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Purpose: This paper aims to use the Social Cognitive Career Theory and a serial mediation model to explore how entrepreneurial self-confidence and attitudes mediate the connection between entrepreneurial education and entrepreneurial intention. Additionally, the study seeks to examine how gender impacts these relationships. Design/methodology/approach: To test the formulated hypothesis and the serial mediation effect, a sample of 1,266 master's students from nine universities/institutions across three primary regions of Vietnam was used. The structural equation modeling technique, with Gaskin (2019)'s plugin and a 5,000-bootstrapping sample, was applied. Also, a multi-group analysis was used to illustrate the differences between male and female students in the relationships between variables. Findings: The research reveals that entrepreneurial education plays a contributive role in increasing entrepreneurial self-efficacy, entrepreneurial attitudes and startup intentions. Entrepreneurial self-efficacy and entrepreneurial attitudes also serve as serial mediators in the entrepreneurial education-intention relation. Moreover, this study demonstrates the significant moderation role of gender in these links. Practical implications: The outcomes of the current research hold significance for educators, policymakers and practitioners, as they can use these findings to encourage individuals to engage in entrepreneurial activities and to improve the overall entrepreneurial ecosystems. Originality/value: The current research sheds new light on the entrepreneurship and gender literature by using the Social Cognitive Career Theory to elucidate the serial mediating role of entrepreneurial self-efficacy and entrepreneurial attitudes in the relation between entrepreneurial education and entrepreneurial intentions.

Purpose: This study aims to achieve two objectives: First, to investigate the moderating influences of Coronavirus-19 (COVID-19)-related psychological distress on the process of entrepreneurial cognition; and second, to close the gap between entrepreneurial intention and behavior of higher education institutions students. Design/methodology/approach: Scales from previous studies have been adopted to develop a questionnaire survey. An online survey questionnaire then is carried out to collect the data; the final sample includes 405 university students. The validity and reliability of scales are tested throughout Cronbach's alpha and confirmatory factor analysis. Hypothesized correlations were then tested via structural equation modeling. Findings: The results confirm the important roles of perceived behavioral control and entrepreneurial intention in encouraging entrepreneurial behavior, whereas attitude toward entrepreneurship is strongly and positively related to intention to engage in a business venture. Yet, subjective norms are not found to have an impact on entrepreneurial intention. Entrepreneurial attitude-intention link has been negatively moderated by COVID-19-related psychological distress. Also, COVID-19-related psychological distress can lessen the entrepreneurial intention-behavior linkage of higher education institutions students. Practical implications: The study provides useful recommendations for practitioners such as educators and policymakers to promote higher education institutions students' entrepreneurship, especially in the global crisis context of the spread of COVID-19. Social implications: Being aware of the effects of the COVID-19 pandemic on the entrepreneurship process and translations from intention into behavior to become entrepreneurs provide useful insights to nascent entrepreneurs, community and our society to limit the negative influence of the COVID-19 pandemic and help us overcome this crisis. Originality/value: Addressing the entrepreneurial intention-behavior gap is considered as the biggest contribution of this study. Moreover, the association between perceived behavioral control and entrepreneurial behavior, overlooked by previous studies, is also tested in this study. Furthermore, the findings confirm that psychological distress caused by COVID-19 can inhibit the cognitive process of entrepreneurship.

Purpose: The purpose of this research is to integrate the prediction from entrepreneurship education with the theory of planned behaviors (TPB) to build a conceptual framework and estimate the effect of entrepreneurship education on entrepreneurial intention over and above key predictors from an extended TPB model. Also, the moderating impacts of educational fields in the paths from entrepreneurial education, attitude toward entrepreneurship, subjective norms and perceived behavioral control to entrepreneurial intention are tested in this study. Design/methodology/approach: The study used a sample of 559 university students who received entrepreneurship education at 12 universities from Vietnam. Confirmatory factor analysis was utilized to test the validity and reliability of all variables and regression analyses were used to estimate coefficient paths. Then, bootstrapping method with the PROCESS approach was utilized to test the indirect correlations. Findings: The study reveals that attitude toward entrepreneurship and perceived behavioral control were positively and strongly associated with entrepreneurial intention, while the linkage between subjective norms and entrepreneurial intention was not significant. Also, the findings show that even though entrepreneurship education did not have a direct effect on entrepreneurial intention, it increased entrepreneurial intention via attitude toward entrepreneurship and perceived behavioral control. In addition, this study finds that educational fields moderate the associations between predictors and entrepreneurial intention. Practical implications: This study offers both universities and policymakers options to foster youths' entrepreneurial activities. Originality/value: This study is expected to significantly contribute to entrepreneurship literature by enriching our understanding of the interesting and crucial linkages between entrepreneurship education, attitude toward entrepreneurship, subjective norms, perceived behavioral control and entrepreneurial intention. Additionally, the current research reveals that for economic and business management students, the paths are driven from entrepreneurial education, attitude toward entrepreneurship, subjective norms and perceived behavioral control to intention to engage in entrepreneurial activities has become stronger when compared to students of majors in engineering and others.

Purpose: Although previous research has acknowledged the significance of comprehending the initial acceptance and adoption of ChatGPT in educational contexts, there has been relatively little focus on the user's intention to continue using ChatGPT or its continued usage. Therefore, the current study aims to investigate the students' continuance intentions to use ChatGPT for learning by adopting the stimulus–organism–response (SOR) model. Design/methodology/approach: This study has employed the SOR model to investigate how UTAUT factors (such as performance expectancy, facilitating conditions, effort expectancy and social influence) influence the cognitive responses of students (e.g. trust in ChatGPT and attitude towards ChatGPT), subsequently shaping their behavioral outcomes (e.g. the intention to continue using ChatGPT for study). A sample of 392 higher students in Vietnam and the PLS-SEM method was employed to investigate students' continuance intention to use ChatGPT for learning. Findings: This study reveals that students' continuance intention to use ChatGPT for learning was directly affected by their attitude toward ChatGPT and trust in ChatGPT. Meanwhile, their attitude toward ChatGPT was built on effort expectancy, social influence, and facilitating conditions and trust in ChatGPT was developed from effort expectancy and social influence. Originality/value: By extending the analysis beyond initial acceptance, this research provides valuable insights into the factors that influence the sustained utilization of ChatGPT in an educational environment. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to adopt the theory of planned behavior to close the entrepreneurial attitude–intention–behavior gap in the entrepreneurship field as well as test the key moderators of the entrepreneurial process, starting from entrepreneurial attitude and intention to behavior to engage in entrepreneurial activities – namely, entrepreneurship education. Design/methodology/approach: The research used a sample of 2,566 students from 16 universities in Vietnam. First, Cronbach's alpha and confirmatory factor analysis have been used to test the reliability and validity of scales. Then the coefficient paths in the conceptual framework were tested through structural equation modeling, and indirect associations were estimated via the PROCESS bootstrapping approach. Findings: The research illustrated that both attitudes toward entrepreneurship and entrepreneurial intention serve as the central antecedents in the formation of entrepreneurial behavior. Also, when students are more entrepreneurially educated, the linkage between attitude toward entrepreneurship and entrepreneurial behavior was hypothesized to become stronger, yet the relation between entrepreneurial intention and behavior was weakened. Practical implications: This research suggests useful recommendations for educators and policymakers to encourage university students' favorable attitudes toward entrepreneurial activities, their intention to engage in them and their subsequent entrepreneurial behavior. Originality/value: This research is expected to make a significant contribution to the entrepreneurship literature by closing the entrepreneurial attitude–intention–behavior gap as well as enriching our understanding of the influence of entrepreneurship education on the entrepreneurial process. Importantly, this research reveals that entrepreneurial education significantly moderates the effects of attitude toward entrepreneurship and entrepreneurial intention on entrepreneurial behavior. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Entrepreneurship, Management & Innovation is the property of Wyzsza Szkola Biznesu-National Louis University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Management Issues / Problemy Zarządzania is the property of Problemy Zarzadzania and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Scholars have recognized the need for further research to explore the role of institutional factors in social entrepreneurship (SE) within emerging markets (Urban and Kujinga, 2017). In response, this study investigates how the institutional environment influences the antecedents of social entrepreneurial intention (SEI) in Vietnam by expanding the SEI model of Mair and Noboa (2006). Drawing data from 401 university students in Vietnam, this study employed Structural Equation Modeling (SEM) to examine the research hypotheses and model. The results reveal that social entrepreneurial self-efficacy (SES) and perceived social support (PSS) significantly and positively influence the intention to become a social entrepreneur, while empathy (EMP) and moral obligation (MO) show no effect. Furthermore, the institutional environment, comprising the regulatory dimension (RD), normative dimension (ND), and cognitive dimension (CD), plays a crucial role in boosting EMP, MO, SES, and PSS. This study contributes to SE literature by extending established intention models with the inclusion of institutional dimensions. Additionally, the findings of this study imply that policymakers should design SE-supportive policies and regulations, and create a culture that values and promotes SE in order to encourage social innovation and reduce barriers to entry for social ventures. Educators should also increase opportunities for students to experience SE and develop entrepreneurial skills in order to enhance their perception of cognitive and normative environments, making SE a more attractive career option. [ABSTRACT FROM AUTHOR]

The objective of this study is to utilize the Social Cognitive Career Theory and a serial mediation model to reduce the discrepancy between entrepreneurial intentions and actions. The study aims to explore the direct influences of cultural values and expound on the serial mediation effects of entrepreneurial self-efficacy and entrepreneurial intention in connecting cultural values to entrepreneurial behaviors. Besides, the moderation role of entrepreneurial education is also considered in this study. A sample of 1612 master students from nine universities/institutions in three main regions of Vietnam and Structural Equation Modelling with Gaskin's (2019) plugin and 5000 bootstrapping sample was used to test formulated hypotheses. Also, a multi-group analysis was approached to illustrate the difference between students who received entrepreneurial education and those who did not receive entrepreneurial education. The research reveals that both entrepreneurial self-efficacy and entrepreneurial intention are strongly and positively related to entrepreneurial behaviors. Cultural values significantly affected entrepreneurial self-efficacy, entrepreneurial intentions, and entrepreneurial actions. In addition, entrepreneurial self-efficacy and entrepreneurial intentions also serve as serial mediators in the relation between cultural values and startup actions. Moreover, our study has demonstrated the significant moderation role of entrepreneurial education on these links. This study is expected to have significant contributions to entrepreneurship field by closing the intention-action gap in entrepreneurship, broadening our extant knowledge related to the serial indirect effects of cultural values on entrepreneurial actions through entrepreneurial self-efficacy and entrepreneurial intentions, and demonstrating the moderating role entrepreneurial education. Additionally, this study provides the appropriate recommendations for policymakers, educators, and students to inspire entrepreneurial activities. [ABSTRACT FROM AUTHOR]

Although the recognition of the importance of religious beliefs on entrepreneurship, the impact of karmic beliefs on social entrepreneurship has not been thoroughly explored. This research aims to fill that gap by adopting a morally extended theory of planned behavior and developing a moderated mediation model to investigate the role of karmic beliefs in shaping individuals' social entrepreneurial intention underlying the moderated mediation effects of environmental complexity and empathy. The study was performed on a sample of 401 undergraduate students in Vietnam, using the model 4 and the model 7 in PROCESS macro approach to test the hypothesized model. The research revealed that empathy not only positively and directly correlated with social entrepreneurial intentions, but also positively and partially mediated the effect of karmic beliefs on social entrepreneurial intentions. Environmental complexity was found to negatively moderate the impact of karmic beliefs on empathy. Noticeably, our study also indicated that the mediation impact of empathy on the relationship between karmic beliefs was negatively moderated by environmental complexity. The findings of this research thus shed new light on entrepreneurial literature by using the moral extended theory of planned behaviors to examine the underlying moderated mediation mechanisms of environmental complexity and empathy on the relationship between karmic beliefs and social entrepreneurial intentions. Based on the findings of the research, some valuable recommendations and implications for policymakers and practitioners have been offered. [ABSTRACT FROM AUTHOR]