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Emotional competencies and cognitive antecedents in shaping student’s entrepreneurial intention: the moderating role of entrepreneurship education

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Abstract

This paper focuses on the analytic thinking of emotional competencies and their influence, in particular, in shaping university students’ entrepreneurial intentions, backed by an extended model of Ajzen’s Theory of Planned Behaviour, and analyses the moderating role of entrepreneurial education among the variables under study. The results, derived from an ex-ante and ex-post questionnaire addressed to Spanish university students engaged in a compulsory entrepreneurship course, were subjected to structural equation modelling analysis. Our findings show that entrepreneurship by university students is favoured by the development of their emotional competencies, due to the direct influence of the latter in shaping entrepreneurial intention and its positive impact on their cognitive antecedents (entrepreneurial attitudes and perceived self-efficacy), and suggest that students with a higher degree of emotional competencies who receive entrepreneurship education will have a more positive attitude towards entrepreneurship and will perceive themselves more capable of becoming entrepreneurs. The primary contribution of this paper is to spotlight the use of emotional competencies in encouraging entrepreneurship, and to heighten awareness of the positive effect of education on emotionally-competent students, a factor that should be taken into account to improve entrepreneurship education programmes.

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Correspondence to Virginia Fernández-Pérez.

Appendix

Appendix

Variable

Items

Students’ entrepreneurial intention (EI)

• I plan to start a new business within 5 years of completing my studies.

I have already made taken some steps towards starting my own business (e.g., seeking information, discussing the idea with friends, writing a business plan).

• I am sure I will start my own business within 5 years of completing my studies.

• It is one of my career goals to become an entrepreneur.

Entrepreneurial attitude (EA)

• Becoming an entrepreneur within 5 years of completing my studies would be very advantageous for me.

• Becoming an entrepreneur within 5 years of completing my studies would be good for my career.

• I would enjoy becoming an entrepreneur within 5 years of completing my studies.

Self-efficacy (SE)

• I feel I am able to define an idea and a business strategy for a new venture.

• I feel I am able to write a business plan (conduct a market research study, a financial analysis, etc.)

• I feel I am able to negotiate and maintain supportive relationships with potential investors and banks.

• I feel I am able to recognise opportunities for the development of new products and/or services.

• I feel I am able to build relationships with key people to obtain the capital needed to start a new business.

Subjective norm (SN)

• My family believes I should become an entrepreneur; the opinion of my family is important to me.

• People who are important to me believe I should become an entrepreneur; the opinions of the people who are important to me have a strong influence on me.

• People whose opinion I value have become entrepreneurs during the 5 years following the completion of their studies.

Emotional competencies(EC)

 Self-awareness

• I am able to recognise my own emotions and their effect on my actions.

• I am aware of my own strengths and limits.

• I have great confidence in my self-worth and my ability to do anything.

 Self-regulation

• I consider myself an honest and upright person.

• I am able to take responsibility for my personal actions.

• I consider myself a person who is flexible and capable of addressing changes.

• I feel comfortable and open to new ideas, approaches and information.

 Motivation

• I like to push myself to improve or to meet a certain criterion of excellence.

• I commit myself to working for the goals of a group or an organisation when I identify with them.

• I act quickly to seize opportunities.

• I am persistent in working to achieve my goals, despite obstacles and setbacks.

 Empathy

• I am able to understand the feelings and viewpoints of others and I am actively interested in the things they care about.

•I acknowledge the needs of other people to progress, and I like to foster their capabilities.

• I am able to anticipate, recognise and meet the needs of others.

• I like to take advantage of the opportunities offered by different types of people.

• I am aware of the emotional currents and underlying power relations within a group.

 Social skills

• I can make use of effective means of persuasion.

• I am a good listener and can transmit a compelling message.

• I have the ability to negotiate and resolve disagreements.

• I am capable of inspiring and leading groups and individuals.

• I am capable of initiating and directing change.

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Fernández-Pérez, V., Montes-Merino, A., Rodríguez-Ariza, L. et al. Emotional competencies and cognitive antecedents in shaping student’s entrepreneurial intention: the moderating role of entrepreneurship education. Int Entrep Manag J 15, 281–305 (2019). https://doi.org/10.1007/s11365-017-0438-7

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