通往高增长的道路是否有内部创业的意图?创业自我效能感和数字技能对创业意向类型的作用

IF 6 2区 管理学 Q1 BUSINESS
Colin Donaldson , Ángel Peiró Signes , Jorge Villagrasa
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引用次数: 0

摘要

本研究以142名西班牙创业型大学本科生为研究对象,研究了创业自我效能感和数字技能对创业意向和高成长意向的影响。评估了失败恐惧对创业自我效能感的调节作用。偏最小二乘结构方程建模(SEM-PLS)使用SmartPLS来测试变量之间的关系。研究发现,创业自我效能感显著提高了创业内意向,但对高成长意向没有直接影响。数字技能对创业意向有直接正向影响,对高增长意向有间接正向影响。对失败的恐惧并没有调节创业自我效能感与两种创业意向之间的关系。本研究通过加深对创业自我效能感和数字技能如何影响特定类型创业意向的理解,为创业意向研究中的情境心理差异学派做出了理论贡献。为教育从业者和机构提供了实际意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Is the road to high growth paved with intrapreneurial intention? The role of entrepreneurial self-efficacy and digital skills on entrepreneurship intention types
This work investigates the influence of entrepreneurial self-efficacy and digital skills on intrapreneurial and high-growth intentions among 142 undergraduate students enrolled in a Spanish entrepreneurial university. The moderating effect of fear of failure on entrepreneurial self-efficacy is assessed. Partial Least Squares Structural Equation Modelling (SEM-PLS) using SmartPLS is used to test the relationships between variables. Findings show that entrepreneurial self-efficacy significantly enhances intrapreneurial intention but does not directly impact high growth intention. Digital skills have a direct positive effect on intrapreneurial intention and an indirect effect on high growth intention. Fear of failure does not moderate the relationship between entrepreneurial self-efficacy and either type of entrepreneurial intention. The study makes theoretical contribution to the situated psychological differences school of entrepreneurial intention research by enhancing understanding of how entrepreneurial self-efficacy and digital skills influence specific types of entrepreneurial intention. Practical implications are provided for educational practitioners and institutions.
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来源期刊
CiteScore
10.30
自引率
25.00%
发文量
136
审稿时长
64 days
期刊介绍: The International Journal of Management Education provides a forum for scholarly reporting and discussion of developments in all aspects of teaching and learning in business and management. The Journal seeks reflective papers which bring together pedagogy and theories of management learning; descriptions of innovative teaching which include critical reflection on implementation and outcomes will also be considered.
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