How Entrepreneurial Learning Shapes Entrepreneurial Intentions: Evidence from the Theory of Planned Behavior in Higher Education
Como a aprendizagem empreendedora molda as intenções empreendedoras: evidências da teoria do comportamento planeado no ensino superior
DOI:
https://doi.org/10.51247/pdlc.v7i3.826Keywords:
Entrepreneurial Learning; Entrepreneurial Intention; Theory of Planned Behavior; higher education; developing countriesAbstract
This study aims to examine the influence of entrepreneurial learning on entrepreneurial intention among students of the Department of (IESMS) at the University of Tlemcen, while assessing the mediating effects of self efficacy, subjective norms, and perceived behavioral control within the framework of the Theory of Planned Behavior. A quantitative, non experimental research design was employed using survey data collected from 412 students. Data were analyzed through mediation analysis using Hayes’ PROCESS macro for SPSS (Model 4) to assess the direct and indirect relationships between entrepreneurial learning and entrepreneurial intention. The findings indicate a limited direct effect of entrepreneurial learning on entrepreneurial intention, whereas stronger indirect effects were observed through enhanced self efficacy, subjective norms, and perceived behavioral control. The results highlight the importance of experiential and transformative learning approaches in strengthening entrepreneurial motivation among students. This study may contribute to entrepreneurship education, higher education policy, and entrepreneurial ecosystem development by informing curriculum design and institutional support mechanisms in developing country universities. The originality of this research lies in integrating multiple psychological mediators to explain how entrepreneurial learning shapes entrepreneurial intention in developing country university contexts
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