Perceived university support and entrepreneurial intentions: Do different students benefit differently?

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

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

1 Citation (Scopus)
12 Downloads (Pure)

Abstract

The question of how universities can most effectively contribute to student entrepreneurship remains important. Integrating theory of planned behavior and person-environment fit theory, we investigated how perceived university support relates to students’ attitudes toward entrepreneurship, subjective norms, and entrepreneurial self-efficacy, which in turn impact entrepreneurial intentions. Moreover, moderating effects were investigated of the need for autonomy. Data were collected among 395 Chinese students. Results showed that perceived university support related indirectly to students’ entrepreneurial intentions through subjective norms and entrepreneurial self-efficacy. Though perceived university support significantly related to attitudes toward entrepreneurship, attitudes toward entrepreneurship did not significantly predict entrepreneurial intentions. As expected, the higher students’ need for autonomy, the stronger were the positive effects of perceived university support on attitudes toward entrepreneurship, subjective norms, and entrepreneurial self-efficacy. Taking students’ needs differences into account, this study provides valuable new insights to evaluate the effectiveness of current university support practices and policies.
Original languageEnglish
Article number101150
JournalStudies in Educational Evaluation
Volume73
Issue number101150
DOIs
Publication statusPublished - Jun 2022

Bibliographical note

Funding Information: This work was supported by the China Scholarship Council under
Grant (No. 201806340098); the Social Science Foundation of Anhui
Province under Grant (No. SK2019A1024). We have no conflicts of interest to disclose.
This study has been approved by the Ethics Review Committee,
Department of Psychology, Education and Child Studies, Erasmus University Rotterdam

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