Entrepreneurial education and entrepreneurial intention among higher education students in Vietnam: do entrepreneurial self-efficacy and family support matter?

Abstract

Purpose

The current study aims to explain the relationship between entrepreneurial education and entrepreneurial intention through a moderated mediation model from the lens of social cognitive career theory (SCCT). Specifically, two main objectives of this study are (1) to explore the mediation role of entrepreneurial self-efficacy in the relationship between entrepreneurial education and start-up intention and (2) to investigate the moderate role of family support on the effect of entrepreneurial education on entrepreneurial intention.

Design/methodology/approach

This study uses a sample of 1879 students in Vietnam and SPSS PROCESS macro developed by Hayes (2012) to examine the indirect effect of entrepreneurial education on start-up intention via entrepreneurial self-efficacy and the moderated mediation effect of family support.

Findings

This study reveals that the association between entrepreneurial education and entrepreneurial intention is partially mediated via entrepreneurial self-efficacy. Also, the effect of entrepreneurial education on entrepreneurial self-efficacy and start-up intention was negatively moderated by family support. Furthermore, the indirect effect of entrepreneurial education on intention to form a venture via entrepreneurial self-efficacy is also negatively moderated by family support.

Originality/value

The entrepreneurial education and start-up intention linkage remain a significant gap in the entrepreneurship literature. Therefore, this research study is expected to contribute to clarifying this linkage by utilizing the SCCT to explain how entrepreneurial education contributes to entrepreneurial intention.

Citation

Pham, H.H. and Le, T.L. (2023), "Entrepreneurial education and entrepreneurial intention among higher education students in Vietnam: do entrepreneurial self-efficacy and family support matter?", Higher Education, Skills and Work-Based Learning, Vol. 13 No. 2, pp. 403-422. https://doi.org/10.1108/HESWBL-10-2022-0213