A Measure of Entrepreneurial Behavior of University Students:  A Theory of Planned Behavior Approach

Setiaji, Khasan

doi:10.15294/dp.v13i2.18327

Cited by 5 publications

(4 citation statements)

References 24 publications

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“…The impact of self-efficacy on the setting, and student entrepreneurial behavior is moderated by entrepreneurial intention, consistent with the tenets of the Theory of Planned Behavior. These findings suggest that self-efficacy, entrepreneurial intention, and the surrounding environment play a crucial role in promoting entrepreneurship (Setiaji, 2018). The two most important variables to explain entrepreneurial intentions are entrepreneurial alertness and the importance attached to financial security (Gelderen et al, 2008).…”

Section: Literature Reviewmentioning

confidence: 83%

Entrepreneurial Behaviour of the Agriculture Students-A review

Ku. Behera,

Raj,

Kumar Patra

et al. 2023

J. Adv. Zool.

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The present study aimed to investigate the factors that influence the entrepreneurial behavior of college students. The study identified various personal and situational factors that may affect entrepreneurial behavior. The results showed that personality traits, such as openness, extraversion, and conscientiousness, had a significant positive impact on entrepreneurial behavior. Specific motivational traits, such as entrepreneurial self-efficacy, internal locus of control, and risk-taking propensity, were also significant predictors of entrepreneurial behavior. Situational factors, such as entrepreneurship education, were found to have a significant positive impact on entrepreneurial behavior, with entrepreneurial self-efficacy playing a key mediating role in this relationship. Attitudes towards entrepreneurship were found to be a significant driver of entrepreneurial intention, with perceived desirability and feasibility, as well as perceived individual and collective efficacy, also significant predictors of entrepreneurial intention. Sustainable entrepreneurial intention was found to be influenced by attitude towards the behavior variable, with subjective norms playing an indirect role in mediating this effect. Overall, the study suggests that personal traits, such as personality and motivational factors, as well as situational factors, such as education and attitudes towards entrepreneurship, are significant predictors of entrepreneurial behavior. These findings have important implications for educators and policymakers who seek to promote entrepreneurial behavior among college students. Future research should continue to explore the complex relationships between personal and situational factors and entrepreneurial behavior to further enhance our understanding of this important phenomenon.

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Section: Literature Reviewmentioning

confidence: 83%

Entrepreneurial Behaviour of the Agriculture Students-A review

Ku. Behera,

Raj,

Kumar Patra

et al. 2023

J. Adv. Zool.

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“…The technical shortcomings experienced by students are more due to the adjustment of learning models like this. Another technical shortcoming is the lack of open information provided by MSMEs to students, this is the same as according to Setiaji (2019) in his research states that there are still deficiencies in the implementation of Living Laboratory because students receive very minimal information from MSMEs.…”

Section: "(N8)mentioning

confidence: 98%

Education in the New Normal Era: The Implementation of an Accounting Living Laboratory During the COVID-19 Pandemic

Putri

Fauzan

Muqorobin

et al. 2021

KSS

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Students and lecturers in various fields (including accounting) need to adapt to the new normal life resulting from the COVID-19 pandemic. This highlights the need to maximize the use of technology as the main learning media, not least in student activities. A living laboratory model for accounting education was created through cooperation between universities and MSMEs. The living laboratory learning process has been proven to support students’ skills. However, carrying out laboratory learning in the midst of a pandemic is a challenge. This study aimed to determine the contribution and advantages of living laboratories for accounting education during the COVID-19 pandemic. Descriptive-qualitative methods were used with a case study approach. Data were collected through online interviews and focus group discussions. Participants were students who used a living laboratory model in MSMEs. Data were reduced, presented and verified. The living laboratory was designed and implemented based on procedures and real work standards. Based on the results, it can be concluded that even though the living laboratory accounting learning was carried out online during a pandemic, students still obtained significant benefits. Learning activities of the living laboratory were in addition to achieving mastery of competencies. The results also emphasized the development of soft skills that were instilled in the individual students, including intellectual, emotional, spiritual and social intelligence. Keywords: COVID-19, Accounting, Education, Living Laboratory

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“…Apart from Teaching Practice Program, another factor that can influence readiness to become a teacher is self-efficacy. Setiaji (2015) explained in his writing that self-efficacy is a person's perception of measuring his ability to be able to make his choices and be able to process optimally in a field of work. Bandura (1997) describes someone who has high self-efficacy.…”

Section: Introductionmentioning

confidence: 99%

Self-Efficacy, Teaching Practice, and Teacher Readiness: Mediating Role Teacher Interest

Devi,

Kurniawan,

Majid

2023

Int. J. Emerg. Res. Rev.

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Objective: In the realm of education, the effectiveness of teaching practices and the readiness of teachers to navigate the challenges of the classroom environment have garnered substantial attention. One pivotal aspect that has emerged in educational research is the concept of self-efficacy – the belief in one's capabilities to accomplish tasks and produce desired outcomes. Self-efficacy is known to significantly influence various aspects of an individual's professional life, including teaching. The correlation between self-efficacy, teaching practice, and teacher readiness has been a subject of interest for educators and researchers alike. This research aims to determine the effect of self-efficacy and teaching practice on readiness to be a teacher through interest in becoming a teacher as a mediation variable. We used an online questionnaire to identify 435 college students for this study. Method: We applied partial least squares structural equation modelling (PLS-SEM) to analyze the research model. Results: The results showed that the exogenous variables, namely self-efficacy and teaching practice, significantly affected the readiness to become teachers directly. Novelty: Whereas indirectly, self-efficacy does not affect readiness to become a teacher through an interest in becoming a teacher. However, it differs from the teaching practice variable, which indirectly affects readiness to become a teacher through an interest in becoming a teacher.

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A Measure of Entrepreneurial Behavior of University Students: A Theory of Planned Behavior Approach

Cited by 5 publications

References 24 publications

Entrepreneurial Behaviour of the Agriculture Students-A review

Entrepreneurial Behaviour of the Agriculture Students-A review

Education in the New Normal Era: The Implementation of an Accounting Living Laboratory During the COVID-19 Pandemic

Self-Efficacy, Teaching Practice, and Teacher Readiness: Mediating Role Teacher Interest

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