Increasing teaching effectiveness in entrepreneurship education: Course characteristics and student needs differences

Maike Liu*, Marjan J. Gorgievski, Jun Qi, Fred Paas

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

27 Citations (Scopus)
75 Downloads (Pure)


This study investigated the impact of entrepreneurship course characteristics on students' entrepreneurial intentions through fostering entrepreneurial self-efficacy and study engagement. Furthermore, the moderating role of student needs differences was examined. Data were collected among 302 Chinese undergraduates who enrolled in an entrepreneurship course. Students filled in a questionnaire before and after the course. Results of structural equation modeling revealed that a challenging learning environment positively related to entrepreneurial self-efficacy and study engagement, which in turn related to entrepreneurial intentions. Teacher-student relationships only related to study engagement. In addition, a challenging learning environment related stronger to enhanced study engagement for the high need for achievement students, and teacher-student relationships significantly and positively related to entrepreneurial self-efficacy only among students with a high need for affiliation. The findings can be used to improve entrepreneurship education. Theoretical and practical implications will be discussed.
Original languageEnglish
Article number102147
JournalLearning and Individual Differences
Publication statusPublished - May 2022

Bibliographical note

Funding Information:
This paper was supported by the China Scholarship Council (Grant/Award Number: 201806340098 ) and Social Science Foundation of Anhui Province (Grant Number: SK2019A1024 ). We have no conflicts of interest to disclose.

Publisher Copyright:
© 2022 The Authors


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