Exploring the intention–behavior link in student entrepreneurship: Moderating effects of individual and environmental characteristics

By G. Shirokova, Oleksiy Osiyevskyy, Karina A. Bogatyreva. 2016

555 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/b1b5af1076ac3e1605d28390cd35fbdf6bd27c18

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In Business and International Management

In Management of Technology and Innovation

In Organizational Behavior and Human Resource Management

Citations in the corpus

A systematic literature review of the influence of the university’s environment and support system on the precursors of social entrepreneurial intention of students (2020, background): “All the precursors of SEI would be affected by ESS, although SER, PSE and PCS seem a priori to be the ones that could be affected by the university’s ESS the most (Shirokova et al., 2016).”
Entrepreneurial passion and entrepreneurial intention: the role of social support and entrepreneurial self-efficacy (2020, methodology): “Owing to the growing interest in student entrepreneurship, this study focused on students as most entrepreneurs develop the intention to start a business and conduct innovative and revenuegenerating entrepreneurial activities while in school (Shirokova, Osiyevskyy, and Bogatyreva 2016).”
Personality traits and theory of planned behavior comparison of entrepreneurial intentions between an emerging economy and a developing country (2019, background): “Regarding the direct influence of three personality traits, RTP had negative and insignificant relationship with EIs in both countries, consistent with Rosique-Blasco et al. (2018) and Shirokova et al. (2016).”
Impact of Personality Traits and Entrepreneurship Education on Entrepreneurial Intentions of Business and Engineering Students (2019, result): “Evidence further shows that gender differences also exist in terms of personality traits, where women demonstrate weaker internal feeling of control and higher need for achievement in comparison to men [113].”
A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment (2021, background): “These findings echoed a long-lasting criticism of TPB, i.e., the weak predictive power from intention to behaviour, also known as the intention-behaviour gap (Fishbein & Yzer, 2003; Shirokova et al., 2016).”
Determinant factors of entrepreneurial intention among university students in Brazil and Portugal (2019, background): “…evaluation of the behaviour), perceived behavioural control (perceived ease or difficulty in performing the behaviour) and subjective norm (perceived social pressure to perform or not perform the behaviour) (Adekiya and Ibrahim 2016; Ajzen 1991; Shirokova, Osiyevskyy, and Bogatyreva 2016).”
The Impact of the Family Background on Students’ Entrepreneurial Intentions: An Empirical Analysis (2020, methodology): “…analysis in this research, taking into account that, in recent years, this statistical analysis method was widely applied to empirical research [12,14,23,48] in order to analyse the influence of various factors (such as perceived family support, perceived educational support, entrepreneurial…”
Entrepreneurial behaviour: The effects of the fear and anxiety of Covid-19 and business opportunity recognition (2021, background): “For example, a cross-cultural study from 34 countries, conducted by Shirokova et al. (2016), showed that there is a significant and positive association between entrepreneurial intention and the behaviour of students.”