Influencing Factors of Entrepreneurial Knowledge, Education and Family Culture on Entrepreneurial Intention of University Students in Guangzhou, China
Article Sidebar
Main Article Content
บทคัดย่อ
This study examines the influence of entrepreneurial knowledge, entrepreneurial education, and family culture on the entrepreneurial intention of university students in Guangzhou, China. Grounded in the Theory of Planned Behavior (TPB) and complemented by Social Cognitive Theory (SCT), the research employs a mixed-methods design, combining quantitative analysis through structural equation modeling (SEM) with qualitative interviews for deeper insights. Data were collected from 1,200 university students using a structured questionnaire, and five domain experts were interviewed.
The quantitative findings indicate that entrepreneurial knowledge, family culture, and entrepreneurial education exert significant positive effects on students’ personal attitudes and perceived behavioral control (p < 0.05). Both personal attitude and perceived behavioral control are strong predictors of entrepreneurial intention and mediate the relationships between the independent variables and entrepreneurial intention. Model fit indices (e.g., RMSEA = 0.068, AGFI = 0.809) confirm the robustness of the structural model.
The qualitative results further reveal that practical entrepreneurial knowledge, experiential education, and supportive family culture enhance students’ confidence and motivation to pursue entrepreneurship, while traditional family preferences for job stability may act as constraints.
This study contributes to the literature by empirically validating a comprehensive model of entrepreneurial intention that integrates both direct and indirect pathways. It also provides actionable implications for policymakers and educators in China to strengthen entrepreneurship education, promote family involvement, and develop institutional support systems that enhance students’ entrepreneurial capabilities.
Article Details
อนุญาตภายใต้เงื่อนไข Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
เอกสารอ้างอิง
Aga, M. (2023). The mediating role of perceived behavioral control in the relationship between entrepreneurship education and entrepreneurial intention. Ethiopian Journal of Education and Sciences, 19(1), 51–64.
Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211. https://doi.org/10.1016/0749-5978(91)90020-T
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
Bentler, P. M. & Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88(3), 588–606. https://doi.org/10.1037/0033-2909.88.3.588
Bera, S., Zhao, Y. & Li, M. (2023). The role of entrepreneurship education in higher education reform. Journal of Educational Development, 35(4), 45–58.
Boyd, N. G. & Vozikis, G. S. (1994). The influence of self-efficacy on the development of entrepreneurial intentions and actions. Entrepreneurship Theory and Practice, 18(4), 63–77. https://doi.org/10.1177/104225879401800404
Bu, Y. (2023). Influence of family culture on college students' creativity. Journal of Cultural Studies, 19(2), 113–125.
Carr, J. C. & Sequeira, J. M. (2007). Prior family business exposure as intergenerational influence and entrepreneurial intent: A theory of planned behavior approach. Journal of Business Research, 60(10), 1090–1098. https://doi.org/10.1016/j.jbusres.2006.12.016
Chen, Y. & Liu, H. (2022). Bridging the gap between entrepreneurial intention and action among Chinese college students. Asia-Pacific Journal of Innovation in Education, 11(1), 37–54.
Fayolle, A. & Gailly, B. (2015). The impact of entrepreneurship education on entrepreneurial attitudes and intention: Hysteresis and persistence. Journal of Small Business Management, 53(1), 75–93. https://doi.org/10.1111/jsbm.12065
Greve, A. & Salaff, J. (2023). Social networks and entrepreneurship. Entrepreneurship Theory and Practice, 47(1), 33–50.
Hair, J. F., Black, W. C., Babin, B. J. & Anderson, R. E. (2019). Multivariate data analysis (8th ed.). Cengage Learning.
Huang, L. (2023). Challenges in Chinese entrepreneurship education. Education Review Quarterly, 29(1), 67–75.
Krueger, N. F. & Carsrud, A. L. (1993). Entrepreneurial intentions: Applying the theory of planned behaviour. Entrepreneurship & Regional Development, 5(4), 315–330. https://doi.org/10.1080/ 08985629300000020
Krueger, N. F., Reilly, M. D. & Carsrud, A. L. (2000). Competing models of entrepreneurial intentions. Journal of Business Venturing, 15(5–6), 411–432. https://doi.org/10.1016/S0883-9026(98)00033-0
Li, X. & Zhang, W. (2024). A review of entrepreneurship education in Chinese universities. International Journal of Entrepreneurial Research, 14(1), 22–38.
Liñán, F. & Chen, Y. W. (2009). Development and cross-cultural application of a specific instrument to measure entrepreneurial intentions. Entrepreneurship Theory and Practice, 33(3), 593–617. https://doi.org/10.1111/j.1540-6520.2009.00318.x
Makai, M. & Dőry, T. (2023). Personal and institutional support in student entrepreneurship. Journal of Entrepreneurship Education, 26(2), 45–59.
Marsh, H. W., Hau, K. T. & Wen, Z. (2004). In search of golden rules: Comment on hypothesis-testing approaches to setting cutoff values for fit indexes and dangers in overgeneralizing Hu and Bentler's (1999) findings. Structural Equation Modeling: A Multidisciplinary Journal, 11(3), 320–341. https://doi.org/10.1207/s15328007sem1103_2
Martin, B. C., McNally, J. J. & Kay, M. J. (2013). Examining the formation of human capital in entrepreneurship: A meta-analysis of entrepreneurship education outcomes. Journal of Business Venturing, 28(2), 211–224. https://doi.org/10.1016/j.jbusvent.2012.03.002
Nabi, G., Liñán, F., Fayolle, A., Krueger, N. & Walmsley, A. (2017). The impact of entrepreneurship education in higher education: A systematic review and research agenda. Academy of Management Learning & Education, 16(2), 277–299. https://doi.org/10.5465/amle.2015.0026
Nguyen, T., Le, P. & Tran, V. (2022). The mediating effect of attitude on entrepreneurial education and intention. International Journal of Innovation and Business, 10(2), 56–71.
Pittaway, L. & Cope, J. (2007). Entrepreneurship education: A systematic review of the evidence. International Small Business Journal, 25(5), 479–510. https://doi.org/10.1177/0266242607080656
Prucha, P. (2024). Robotic process automation as a driver of sustainable entrepreneurship. Journal of Sustainable Innovation, 9(1), 12–27.
Shane, S. (2000). Prior knowledge and the discovery of entrepreneurial opportunities. Organization Science, 11(4), 448–469. https://doi.org/10.1287/orsc.11.4.448.14602
Shapero, A. & Sokol, L. (1982). The social dimensions of entrepreneurship. In C. A. Kent, D. L. Sexton, & K. H. Vesper (Eds.), The encyclopedia of entrepreneurship (pp. 72–90). Prentice-Hall.
Turker, D. & Selcuk, S. S. (2009). Which factors affect entrepreneurial intention of university students? Journal of European Industrial Training, 33(2), 142–159. https://doi.org/10.1108/0309059 0910939049
Vanevenhoven, J. & Liguori, E. (2013). The impact of entrepreneurship education: Introducing the entrepreneurship education project. Journal of Small Business Management, 51(3), 315–328. https://doi.org/10.1111/jsbm.12026
Wang, J. & Zhang, T. (2023). Entrepreneurship as a solution to employment pressure in China. China Economic Review, 61, Article 101621.
Wang, Y. (2021). Family influence on entrepreneurial decision-making: Evidence from Chinese university students. Journal of Entrepreneurship in Emerging Economies, 13(4), 692–710. https://doi.org/10.1108/JEEE-09-2020-0325
Zapkau, F. B., Schwens, C., Steinmetz, H. & Kabst, R. (2015). Disentangling the effect of prior entrepreneurial exposure on entrepreneurial intention. Journal of Business Research, 68(3), 639–653. https://doi.org/10.1016/j.jbusres.2014.08.007
