The moderating role of entrepreneurship education on the antecedents of entrepreneurial intention

By M. Entrialgo, V. Iglesias. The International Entrepreneurship and Management Journal, 2016

234 citations recorded by the source corpus.

A considerable agreement exists about the importance of promoting entrepreneurship to stimulate economic development. In particular, recent research has paid considerable attention to the role of entrepreneurship education in explaining entrepreneurship intentions; also, numerous studies have found empirical evidence for subjective norms affecting the attitude toward entrepreneurial behavior and the perceived control over that behavior. However, cognitive models have not yet considered the moderating role of entrepreneurship education on these relationships. Drawing on the theory of planned behavior, we analyze how the interaction between entrepreneurship education and subjective norms shapes the perceptions and attitudes toward entrepreneurship. To this end, structural equation modeling is applied to data from a sample of 338 final-year undergraduates using multi sample analysis. Results show that entrepreneurship education has a significant moderating role, mitigating the relationship between subjective norms and perceived behavioral control, and strengthening the relationship between subjective norms and entrepreneurial attitudes. Results also have relevant implications for women’s entrepreneurship.

Subfields: Business and International Management, Management of Technology and Innovation, Organizational Behavior and Human Resource Management

View Paper: https://www.semanticscholar.org/paper/31e9e3ff29ceed5bbf07fa628f54096ccee1b2b0

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Citations in the corpus

Factors Influencing Entrepreneurial Intention of University Students in China: Integrating the Perceived University Support and Theory of Planned Behavior (2021, methodology): “The theory of planned behavior (TPB) has been used in recent years as a theoretical framework to explain university students’ entrepreneurial intention [13,14].”
Entrepreneurship Education and Sustainable Development Goals: A literature Review and a Closer Look at Fragile States and Technology-Enabled Approaches (2019, background): “Many of those studies focus on the enhancement of entrepreneurial intention through EET, exemplified by cases in sustainable/stable economies (e.g., the USA [84], Spain [85] and the Netherlands [60]), as well as warning/alert economies (e.g., Turkey [86], Egypt [87], Iran [87] and Pakistan [61]).”
Formal Institutions and Opportunity Entrepreneurship. The Contingent Role of Informal Institutions (2019, background): “More recent studies find a positive relationship between the potential entrepreneurs’ perception of approval and support from their families and closest environments and entrepreneurial attitude and how entrepreneurial education moderates this relationship (Entrialgo and Iglesias, 2016).”
Entrepreneurial motivation and self-employment: evidence from expectancy theory (2017, background): “…is very important in promoting entrepreneurship and its persistence according to the conclusions of Barba-Sánchez and Atienza-Sahuquillo (2016) or Entrialgo and Iglesias (2016), schools and universities play an important role in encouraging and motivating students in the development of their…”
College Students’ Entrepreneurial Intention: Testing an Integrated Model of SDT and TPB (2019, unknown): “entrepreneurial intention, theory of planned behavior, self-determination theory, basic psychological needs satisfaction, Yemen most used and widely accepted theories in entrepreneurial intention (EI) research is the theory of planned behavior (TPB) (Entrialgo & Iglesias, 2016; Liñán & Chen, 2009).”