How entrepreneurship program characteristics foster students' study engagement and entrepreneurial career intentions: A longitudinal study

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Abstract

Applying the job demands-resources and regulatory focus theory to the educational context, this study investi- gated how entrepreneurship program characteristics foster students' study engagement and entrepreneurial career intentions. Longitudinal data were collected among 154 Dutch students, who completed a questionnaire before, halfway, and at the end of an entrepreneurship program. Results showed that program resources (teacher-student and student-student relationships) positively related to study engagement, which subsequently, increased entrepreneurial career intentions. Challenge demands (a challenging learning environment) did not relate to study engagement over and above program resources. Promotion focus related to high and prevention focus related to low study engagement. We expected that promotion focus would boost and prevention focus would attenuate the positive impact of program characteristics. Results however showed that both a promotion and a prevention focus boost the impact of student-student relationships on study engagement. Prevention focus attenuated the impact of teacher-student relationships on study engagement. The findings can be used to improve entrepreneurship programs and educational pedagogy.
Original languageEnglish
Article number102249
JournalLearning and Individual Differences
Volume101
Issue number102249
DOIs
Publication statusPublished - Jan 2023

Bibliographical note

Funding Information:
This paper was supported by the China Scholarship Council (Grant/Award Number: 201806340098 ). We have no conflicts of interest to disclose.

Publisher Copyright:
© 2022 The Authors

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