Does Entrepreneurial Self-efficacy Matter on Professional’s Entrepreneurial Intention?

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.

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.

INDIVIDUAL TRAITS AND ENTREPRENEURIAL INTENTIONS: THE MEDIATING ROLE OF ENTREPRENEURIAL SELF-EFFICACY AND NEED FOR COGNITION By Chao Miao, Ph.D. A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Business at Virginia Commonwealth University. Virginia Commonwealth University, 2015 Major Director: Ronald H. Humphrey, Ph.D., Professor, Department of Management The field of entrepreneurship is rapidly advancing and matures as a discipline that receives substantial amount of attention. One popular area of research in the discipline of entrepreneurship is to investigate one’s intent to start a business, which is entrepreneurial intention. This is an important construct that warrants ongoing research because entrepreneurial intention is not only a great predictor of entrepreneurial behavior but also an important step in the process of becoming an entrepreneur. The present study, based on a sample of 321 subjects along with 264 observers, makes five contributions to the entrepreneurship literature. First, I examined the psychometric property of entrepreneurial take-over intention and found that it is a construct different from entrepreneurial start-up intention. Second, the results demonstrated that risk propensity and proactive personality are positive predictors of entrepreneurial start-up and take-over intentions, whereas cognitive ability is a negative predictor of entrepreneurial start-up ix and take-over intentions. Rebelliousness is a positive predictor of entrepreneurial take-over intention and also has an inverted U-shaped relationship with entrepreneurial take-over intention. Third, entrepreneurial self-efficacy mediates the relationship between three individual traits (i.e., emotional intelligence, risk propensity, and proactive personality) and entrepreneurial start-up and take-over intentions. Need for cognition mediates the relationship between two individual traits (i.e., cognitive ability and proactive personality) and entrepreneurial start-up intention. Fourth, 2D:4D ratio (a proxy measure for prenatal testosterone exposure level) negatively predicts risk propensity. There also exist two two-step mediations from 2D:4D ratio to both entrepreneurial start-up and take-over intentions through risk propensity and entrepreneurial selfefficacy. Fifth, the results suggest that observer ratings of individual traits only contribute modest incremental validity above and beyond self-reported ratings of them in predicting entrepreneurial start-up and take-over intentions. I discuss implications, limitations, and future directions informed by the present study.

Entrepreneurship education has a lot of research on influencing factors of entrepreneurial intention but rarely studies the influence mechanism of emotional competences on entrepreneurial intention from the perspective of social entrepreneurship. This article takes college students’ social entrepreneurs as research objects, drawing on Krueger’s model, theory of planned behavior, social cognitive theory, and triadic reciprocal determinism theory. This paper constructs a conceptual model with emotional ability, entrepreneurial self-efficacy, and entrepreneurial intention, to further study their relationship. The 312 students from China College Students’ Social Entrepreneurship Project engaged in early entrepreneurship practice, conducted a questionnaire survey and used the empirical test of the structural equation model to analyze the relationship between college students’ emotional competences, entrepreneurial self-efficacy, and entrepreneurial intention. The result show: First, social–emotional competence had a positive effect on entrepreneurial intention, and the positive effect of personal affective competence on entrepreneurial intention was not supported or only partially supported. Second, all the dimensions of entrepreneurial self-efficacy were significantly and positively correlated with entrepreneurial intention. Third, emotional competence has a significant positive impact on entrepreneurial self-efficacy. Fourth, entrepreneurial self-efficacy mediated the relationship between emotional competence and entrepreneurial intention.

Purpose The study aims to ascertain whether educational and social support for entrepreneurs significantly affects university students’ intentions to become successful entrepreneurs. This study examines the mediating role of the Theory of Planned Behavior (TPB) variables (e.g. entrepreneurial personal attitude, subjective norms and entrepreneurial perceived behavioral control) and entrepreneurial self-efficacy in encouraging young entrepreneurs. Design/methodology/approach An online survey with a structured questionnaire collected data from different university students in Bangladesh; subsequently, it was analyzed through the structural equation model. Findings The results suggested that educational support has a direct positive relationship with the three variables of TPB. Moreover, the findings indicated that social support positively influences the variables of TPB, entrepreneurial self-efficacy and entrepreneurial intentions. The variables of TPB and entrepreneurial self-efficacy were found to have a significant direct impact on entrepreneurial intentions and also exhibited favorable mediating effects of educational and social support on entrepreneurial intentions. Research limitations/implications First, the study is only generalized to some sectors of entrepreneurship activities because the researchers used samples from university students across Bangladesh. Second, the implicit limitation of survey-based research is that respondents need to know more ways of understanding the questionnaires accurately, and some participants need to be taught how to answer the question items. Practical implications The main practical implication for the relationship between entrepreneurial intentions and educational support involves different entrepreneurial educational programs, which give rise to attitude, behavior, self-efficacy and intentions and enhance the student's awareness of advancing a successful entrepreneurial career. Social implications This study demonstrated that universities and social communities should promote the improvement of innovative thoughts for entrepreneurs and offer essential information about entrepreneurship. Originality/value Because entrepreneurial educational support is a crucial factor in entrepreneurial intentions, universities need to develop a practical education system that can help improve the skills required to start new ventures. The results will improve a new route to developing students’ entrepreneurial intentions using the variables of TPB and entrepreneurial self-efficacy. Subsequently, these research findings will help to achieve governmental goals and increase the number of startups in the future.

The aim of the study is to investigate the relationship between entrepreneurial intention, entrepreneurial self-efficacy, entrepreneurial attitude, and social support. The study also seeks to investigate the mediating impact of entrepreneurial self-efficacy (ESE) and entrepreneurial attitude (EA) on the relationship between entrepreneurial intention (EI) and social support (SS). Five hundred and thirty-eight Chinese college students were randomly selected and answered a questionnaire. The data was analyzed using linear regression and bootstrap. Results indicated that social support predicted self-efficacy (β = 0.783) and directly affected intention (β = 0.198). Self-efficacy (β = 0.813) and attitude (β = 0.636) predicted intention. Self-efficacy promoted attitude (β = 0.168) was also found. Furthermore, the chain mediation SS → ESE → EA → EI was significant. Finally, the model explained 77.8% of the variance of intention. In summary, social support helps facilitate entrepreneurial intention through the method of "Self-efficacy → attitude", showing that universities strengthen support networks and ability experiences to transform entrepreneurial intention.

<span lang="EN-US">Entrepreneurship in technical and vocational education is a current and relevant topic. While the role of entrepreneurial self-efficacy (ESE) and personality traits as determinants of entrepreneurial intention (EI) has been extensively studied, the role of ESE and personality traits as determinants of vocational students’ EI is still poorly understood. Thus, this study employed ESE and big five personality traits to explore the determinants of EI among vocational college students. This study’s survey had a sample size of 162 technical vocational education and training (TVET) college students, enrolled in technology in automotive, technology in welding, and technology in refrigeration and air conditioning programs. Data were analyzed using Pearson Correlation and Multiple Linear Regression. The results indicate that apart from neuroticism, openness to experience, conscientiousness, agreeableness, and extraversion were positively associated with EI. The results also confirm that ESE is a predictor of EI. Going forward, the article intends to contribute to a better understanding of ESE and personality traits that influence vocational students’ EI, as well as provide some important insights into the unique aspects of TVETs that empower youth to actively participate in micro-entrepreneurial initiatives. This study encourages academics and policymakers to reconsider the approach used in entrepreneurship education in the vocational setup.</span>

The purpose of this work is to investigate the major drivers behind the entrepreneurial intention (EI) of students from higher vocational colleges in China. Total 424 respondents participated in the survey questionnaire that measured their self-reported responses to five constructs (EI, entrepreneurial self-efficacy, emotional competencies, subjective norms, and entrepreneurial attitude). In addition to this, the equation modeling technique was used to perform the data analysis. The study results highlighted that both entrepreneurial self-efficacy and entrepreneurial attitudes serve as significant predictors of EI. Moreover, the entrepreneurial attitude was found to be a significant mediator of the EI and emotional competencies. Finally, a model invariance was established across the female and male student samples. As a result, this study has put forward some implications regarding the entrepreneurship education of the higher vocational students in China.

The purpose of this research is to look at students' entrepreneurial intentions. The focus of this research is to examine the influence of entrepreneurial education and experiential learning on students' entrepreneurial intentions. In this research, the teaching factory is positioned as a mediator of the relationship between entrepreneurial education, experiential learning, and entrepreneurial intention. This research uses a descriptive design using quantitative research methods. The respondents of this research are students from State Middle Schools throughout Mojokerto Regency with Fashion Design Departments, namely SMKN 1 Sooko and SMKN Jatirejo, and have received entrepreneurship lessons and have implemented the Teaching Factory Learning Model, namely classes XI and XII majoring in fashion design. The research sample consisted of 237 students who underwent an online survey and calculated using structural equation modeling (SEM). The findings from this study show that there is a direct and significant positive effect between Entrepreneurial Education towards Teaching Factory (Tefa), as well as there effect positive directly and significantly between Experiential Learning to Teaching Factory(Tefa). However, there is a direct and significant negative influence between Teaching Factory(Tefa) to Entrepreneurial Intention. Apart from that, there is a direct and significant positive effect between Entrepreneurial Education on Entrepreneurial Intention, And there is a direct and significant effect between Experiential Learning on Entrepreneurial Intention. However The research results indirectly show that Teaching Factory(Tefa) failed to play a role in mediating the relationship between entrepreneurial Education, experiential learning toward entrepreneurial intention

The present manuscript cognizes and empirically testifies the role of entrepreneurial education and opportunity recognition in determine entrepreneurial intention through the mediating role of entrepreneurial self-efficacy. The moderating role of entrepreneurial attitude has also been tested on the relationship between entrepreneurial education, opportunity recognition, and entrepreneurial intention. Data were collected from 663 students of three different universities in India using the convenience sampling technique. The results from the analysis revealed that entrepreneurial education, opportunity recognition not only influence entrepreneurial intention directly but also influence indirectly through the mediating effect of self-efficacy. Furthermore, results also unearthed that entrepreneurial attitude moderates the relationship between opportunity recognition, entrepreneurial education, and entrepreneurial intention.

The primary objective of this research is to study the entrepreneurial intentions of university students in Pakistan, focusing on the moderating role of entrepreneurial education within the framework of the Theory of Planned Behavior (TPB). It is a comparative study of the public and private sector universities, namely Quaid-e-Azam University and Iqra University, to explore how attitudes toward behavior, subjective norms, perceived behavioral control, and entrepreneurial education influence their intentions to pursue entrepreneurship. It a quantitative research study, and the data were collected through surveys questionnaire from 245 final-year students, with a response rate of 62.43%. The hypothesis testing and empirical analysis were performed by SMART PLS and SPSS data analysis software. The findings reveal that attitudes and subjective norms significantly predict entrepreneurial intentions in both institutions, aligning with the TPB. However, entrepreneurial education and perceived behavioral control do not show a direct significant impact on entrepreneurial intentions. Interestingly, the interaction between entrepreneurial education and perceived behavioral control significantly influences entrepreneurial intentions at Quaid-e-Azam University but not at Iqra University, suggesting contextual differences in how education enhances perceived control. The study concludes that while entrepreneurial education alone may not be sufficient to foster entrepreneurial intentions, it can play a crucial role when combined with other factors, particularly in public sector universities. These insights provide valuable implications for policymakers and educators aiming to promote entrepreneurship among university students in developing countries.

Entrepreneurship education has been widely adopted across higher education systems in Sub-Saharan Africa as a response to youth unemployment and constrained wage employment.Despite this expansion, entrepreneurial intentions among graduates remain persistently low, raising concerns about the effectiveness of entrepreneurship education implementation.This narrative literature review examines why the implementation of entrepreneurship education often fails to translate into entrepreneurial intentions, focusing on the mediating role of entrepreneurial attitude.The review synthesises empirical, conceptual, and policy-oriented studies published between 1991 and 2025.Guided by intention-based models, the synthesis shows that the implementation of entrepreneurship education frequently improves entrepreneurial knowledge and awareness but does not consistently foster positive entrepreneurial attitudes, the most proximal predictors of entrepreneurial intention.Pedagogical practices remain largely theory-driven and assessment-oriented, with limited emphasis on experiential, reflective, and affective learning, which are necessary for attitude formation.In Sub-Saharan Africa, this limitation is compounded by contextual constraints, including necessity-driven entrepreneurship, limited access to finance, weak institutional support, and high perceived risk, which further undermine the development of entrepreneurial attitudes.Methodologically, the literature is dominated by cross-sectional designs that insufficiently interrogate mediation pathways linking implementation processes to intention outcomes.Conceptually, this review foregrounds entrepreneurial attitude as the central mechanism explaining the persistent intention gap, rather than exposure to entrepreneurship education alone.The study concludes that without deliberate alignment of entrepreneurship education implementation toward attitude formation, entrepreneurship education is unlikely to generate sustained entrepreneurial intentions in Sub-Saharan Africa.

This study investigated the relationship between entrepreneurial education and big-five personality traits with entrepreneurial intention. Besides, it assessed how the attitude toward entrepreneurship mediates these relationships. Employing a quantitative approach to address the research objectives, data of 165 respondents were collected through questionnaires. Structural equation modeling (SEM) and path analysis were conducted using AMOS 24 software. Study findings revealed that attitude toward entrepreneurship mediates the relationship of entrepreneurial education and big-five personality traits with entrepreneurial intention. Entrepreneurial education and big-five personality traits cause attitude which in turn affects entrepreneurial intention. These findings suggest that if the appropriate educational supports applied, it could help to develop students' entrepreneurial attitudes and improve matching their skill expectations with their skill achievement. Universities can play a considerable role to promote entrepreneurship view by more focus on increasing entrepreneurial thinking and offering different types of vocational training workshops.

PurposeThe purpose of this study was to investigate the personal and contextual factors that influence entrepreneurial intention between two student populations from the United States and Portugal.Design/methodology/approachThe data were obtained through the Entrepreneurship Education Project, a large study that collected over 17,000 responses from students in 70 countries. A subset of this data resulted in 3,008 responses from students in the United States and 1,026 respondents in Portugal. The model predicted that entrepreneurial intention would be influenced by entrepreneurial capital and entrepreneurial self-efficacy (ESE), and that the model results would be stronger in the US than in Portugal.FindingsThe main effect hypotheses were supported while moderating effect hypotheses were not, although post hoc analysis revealed some interesting culturally relevant anecdotes.Research limitations/implicationsThis study contributes to the generalizability of previously established antecedents of entrepreneurial intention to two highly different cultural contexts – the United States and individuals from Portugal. The cross-sectional, correlational nature of the survey limits the findings to one point in time.Practical implicationsFindings suggest that having the opportunity to start a business as part of entrepreneurship education may provide useful in not only enhancing ESE but also in entrepreneurial intentions. Programs might consider including starting a business, either a new venture, or as part of a corporate program as part of the degree requirement. It may be that starting a business will provide critical experience students need to choose entrepreneurship as a career.Originality/valueThis research explored the similarities and differences in characteristics between students from a highly individualistic nation with low uncertainty avoidance (United States) and one that is more collectivist and less uncertainty avoidant (Portugal). Findings highlight the importance of entrepreneurial capital, ESE and the role that culture plays in students' entrepreneurial intentions.

Entrepreneurial intention (EI) is a key construct in research on new ventures creation. However, neither a clear or consistent definition nor a uniform way to measure entrepreneurial intention has yet emerged. Furthermore, no unanimity was observed about antecedents of this concept. Furthermore, the relationship between entrepreneurial education (EE) programs and students’ entrepreneurial intentions using the Theory of Planned Behavior (TPB) has not been so widely studied, although this line of research is gaining momentum. The aim of this research is to explore the impact of entrepreneurial education on Entrepreneurial intention in the UAE context using the Theory of Planned Behavior. 400 students constitute the sample. Results of Structural Equations Modeling show that EE does not affect entrepreneurial intention. Results show that the entrepreneurial intention is very low among students of the UAE. Entrepreneurial Education is not working well to generate high entrepreneurial intention in the UAE context. We can explain this phenomenon by the very remarkable lack of academic programs totally dedicated to entrepreneurship and by the comfortable economic and social level of the UAE citizens.