Exploring the relationship between self-perceived academic performance and entrepreneurial intention: the moderating roles of serious leisure, perceived stress and gender

Abstract

PurposeDrawing on a framework of conservation of resources theory, the purpose of this paper is to explore the relationship between self-perceived academic performance and individual entrepreneurial intention and consider the potential moderating role of (1) participation in serious leisure, (2) perceived stress and/or (3) gender.Design/methodology/approachA total of 405 UK-based undergraduates completed the questionnaire, with a representative gender split of 57% women and 43% men.FindingsThe positive relationship between self-perceived academic performance and individual entrepreneurial intention was moderated by serious leisure (stronger when participation in serious leisure increased) and by perceived stress (stronger when levels of perceived stress were lower). However, contrary to our expectations, gender had no statistically significant moderating role.Practical implicationsThe practical contribution comes from informing policy for universities and national governments to increase individual entrepreneurial intention in undergraduates.Originality/valueThe theoretical contribution comes from advancing conservation of resources theory, specifically the interaction of personal resources, resource caravans and resource passageways.