Chevalier Séverine, Calmé Isabelle, Coillot Hélène, Le Rudulier Karine, Fouquereau Evelyne
EE 1901, Work and Organizational Psychology, University of Tours, Tours, France.
EA 6296, Management Science, University of Tours, Tours, France.
Eur J Psychol. 2022 Feb 25;18(1):84-97. doi: 10.5964/ejop.2889. eCollection 2022 Feb.
Entrepreneurship education has become a major focus of interest for researchers and national policy makers to encourage students to pursue entrepreneurial careers. The research on entrepreneurship education-entrepreneurial intentions (EIs) has yielded mixed results, and indicates the need to focus on antecedents of EI. More precisely, the aim of this paper was to examine antecedents of students' EI in French entrepreneurship education programs. Participants were 460 French university undergraduates. Structural equation modeling results revealed that students' Psychological Capital (PsyCap) had a significant positive relationship with perceived learning from the program and a significant negative relationship with negative emotions related to entrepreneurial actions. They also show that PsyCap indirectly enhanced EI. More precisely, students with high PsyCap learned more from the program in terms of perceived skills and knowledge and in turn had a higher EI. Moreover, students with high PsyCap had less entrepreneurial action-related doubt, fear and aversion, which also increased EI. This decrease in negative emotions can be explained notably by what students perceived they had learned from the program. This article concludes with the implications of these findings for future research and practical applications.
创业教育已成为研究人员和国家政策制定者鼓励学生追求创业生涯的主要关注焦点。关于创业教育与创业意向（EI）的研究结果喜忧参半，并表明有必要关注创业意向的前因。更确切地说，本文的目的是研究法国创业教育项目中学生创业意向的前因。参与者为460名法国大学本科生。结构方程模型结果显示，学生的心理资本（PsyCap）与从项目中感知到的学习有显著正相关，与创业行动相关的负面情绪有显著负相关。结果还表明，心理资本间接增强了创业意向。更确切地说，心理资本高的学生在感知技能和知识方面从项目中学到更多，进而有更高的创业意向。此外，心理资本高的学生对创业行动的疑虑、恐惧和厌恶较少，这也增加了创业意向。负面情绪的减少尤其可以通过学生认为自己从项目中学到的东西来解释。本文最后阐述了这些发现对未来研究和实际应用的启示。
