Factors influencing entrepreneurial intention of university students in Yemen: The mediating role of entrepreneurial self-efficacy

College students' disciplinary expertise and their entrepreneurial intentions: an exploratory study based on foreign language majors with experience in innovation and entrepreneurship training programs

Taking foreign language majors with experience in innovation and entrepreneurship training program (IETP) as samples, this study investigates the influence of disciplinary expertise on entrepreneurial intention. Based on the theory of planned behavior (TPB), a model was designed to examine the relationships among entrepreneurial intentions, perceived behavioral control, attitude toward entrepreneurship, subjective norms, IETP experience, foreign language self-efficacy and cultural intelligence. The data were collected through questionnaires and Partial least squares structural equation modeling (PLS-SEM) was adopted to test the hypotheses. The results show that: (1) perceived behavioral control and attitude toward entrepreneurship are sound predictors of entrepreneurial intentions but the influence of subjective norms on entrepreneurial intentions is insignificant; (2) IETP experience is directly related with perceived behavioral control and indirectly related with entrepreneurial intentions; (3) indicators of participants' disciplinary expertise such as foreign language self-efficacy and cultural intelligence are directly related with IETP experience and indirectly related with entrepreneurial intentions. These six variables included in the research model account for 53.4% of the variance of entrepreneurial intentions.

The effects of entrepreneurial narrative on entrepreneurial intention: An affective events perspective

Entrepreneurial narrative has been used in the entrepreneurship education process to develop students' entrepreneurial intention. However, previous research has less knowledge about the mechanisms between entrepreneurial narrative and entrepreneurial intention from an affective events perspective. We explore the effect of entrepreneurial narrative on entrepreneurial intention based on the theory of affective events theory. The sample of this study comprised 348 individuals who participated in entrepreneurship education in China. The results suggest that entrepreneurial narrative have a significant positive impact on college students' entrepreneurial intention. Additionally, the relationship between entrepreneurial narrative and entrepreneurial intention is mediated by entrepreneurial passion, and entrepreneurial support positively moderates the relationship between entrepreneurial passion and entrepreneurial intention.

Academic resilience, self-efficacy, and motivation: the role of parenting style

Previous research has found that parenting style influences academic resilience. Nonetheless, few studies have focused on the mechanism underlying the relationship between parenting style and academic resilience. This study aims to examine the relationship between adolescents' parenting style and academic resilience, drawing upon the framework of Social Cognitive Theory. Specifically, it wants to explore the mediating roles of self-efficacy and academic motivation in this relationship. The participants were 518 students chosen at random from educational institutions in the Chinese provinces of Zhejiang, Shanghai, and Jiangsu. Social Cognitive Theory was the theoretical foundation for the study, and the Parental Authority Questionnaire was used to measure parenting style. Out of the respondents, 55.5% were male and 45.5% female. The student allocation in the study sample was as follows: 62.34% undergraduate, 28.22% master's, and 9.44% PhD. More than 60% of participants were over 25 years old. Moreover, the findings revealed that parenting style was directly and positively related to academic resilience. Parenting style was also found to be indirectly and positively related to academic resilience via self-efficacy and academic motivation, respectively, and sequentially. More crucially, it was discovered that the direct association was far lower than the indirect effects, with self-efficacy being the most effective. The study indicates a relationship between parenting style and academic resilience in adolescents, with self-efficacy and academic motivation acting as the main mediators. These findings emphasize the significance of these intermediary elements, implying that they play a larger role than the direct influence of parenting style alone.

Effect of entrepreneurial education and creativity on entrepreneurial intention in college students: mediating entrepreneurial inspiration, mindset, and self-efficiency

Entrepreneurship in higher education is increasingly valuing entrepreneurial creativity as a significant driver for improving university students' innovative abilities. The purpose of this study was to examine the direct influence of entrepreneurial education and creativity on entrepreneurial intention, as well as the indirect role of entrepreneurial inspiration, mindset, and self-efficiency. This study gathered survey responses from 448 university business students from three Chinese provinces of Shandong, Jiangsu and Zhejiang. The results indicated that entrepreneurial education and creativity have a positive and significant effect on entrepreneurial intent. In addition, the results demonstrated that the combination of entrepreneurial mindset, inspiration, and self-efficacy partially mediates the relationship between entrepreneurial education and entrepreneurial creativity. In addition, additional implications and restrictions are discussed in this article.

The Impact of Action Planning after Causation-and-Effectuation-Based Entrepreneurship Education

The entrepreneurship literature shows inconsistent results in outcome effectiveness, such as entrepreneurial self-efficacy (ESE), entrepreneurial intention (EI), and entrepreneurial behavior. This could be due to the sole focus on the motivational aspects of behavioral change. Action planning, a volitional intervention used to modify health behavior, could resolve the inconsistent results mentioned above. Therefore, this study aims to evaluate the direct impacts of action planning intervention (API) following entrepreneurship education (EE) on ESE, EI, and opportunity recognition and to examine the behavioral change process from motivational and volitional perspectives. In this randomized controlled trial (RCT), we considered action planning to enhance entrepreneurial behavior after EE. The sample included 83 participants from a university in Myanmar. We randomly assigned the students to the API and control groups. We collected data on ESE and EI before and after training. We used objective measures for opportunity recognition through an opportunity evaluation framework. Serial mediation analysis revealed that the volitional impact on opportunity recognition was positively significant. From a motivational standpoint, ESE improved significantly, but we found no significant impact on EI; ESE and EI were serial mediators, with no specific mediation solely by ESE or EI. The findings contribute to the EE literature by presenting a brief and cost-effective API for EE.