Browse Publications
Discover and manage thousands of titles across multiple genres, scientific journals, and classic literature.
Extending the mediation role of entrepreneurial self-efficacy on enhancing students’ entrepreneurial intentions: A moderated mediation model
By David Amani
Entrepreneurship education provided by higher education institutions is essential in equipping students with the required abilities to initiate and develop successful businesses. However, existing literature on its contribution has yielded inconclusive results. This study explores the mediating role of entrepreneurial self-efficacy in enhancing the entrepreneurial intentions of business students, while adopting a moderated mediation analysis with entrepreneurship education as the predicting variable and the entrepreneurial environment as the moderating variable. Data was collected from 271 business undergraduates in Tanzania, and analyzed using PLS-SEM. The results revealed that entrepreneurial self-efficacy is a significant mediator in the influence of entrepreneurship education on entrepreneurial intentions. Furthermore, the study identified the moderation role of the entrepreneurial environment in the indirect effect of entrepreneurship education on enhancing entrepreneurial intentions with entrepreneurial self-efficacy as a mediator. Therefore, the study recommends that higher education institutions empower students with entrepreneurial self-efficacy to promote entrepreneurial intentions, while also creating environments conducive to entrepreneurship that support these intentions. Finally, the study discussed limitations and suggested future research directions. © 2023 Elsevier Ltd
Entrepreneurship education and business and science students’ green entrepreneurial intentions: The role of green entrepreneurial self-efficacy and environmental awareness
By Emmanuel Ruwaichi Mambali
Entrepreneurship education (EE) is widely acknowledged as a proactive approach to fostering self-employment opportunities among young individuals. This study investigates the role of green entrepreneurial self-efficacy (GESE) and environmental awareness (ENVA) on the influence of EE on green entrepreneurial intentions (GEI) among both business and science students. We used a PLS-SEM to analyze data obtained from 412 Tanzanian students who completed a structured questionnaire. The findings indicate that EE has a positive and significant direct and indirect effect on GEI through GESE. Additionally, both GESE and ENVA exhibit positive and significant effects on GEI. Moreover, the study highlights that ENVA strengthens the effect of GESE on GEI. The results from a multigroup analysis uncovered significant differences in some hypothesized relationships between business and science students, with science students demonstrating stronger effects compared to business students. Our findings carry implications both practitioners and academics. Firstly, this study contributes to overarching development goals concerning education and environmentally friendly practices. Secondly, it furnishes empirical insights explaining the role of EE in nurturing environmentally conscious entrepreneurship. Lastly, our research serves as a catalyst for managers and policymakers to enhance entrepreneurial programs by integrating green entrepreneurship initiatives. © 2024 Elsevier Ltd
Social influence and information quality on Generative AI use among business students
By Ismail Abdi Changalima
Despite the increasing utilisation of generative artificial intelligence (AI) in educational settings, its influence on shaping students' behaviour remains relatively under-researched. This study employs PLS-SEM to explore the relationships between social influence, information quality, and behavioural intentions regarding ChatGPT usage among business students. Drawing from data collected from 477 business students, the study unveils that both social influence and information quality significantly impact behavioural intentions. Moreover, information quality strengthens the influence of social influence on behavioural intentions. The multigroup analysis reveals that the effects of social influence and information quality on behavioural intentions differ between females and males. However, the moderating effect of information quality does not differ significantly between them. Furthermore, the effects observed in all hypothesised relationships do not differ significantly between first-year and second-year students. By empirically validating the proposed model for behavioural intentions regarding ChatGPT usage and identifying statistical differences among males and females, as well as between first-year and second-year students, this study contributes to filling existing knowledge gaps. Furthermore, the study offers potential avenues for future research and serves as a valuable resource for academics, professionals, and policymakers interested in understanding students' engagement with generative AI.
© 2026 AERD Database System. All Rights Reserved. Developed by Strategic Technologies.