Kurata Karin, Kodama Kota, Kageyama Itsuki, Kobayashi Yoshiyuki, Lim Yeongjoo
Graduate School of Design and Architecture, Nagoya City University, 1-1-10, Kita Chikusa, Chikusa-Ku, Nagoya 464-0083, Japan.
School of Pharmacy and Pharmaceutical Sciences, Hoshi University, 2-4-41 Ebara, Shinagawa-Ku, Tokyo 142-8501, Japan.
Behav Sci (Basel). 2025 May 12;15(5):663. doi: 10.3390/bs15050663.
With the growing interest in entrepreneurship, increased attention has been paid to entrepreneurship education. In recent years, attention has been paid to entrepreneurship education in engineering majors. This study examines the impact of attitude, subjective norms, and self-efficacy toward entrepreneurial intention and the moderating role of entrepreneurship education among students at the National Institute of Technology, Tsuruoka College, Japan. This study was grounded in the theory of planned behavior and social cognitive theory, suggesting a new approach to examining entrepreneurship education in engineering students. A questionnaire survey was conducted with 275 Japanese students (150 second-year students and 125 fourth-year students). Employing structural equation modeling, the findings indicated that attitude and self-efficacy significantly influence entrepreneurship intentions, with notable differences between the second- and fourth-year students. Results have suggested focusing both on project-based learning and theory-based learning to nurture knowledge, skill, and mindset to comprehensively develop entrepreneurial intention.
随着对创业兴趣的日益增长，创业教育受到了更多关注。近年来，工程专业的创业教育受到了关注。本研究考察了日本鹤冈工业高等专门学校学生对创业意向的态度、主观规范和自我效能的影响以及创业教育的调节作用。本研究基于计划行为理论和社会认知理论，提出了一种检验工科学生创业教育的新方法。对275名日本学生（150名二年级学生和125名四年级学生）进行了问卷调查。采用结构方程模型，研究结果表明态度和自我效能显著影响创业意向，二年级和四年级学生之间存在显著差异。结果表明，应同时注重基于项目的学习和基于理论的学习，以培养知识、技能和思维模式，全面培养创业意向。
