创业意向以及教育和社会支持的作用:自我效能和计划行为理论变量是否重要?

IF 1.3 Q3 BUSINESS
Mst. Nirufer Yesmin, Md. Alamgir Hossain, Md. Saiful Islam, Md. Mostafizur Rahman, Nusrat Jahan, Minho Kim
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引用次数: 0

摘要

目的 本研究旨在确定对创业者的教育和社会支持是否会显著影响大学生成为成功创业者的意愿。本研究探讨了计划行为理论(TPB)变量(如创业个人态度、主观规范和创业感知行为控制)和创业自我效能在鼓励年轻创业者方面的中介作用。设计/方法学/方法通过结构化问卷在线调查收集了孟加拉国不同大学生的数据,然后通过结构方程模型进行分析。此外,研究结果表明,社会支持对 TPB 变量、创业自我效能感和创业意向有积极影响。研究局限/启示首先,由于研究人员使用的样本来自孟加拉国各地的大学生,因此本研究仅适用于创业活动的某些领域。其次,基于调查的研究的隐性限制是,受访者需要了解更多准确理解问卷的方法,一些参与者需要被教导如何回答问题项目。实践意义创业意向与教育支持之间的关系的主要实践意义涉及不同的创业教育项目,这些项目会催生态度、行为、自我效能感和意向,并增强学生推进成功创业事业的意识。社会意义本研究表明,大学和社会团体应促进创业者创新思想的提高,并提供必要的创业信息。原创性/价值由于创业教育支持是影响创业意向的关键因素,因此大学需要开发一套实用的教育体系,帮助提高创业所需的技能。研究结果将为利用 TPB 和创业自我效能变量培养学生的创业意向提供一条新的途径。随后,这些研究成果将有助于实现政府目标,增加未来初创企业的数量。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Entrepreneurial intentions and the role of educational and social support: do the self-efficacy and the theory of planned behavior variables matter?

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.

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来源期刊
CiteScore
3.30
自引率
5.00%
发文量
22
审稿时长
30 weeks
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