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This article aims to draw a conceptual model that integrates the view from the entrepreneurial event model with entrepreneurial education and prior self-employment experience. The model tests the role of entrepreneurial education on the formation of intentions to become an entrepreneur and examines whether prior self-employed experiences moderate the route from entrepreneurial education, entrepreneurial perceived feasibility (PF) and perceived desirability (PD) into the entrepreneurial intention (EI).

The authors operated on a sample of 389 master's students by applying Cronbach's alpha, exploratory factor analysis, confirmatory factor analysis and structural equation modelling to illustrate the links between constructs.

The study found that entrepreneurial education is positively correlated with PF, PD, and intention to enter entrepreneurial activities. PD is determined as a partial mediator in the entrepreneurial education–intention link and full mediator in PF and EI. Moreover, the study revealed that prior self-employed experiences serve as a positive moderator in the path from entrepreneurial education and PD to EI.

The study offers several recommendations based on research findings so as to nurture and promote entrepreneurial activities among master's students.

The current research provides novel insights about the relationship between entrepreneurial education and intentions to become an entrepreneur over and about the central antecedents in the entrepreneurial event model and moderation effects of prior self-employed experiences.

Culture plays a significant role in shaping the decision of the youths to start the new venture, and Vietnam being one of the collectivist societies in Asia, it is critical to know whether culture plays any role in the formation of entrepreneurial intentions (EI) of the Vietnamese youth. However, there are limited studies in Vietnam that investigate the effect of culture on the EI of students. Hence, this study aims to integrate the direct influence of culture and personality factors in view of mediating role theory of planned behaviour components to measure the EI of students.

The data for this study were collected from 393 undergraduate/post-graduate university students using an online survey. The data were analysed using structural equation modelling to test the designed hypotheses of the study.

The study results showed that attitude (PA) towards entrepreneurship and perceived behavioural control (PBC) mediated the relationship between risk-propensity (RP) and EI, subjective norms (SN) and EI and also had a direct influence on EI. Risk-propensity was found to have a direct influence on students’ entrepreneurship intentions. Further, there was no direct influence of culture and SN on EI of students, but culture had a direct influence on SN, while SN indirectly influenced EI mediated by PA and PBC.

Only a few studies have been conducted to determine the role of culture affecting entrepreneurial intentions of the students in Vietnam, where strong emphasis is put on society and culture. The study demonstrates that culture plays a significant role indirectly, as the societal culture influences the close networks and family’s approval (SN) towards encouraging the youths to become entrepreneur and further this encouragement enhances the attitude and self-belief (PA and PBC) of an individual in their capabilities which affects their intentions (EI) to become an entrepreneur. Hence, this study adds this new important dimension of culture in existing academic literature in Vietnam’s context.

This study aims to answer two questions: do self-efficacy and outcome expectations serial mediate the effect of entrepreneurial education (EE) on the intention to start a business? and how can the social cognitive career theory explain entrepreneurial intention (EI)?

This study is based on the social cognitive career theory to examine the effect of EE on start-up intention via self-efficacy and outcome expectations by a serial mediation model. A sample of 1,232 students in Vietnam and the structural equal modelling method was used to test the hypotheses.

The results of this study reveal that entrepreneurial self-efficacy (ESE) significantly mediates the effect of EE on the intention to start a business. Similarly, entrepreneurial outcome expectations (EOEs) mediate the association between EE and EI. Especially, the results of serial mediation analysis show that ESE and EOEs serially mediate the EE–intention relationship.

Under a new perspective of social cognitive career theory, the current study is expected to contribute to clarifying the gap in the relationship between EE and EI. In addition, this study also contributes to investigating the antecedents of ESE and outcome expectations and providing empirical evidence supporting the relevance of social cognitive career theory in explaining EI.

A nation's economic development is adversely affected by the rising population and the lack of employment opportunities, necessitating the promotion of entrepreneurial activities. This study aims to unfurl the critical factors shaping university students' entrepreneurial intentions (EI) in an emerging economy.

The study assessed the EI of 640 university students across India's top 5 central universities through structural equation modeling by extending the entrepreneurial event model (EEM) and dark triad theory. Mediation and moderation techniques were used to examine the model's direct and indirect linkages.

The results show that propensity to act (PTA), perceived resilience (PRS) and narcissism (NAR) magnify desirability, significantly increasing students' EI. The association between the underlying constructs is partially mediated by the PTA and perceived desirability (PD). In addition, the linkage between PD and students' EI is strengthened by the pursuit of excellence (PoE) and weakened by perceived risk (PR).

The study's findings could assist educators, universities, aspiring entrepreneurs, financial institutions, policymakers, investors, venture capitalists, incubators and accelerators in reinforcing entrepreneurial culture in India by establishing a link between crucial personality traits and intentions to start entrepreneurial ventures.

Personality traits such as NAR, resilience and the PoE have not received much attention in the entrepreneurship literature and call for a rigorous inquiry. The study tries to embrace these dominant personality traits by broadening the perspectives of EEM and dark triad theory via a comprehensive conceptual model. It also explores the role of the PoE and PR as moderators to examine the possible association between the identified constructs.

The purpose of this paper is to adopt the theory of planned behavior to close the entrepreneurial attitude–intention–behavior gap in the entrepreneurship field as well as test the key moderators of the entrepreneurial process, starting from entrepreneurial attitude and intention to behavior to engage in entrepreneurial activities – namely, entrepreneurship education.

The research used a sample of 2,566 students from 16 universities in Vietnam. First, Cronbach’s alpha and confirmatory factor analysis have been used to test the reliability and validity of scales. Then the coefficient paths in the conceptual framework were tested through structural equation modeling, and indirect associations were estimated via the PROCESS bootstrapping approach.

The research illustrated that both attitudes toward entrepreneurship and entrepreneurial intention serve as the central antecedents in the formation of entrepreneurial behavior. Also, when students are more entrepreneurially educated, the linkage between attitude toward entrepreneurship and entrepreneurial behavior was hypothesized to become stronger, yet the relation between entrepreneurial intention and behavior was weakened.

This research suggests useful recommendations for educators and policymakers to encourage university students’ favorable attitudes toward entrepreneurial activities, their intention to engage in them and their subsequent entrepreneurial behavior.

This research is expected to make a significant contribution to the entrepreneurship literature by closing the entrepreneurial attitude–intention–behavior gap as well as enriching our understanding of the influence of entrepreneurship education on the entrepreneurial process. Importantly, this research reveals that entrepreneurial education significantly moderates the effects of attitude toward entrepreneurship and entrepreneurial intention on entrepreneurial behavior.

This research adopts the social cognitive career theory (SCCT) and a moderated mediation model to investigate the moderating impacts of entrepreneurial fear of failure (FOF) and gender on the direct and mediation relationships between entrepreneurial education (EE), entrepreneurial self-efficacy (ESE) and entrepreneurial intention (EI).

The authors utilized a three-phase random sampling to compile a dataset from 1,890 graduate students from nine universities and higher education institutions in Vietnam. Cronbach's alpha and confirmatory factor analysis results showed that the key study variables were reliable and valid. Harman's single-factor method and other tests of analysis assumptions ruled out common method bias and other confounding factors. The authors utilized the PROCESS macro to test a hypothesized moderated mediation model that included direct, indirect and conditional indirect effects.

The findings yield that ESE partially and positively mediates the relation between EE and EI. FOF was found to negatively moderate the impacts of EE on ESE and EI, and the direct effect of ESE on EI among females is stronger than among males. More importantly, the mediation influence of FOF on the linkage between EE and EI becomes weaker when the level of FOF is high, yet this mediation relationship among females is higher than among males at all levels of FOF.

The results of this research are valuable for educators, policymakers and practitioners so that they may inspire individuals' entrepreneurial pursuits, especially those of female entrepreneurs.

This study significantly contributes to the entrepreneurship and gender literature by applying the SCCT to elucidate the moderated mediation impacts of FOF, ESE and gender on the relationship between EE and EI.

This paper aims to use the Social Cognitive Career Theory and a serial mediation model to explore how entrepreneurial self-confidence and attitudes mediate the connection between entrepreneurial education and entrepreneurial intention. Additionally, the study seeks to examine how gender impacts these relationships.

To test the formulated hypothesis and the serial mediation effect, a sample of 1,266 master’s students from nine universities/institutions across three primary regions of Vietnam was used. The structural equation modeling technique, with Gaskin (2019)'s plugin and a 5,000-bootstrapping sample, was applied. Also, a multi-group analysis was used to illustrate the differences between male and female students in the relationships between variables.

The research reveals that entrepreneurial education plays a contributive role in increasing entrepreneurial self-efficacy, entrepreneurial attitudes and startup intentions. Entrepreneurial self-efficacy and entrepreneurial attitudes also serve as serial mediators in the entrepreneurial education-intention relation. Moreover, this study demonstrates the significant moderation role of gender in these links.

The outcomes of the current research hold significance for educators, policymakers and practitioners, as they can use these findings to encourage individuals to engage in entrepreneurial activities and to improve the overall entrepreneurial ecosystems.

The current research sheds new light on the entrepreneurship and gender literature by using the Social Cognitive Career Theory to elucidate the serial mediating role of entrepreneurial self-efficacy and entrepreneurial attitudes in the relation between entrepreneurial education and entrepreneurial intentions.

Underpinned by social cognitive and ecological systems theories, this research explored higher education students' entrepreneurial intentions (EI). It begins by exploring how various factors, including entrepreneurship education (EE), entrepreneurial motivation (EM) and entrepreneurial environment (EENV), contribute to the evolution of EI of students. Second, it examines the role of EM as an underlying mechanism between EE-EI and EENV-EI. Finally, this research explores how EENV moderates the EM and EI relationship.

The data were gathered from 366 college students pursuing higher education around India using a convenience sample technique. Partial least square structural equation modeling (PLS-SEM) was applied to SmartPLSv.3.3.9 software to analyze the data.

A direct relationship was found between EE, EENV and EM with EI. Moreover, this research found a partial mediation of EM between EENV-EI and EE-EI paths. Also, the results show that EENV strengthens the link between EM and EI links.

This study offers valuable insights that can guide government agencies and higher education institutions (HEIs) in reshaping the landscape of entrepreneurial education at the university level. This transformation encompasses the integration of work-based learning experiences as a conduit for equipping students with tangible skills and exposing them to the realities of entrepreneurship in the real world.

This research considerably contributes to the current literature on entrepreneurship at HEIs by merging social cognitive and ecological systems theories. This research is a pioneering input to examine the underlying mechanism of entrepreneurial motivation between EENV, EE and EI.

The purpose of this paper is to examine the role of theory of planned behaviour (TPB) motivational factors, social valuation of entrepreneurship and entrepreneurial risk perception in predicting entrepreneurial intentions (EIs) of university students in the Kingdom of Saudi Arabia.

A quantitative approach was adopted, and a sample of 802 students from a large public university in Saudi Arabia is studied. Structural equation modelling is used to test the relationships among the conceptual model constructs.

This study found a negative and significant impact of entrepreneurial risk perception on student’s entrepreneurial attitude, perceived behavioural control (PBC) and intention. Social valuation of entrepreneurship was found to have a positive and significant impact on entrepreneurial attitude, PBC and subjective norms. This study provides partial support for the TPB. While the impact of entrepreneurial attitudes and PBC is significant, subjective norms has insignificant impact on EIs.

Several recommendations are proposed from the results of this study for policymakers, universities and other educational institutes to encourage student’s entrepreneurship motivation and intention and reducing the negative effect of risk perceptions. Implications for future research are also presented.

This study integrated three main streams of research which are psychology of risk (entrepreneurial risk perception), the TPB and social context (social valuation of entrepreneurship) to examine the formation of students entrepreneurial motivations and intentions.

To overcome economic hardship and survival, informal entrepreneurs must continually activate specific resilience capabilities and reassess their entrepreneurial intentions (EI). Accordingly, they may develop transformational characteristics to design a model supporting intersectorial business growth. This study aims to examine the EI ecosystem of change resulting from the above endeavors and proposes an entrepreneurial intention transformation model (EITM).

Using the EI questionnaire developed by Liñán and Chen, data was collected from street vendors in the main markets of the Cameroonian capital (N = 307) to capture the determinants of behavior reflecting the propensity to activate entrepreneurial events within informal ventures.

It was uncovered that perceived collective support, resilience, orientation capability and inferred policies influence the dynamics of EI in the informal sector. Additionally, while revisiting current entrepreneurial lifecycle models, the study distinguished between the entrepreneurial events of “renegare” and formalization. Furthermore, the construction of an informal entrepreneurial lifecycle model confirms the need to acknowledge the formalization and “deformalization” processes as integrative parts of an intersectorial entrepreneurial lifecycle model.

This study extends existing research by proposing an intersectorial entrepreneurial lifecycle to recognize the dynamics of EI on ventures’ formalization. The EITM encompasses the EI dynamic process model and the proposed entrepreneurial lifecycle.