no influence interest in entrepreneurship attitude . This study therefore concluded that there are significant between motivation and interest in student attitudes to entrepreneurship on Economics Education Program at IKIP PGRI Madiun.

Entrepreneurship education is increasingly associated with inclusive and sustainable economic growth, especially if it is easily accessible, value-based, and tailored to Generation Z’s learning preferences. Access to entrepreneurship education is considered essential in shaping an entrepreneurial mindset for innovation and sustainable economic development. This study aims to analyze the effect of Entrepreneurship Education on Self-Efficacy, the effect of Entrepreneurship Education on Entrepreneurial Attitudes, the effect of Self-Efficacy on entrepreneurial attitudes, the effect of Entrepreneurial attitudes on Entrepreneurial Mindset, the effect of Entrepreneurship Education on Entrepreneurial Mindset, and the effect of Self-Efficacy on Entrepreneurial Mindset of Gen Z. The novelty of this research is the integrative approach between theory and practice for Gen Z in Indonesia, by combining classical theories such as the Theory of Planned Behavior (TPB) with contemporary realities, especially entrepreneurial education and self-efficacy that are tailored to the values and learning preferences of Generation Z. For practical contribution, this research provide a basis for developing an entrepreneurship curriculum based on a mindset. The quantitative analysis was conducted on 160 respondents from Generation Z who have studied Entrepreneurship, as well as those who intend to and have acted as entrepreneurs, both in family businesses and non-family businesses. The findings of this study are that Entrepreneurship Education has a positive effect on Self-Efficacy, as accepted. Entrepreneurship Education has a positive effect on Entrepreneurial Attitudes, as accepted. Self-efficacy has a positive effect on Entrepreneurial Attitudes, rejected. Entrepreneurial Attitude has a positive effect on Entrepreneurial Mindset, as accepted. Entrepreneurship Education has a positive effect on Entrepreneurial Mindset, as accepted. Self-efficacy has a positive effect on Entrepreneurial Mindset, as rejected.

Purpose Nowadays in the competitive economy, the field of entrepreneurship and particularly female entrepreneurship is rapidly advancing, and its contribution to the economy is imperative. Consequently, the female business students’ factors and university support factors are imperative to nurture the entrepreneurial intentions, but the literature does not address them at large. Therefore, this study aims to examine the impact of proactive personality, entrepreneurial self-efficacy and perceived university support factors on female student’s entrepreneurial intentions. Design/methodology/approach The data from a total of 306 female students from the business schools of universities of Pakistan is collected through the personal physical-survey questionnaires. The data were then analyzed through Partial Least Square-Structural Equation Modelling (PLS-SEM) technique for results. Findings The results indicate that the proactive personality, entrepreneurial self-efficacy and university support factors are the significant predictors of entrepreneurial intentions of female students. Moreover, the results also support that entrepreneurial self-efficacy partially mediates the relationship between proactive personality and entrepreneurial intentions of female students. Originality/value To the best of authors’ knowledge, the study originality lies in the testing of university support factors and individual personality factors (entrepreneurial self-efficacy and proactive personality) as the predictors of entrepreneurial intentions. Moreover, the present study provides the useful insight for the policymakers in formulating, delivering and evaluating educational policies into the universities for female students.

<em>Entrepreneurship education stands as a cornerstone in shaping the competitive economic landscape of any nation. This study delved into assessing the interest of STIE Ciputra Makassar students in entrepreneurship and gauging their awareness of entrepreneurship education. Utilizing a survey method, the research encompassed the entire student body of STIE Ciputra Makassar. The survey, distributed among 107 students with an average age range of 18-19 years, revealed that nearly 80% harbored aspirations to venture into entrepreneurship. The findings highlighted two pivotal factors influencing entrepreneurial intentions: the affective component (C) and the entrepreneurial environment (E). Conversely, the cognitive component (B) and the behavioral component (A) were identified as factors devoid of significant impact on entrepreneurial intentions. This study underscores the critical role of affective factors, such as passion and drive, alongside the nurturing entrepreneurial ecosystem, in fostering entrepreneurial intentions among students. The high percentage of students aspiring to be entrepreneurs indicates a palpable interest in entrepreneurship within the student community of STIE Ciputra Makassar. Furthermore, the results underscore the importance of incorporating affective and environmental factors into entrepreneurship education curricula to cultivate and enhance students' entrepreneurial aspirations. By addressing these influential factors, educational institutions can better equip students with the necessary skills, mindset, and resources to navigate the complexities of entrepreneurship. In conclusion, this study provides valuable insights into the entrepreneurial landscape among STIE Ciputra Makassar students, emphasizing the need for tailored educational approaches that harness and amplify students' inherent entrepreneurial drive while fostering a conducive entrepreneurial environment</em>.

This paper reports the effect of the curriculum changes in the Mechanical Engineering (ME) department at the South Dakota School of Mines and Technology (SDSM&T) in two freshman courses. Besides introducing fundamental concepts and principles for mechanical engineering, these courses utilize guest speaker sections to introduce career opportunities, and integrate marketing and corporate policy into engineering design projects. An engineering motivation survey and a career awareness questionnaire were developed and employed to better understand the impact of the new curriculum on students’ attitudes toward and desire to persist in Mechanical Engineering. Freshmen students’ intrinsic and extrinsic motivations and career awareness were assessed in pre- and post-tests at the beginning and the end of a semester. The results obtained showed that the introduction of the non-traditional career paths into the two courses students’ perceptions of the career options that ME graduates can pursue and showcased alternatives that proved to be more attractive to under-represented (female) students. Although the students spent less time in traditional engineering topics, their engineering self-efficacy was not diminished, and in fact, the students’ intrinsic motivation was significantly improved. Additionally, students perceived stronger inclusion in the ME program.

This descriptive study was aimed at mapping decisions made by principals in terms of gender, socio-cultural, psychological, and geographical dimensions. The sample consisted of 100 principals taken randomly from the primary schools in Malang municipality. Data were gathered by a questionnaire and analyzed descriptively. It was concluded that the decisions made by male and female principals, or by urban, suburban and rural principals seemed to be influenced by socio-cultural and psychological factors. In making decisions, the male principals were influenced by cooperation factor as a sociocultural dimension, and by creativity factor as a psychological dimension