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Emotional competencies and cognitive antecedents in shaping student’s entrepreneurial intention: the moderating role of entrepreneurship education

dc.contributor.authorFernández-Pérez, Virginia
dc.contributor.authorMontes-Merino, Ana
dc.contributor.authorRodríguez-Ariza, Lázaro
dc.contributor.authorAlonso-Galicia, Patricia Esther
dc.date.accessioned2025-01-07T07:22:13Z
dc.date.available2025-01-07T07:22:13Z
dc.date.issued2019
dc.description.abstractThis paper focuses on the analytic thinking of emotional competencies and their influence, in particular, in shaping university students’ entrepreneurial intentions, backed by an extended model of Ajzen´s Theory of Planned Behaviour, and analyses the moderating role of entrepreneurial education among the variables under study. The results, derived from an ex-ante and ex-post questionnaire addressed to Spanish university students engaged in a compulsory entrepreneurship course, were subjected to structural equation modelling analysis. Our findings show that entrepreneurship by university students is favoured by the development of their emotional competencies, due to the direct influence of the latter in shaping entrepreneurial intention and its positive impact on their cognitive antecedents (entrepreneurial attitudes and perceived self- efficacy), and suggest that students with a higher degree of emotional competencies who receive entrepreneurship education will have a more positive attitude towards entrepreneurship and will perceive themselves more capable of becoming entrepreneurs. The primary contribution of this paper is to spotlight the use of emotional competencies in encouraging entrepreneurship, and to heighten awareness of the positive effect of education on emotionally-competent students, a factor that should be taken into account to improve entrepreneurship education programmes.es_ES
dc.identifier.citationFernández-Pérez, V., Montes-Merino, A., Rodríguez-Ariza, L. et al. Emotional competencies and cognitive antecedents in shaping student’s entrepreneurial intention: the moderating role of entrepreneurship education. Int Entrep Manag J 15, 281–305 (2019). https://doi.org/10.1007/s11365-017-0438-7es_ES
dc.identifier.otherhttps://doi.org/10.1007/s11365-017-0438-7es_ES
dc.identifier.urihttps://hdl.handle.net/10953/3742
dc.language.isoenges_ES
dc.publisherSpringer Naturees_ES
dc.relation.ispartofInternational Entrepreneurship and Management Journales_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses_ES
dc.subjectEmotional competencieses_ES
dc.subjectEntrepreneurial intentionses_ES
dc.subjectAttitudees_ES
dc.subjectSelf-efficacyes_ES
dc.subjectEntrepreneurial educationes_ES
dc.titleEmotional competencies and cognitive antecedents in shaping student’s entrepreneurial intention: the moderating role of entrepreneurship educationes_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.type.versioninfo:eu-repo/semantics/acceptedVersiones_ES

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