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Social cognitive career theory and higher education students’ entrepreneurial intention: The role of perceived educational support and perceived entrepreneurial opportunity

Author

Listed:
  • Cong Doanh Duong

    (Ph.D., Associate Professor, National Economics University, 207 Giai Phong Street, Hai Ba Trung, Hanoi, Vietnam)

  • Van Trang Tran

    (Ph.D., Associate Professor, Thuongmai University, 79 Ho Tung Mau Street, Cau Giay, Hanoi, Vietnam, Corresponding author)

  • Étienne St-Jean

    (Ph.D., Professor, Research Institute on SMEs, Université du Québec à Trois-Rivières, 3351, Boulevard des Forges, Trois-Rivières (Québec), Canada)

Abstract

PURPOSE: This study aims to integrate insights from the Socio-Cognitive Career Theory (SCCT) and entrepreneurship literature to develop a research framework of how perceived entrepreneurial opportunities (PEO) and perceived educational support (PES) shape the progression of entrepreneurial self-efficacy (ESE) and entrepreneurial career interests (ECI). Additionally, this study investigates whether ECI mediates the effects of PEO and PES on entrepreneurial intention (EI) and how PEO and PES moderate the effects of ESE and ECI on EI. METHODOLOGY: A sample of 888 university students was recruited from Vietnam. Cronbach’s alpha and confirmatory factor analyses were adopted to test the reliability and validity of the scales. Structural equation modeling (SEM) is then used to test formulated hypotheses. FINDINGS: The current study demonstrates that ESE and ECI directly trigger EI. Although PES and PEO did not directly impact EI, their influence on EI was mediated through ESE and ECI. In addition, PEO was found to act as a positive catalyst for the transformation of ESE and ECI into EI. The greater the entrepreneurial opportunities students perceive, the more likely they are to convert ESE and ECI into intentions to become entrepreneurs. IMPLICATIONS: This study makes a significant contribution by emphasizing the relevance of the SCCT framework in understanding entrepreneurship and brings to the forefront the role of PES and PEO in shaping the progression of ESE, ECI and, ultimately, EI. In addition, the findings of this study provide practical implications for nascent entrepreneurs, entrepreneurship educators, and policymakers. ORIGINALITY AND VALUE: This study is one of the first to investigate the role of PEO and PES in the development of Vietnamese students’ SES, ECI and, ultimately, their intention to engage in entrepreneurship.

Suggested Citation

  • Cong Doanh Duong & Van Trang Tran & Étienne St-Jean, 2024. "Social cognitive career theory and higher education students’ entrepreneurial intention: The role of perceived educational support and perceived entrepreneurial opportunity," Journal of Entrepreneurship, Management and Innovation, Fundacja Upowszechniająca Wiedzę i Naukę "Cognitione", vol. 20(1), pages 86-10.
    • Handle: RePEc:aae:journl:v:20:y:2024:i:1:p:86-10
    DOI: 10.7341/20242015
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    References listed on IDEAS

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    1. Colin Donaldson, 2019. "Intentions resurrected: a systematic review of entrepreneurial intention research from 2014 to 2018 and future research agenda," International Entrepreneurship and Management Journal, Springer, vol. 15(3), pages 953-975, September.
    2. Douglas, Evan J. & Shepherd, Dean A. & Venugopal, Vidhula, 2021. "A multi-motivational general model of entrepreneurial intention," Journal of Business Venturing, Elsevier, vol. 36(4).
    3. Scheaf, David J. & Loignon, Andrew C. & Webb, Justin W. & Heggestad, Eric D. & Wood, Matthew S., 2020. "Measuring opportunity evaluation: Conceptual synthesis and scale development," Journal of Business Venturing, Elsevier, vol. 35(2).
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