“I Want to Be Like You!”: The Influence of Role Models on Entrepreneurial Intention

Fellnhofer, Katharina; Mueller, Susan

doi:10.1142/s021849581850005x

Cited by 31 publications

(37 citation statements)

References 94 publications

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“…However, a significant negative relationship between the perception of SN and EI has been obtained (H3b), which means that the higher the consideration about entrepreneurial career among people around Latin American inhabitants, the lower the EI of these population (Guzman-Alfonso and Guzman-Cuevas, 2012). The negative influence of SN on EI, to some extent, is not surprising, since the findings on this relationship are not sufficiently consistent (Fellnhofer and Mueller, 2018;Krueger et al, 2000;Lopez and Alvarez, 2019;Mathews et al, 2001). In this sense, cultural components might be considered because they tend to vary in different cultures; therefore, the country's characteristics should be carefully analyzed.…”

Section: Entrepreneurial Intention In Latin Americamentioning

confidence: 92%

“…The SN dimension is undoubtedly the TPB construct that presents the most varied results regarding its impact as an EI antecedent. In this sense, previous studies interspersed results with some positive, others not significant and still others with sometimes even adverse effects on the SN-EI relationship (Fellnhofer and Mueller, 2018;Krueger et al, 2000;Lopez and Alvarez, 2019;Rodrigues et al, 2012;Souitaris et al, 2007). On the other hand, moderating effects are also tested in the sense of understanding how SNs are beneficial to understanding the process involved in becoming an entrepreneur, highlighting that the SN construct influences ATB and PBC (Liñ an and Chen, 2009;Liñ an and Santos, 2007;Tsai et al, 2016).…”

Section: Subjective Norms Affecting Attitude and Perceived Behavioral Controlmentioning

confidence: 99%

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Students' perception of learning from entrepreneurship education programs and entrepreneurial intention in Latin America

Lopez

Álvarez

Martins

et al. 2021

ARLA

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PurposeDrawing on entrepreneurship education and entrepreneurial intention literature, this paper develops and tests a model that aims to explain the relationship between students' perception of learning from entrepreneurship education programs (EEP), the theory of planned behavior and entrepreneurial intention across Latin American countries.Design/methodology/approachThis study uses data from the Global University Entrepreneurship Spirit Student’s Survey (GUESSS) project 2018 for 11 Latin American countries. Structural equation modeling is used to validate the theoretical model; this offers advantages over traditional multivariate techniques in evaluating measurement errors, estimation of latent variables and specification of models.FindingsThe main results suggest that a positive perception of learning from EEP is related to the antecedents of entrepreneurial intention. Moreover, attitude toward entrepreneurial behavior and perceived behavior control positively influences entrepreneurial intention across Latin American undergraduate students. The findings contribute to a better understanding of the role of EEP in terms of the antecedents of the intention and, in addition, provide evidence to the theory of planned behavior from a large sample in an emerging region.Originality/valueThe theory of planned behavior is one of the most important theoretical frameworks to explain entrepreneurial intention. However, in Latin American countries, quality research is hindered by the lack of data and valid measures. Therefore, the paper adds value by looking at the perception of learning from EEP and its relationship with the antecedents of intention. Likewise, it validates the dimensions of the theory of planned behavior and its relationship to entrepreneurial intention, considering a broad sample of university students in Latin America.

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Section: Entrepreneurial Intention In Latin Americamentioning

confidence: 92%

Section: Subjective Norms Affecting Attitude and Perceived Behavioral Controlmentioning

confidence: 99%

Students' perception of learning from entrepreneurship education programs and entrepreneurial intention in Latin America

Lopez

Álvarez

Martins

et al. 2021

ARLA

View full text Add to dashboard Cite

show abstract

“…These other kinds of first-hand entrepreneurial experiences could possibly have an impact on diverse manifestations of entrepreneurial attitudes (cognition, affect and behavior), just as Athayde (2009) shows it for the Young Enterprise Company Program. Moreover, Fellnhofer and Mueller (2018) show that role models have an indirect effect on students’ entrepreneurial intentions. In the same way, meeting an entrepreneur could create affective conditions likely to impact young students’ entrepreneurial attitudes.…”

Section: Limitations and Future Researchmentioning

confidence: 92%

Assessing the impacts of school entrepreneurial initiatives

Pépin

St-Jean

2019

JSBED

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Purpose Many countries around the world have now introduced entrepreneurship into their curricula and educational practices, starting at the elementary school level. However, recent studies show the relative (un)effectiveness of K-12 enterprise education on diverse learning outcomes. The purpose of this paper is to report on a research aimed at assessing the impacts of enterprise education on students’ entrepreneurial attitudes. Design/methodology/approach The authors conducted a quasi-experiment between May and June 2017 to assess the entrepreneurial potential of students at Elementary Cycle 3 (10–12 years) in Quebec, Canada. Relying on attitude theory, the authors used Athayde’s Attitudes toward Enterprise for Young People test, which assesses students’ entrepreneurial potential through four entrepreneurial attitudes (leadership, creativity, achievement and personal control). The experimental group consisted of 11 classes which had conducted an entrepreneurial project during the 2016–2017 school year (n = 208 students), while the 7 classes of the control group had not (n=151 students). Findings At first glance, data showed no difference between the two groups. Further investigation showed that private and Freinet (public) schools’ students, both from the control group, show significantly higher leadership scores than those of the experimental group. In-depth analyses also show that increasing the number of entrepreneurial projects significantly impacted three of the four attitudes assessed, although negligibly. Research limitations/implications Taken together, those results question the relevance of single entrepreneurial activities in developing students’ entrepreneurial attitudes. They also suggest the positive impact of a progressive, constructivist pedagogy in developing such entrepreneurial attitudes. Moreover, the paper raises several factors likely to impact students’ entrepreneurial attitudes for further research. Originality/value K-12 enterprise education remains an understudied context, largely crossed by unproven statements. This research contributes to understand and give direction to educational initiatives targeting the development of young students’ entrepreneurial attitudes.

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“…Additionally, Li, Wu, and Wu (2008) indicated that the expectancy of families and other key persons have significant influence on the career choices of university students. However, Lopez et al (2021) found a negative influence of subjective norms on intention, this indicated that the findings on this relationship are not sufficiently consistent (Fellnhofer & Mueller, 2018). Therefore, H3 was devised: H3.…”

Section: Subjective Norms On Entrepreneurial Intentionmentioning

confidence: 93%

Investigating the Motivating Factors of Youths-Students Interest to Become Entrepreneurs: A Case of Anambra State, Nigeria

Ajah

2022

2576-6759

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This study explored the factors that motivates the youth’s interest (intention) to become entrepreneurs by incorporating the personality attributes from the “Theory of planned behavior” and environmental factors, with some selected “control variables” (experience, gender, and age). A multivariate statistical technique was used to test the relationship between the variables using “Structural Equation Modeling” AMOS Package version 23. A sample of 400 students from Chukwuemeka Odumegwu Ojukwu university in Anambra State, Nigeria was used to analyze the data. The results of the study indicated that attitude, self-efficacy, and subjective norms have a statistically significant effects on student’s entrepreneurial interest. The findings also indicated that entrepreneurial education has an impact on students’ attitude but has no obvious effect on intention. Apart from government support policy which was found to have statistical negative effect on intention, other external barriers have no effect on attitude and intention. Understanding these factors is important to make recommendations to the government and other relevant stakeholders to promote youths’ entrepreneurship in Nigeria. The importance of entrepreneurship is not only vital for economic growth but also for long term sustainable development. Through the vital information gained from investigating these motivating factors of youth’s interest to engage in entrepreneurship, the government and other important stakeholders can formulate effective policies to improve macroeconomic conditions to encourage university students to become entrepreneurs.

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“I Want to Be Like You!”: The Influence of Role Models on Entrepreneurial Intention

Cited by 31 publications

References 94 publications

Students' perception of learning from entrepreneurship education programs and entrepreneurial intention in Latin America

Students' perception of learning from entrepreneurship education programs and entrepreneurial intention in Latin America

Assessing the impacts of school entrepreneurial initiatives

Investigating the Motivating Factors of Youths-Students Interest to Become Entrepreneurs: A Case of Anambra State, Nigeria

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