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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: Drawing on the Theory of Planned Behavior, this study aims to explore the role of individual digital competencies, encompassing information and data literacy, communication and collaboration, safety and security, and problem-solving, in shaping cognitive determinants and influencing digital entrepreneurial intentions as well as investigates the moderating effect of performance expectancy of AI solutions on the relationship between digital competencies, cognitive determinants, and digital entrepreneurial intention. Design/methodology/approach: Using a sample of 1326 MBA students in Vietnam with a stratified sampling approach, the second-order PLS-SEM is used to test the formulated hypotheses rigorously. Findings: The study reveals that individual digital competencies, sculpted by information and data literacy, communication and collaboration, safety and security, and problem-solving, significantly impact cognitive determinants (attitude towards digital entrepreneurship, subjective norms, and perceived behavioral control), influencing digital entrepreneurial intentions. Performance expectancy of AI solutions also plays a crucial moderating role, enhancing the relationship between digital competencies and digital entrepreneurial intention. Research limitations/implications: Some practical implications have been recommended for policymakers, educators, and entrepreneurs. Originality/value: This research provides original empirical findings, validating the impact of a varied array of digital competencies on entrepreneurial mindsets/cognition and intentions. The introduction of performance expectancy of AI solutions as a moderator introduces a nuanced dimension to comprehending the interaction between technological skills and entrepreneurial intentions. [ABSTRACT FROM AUTHOR]

Purpose: The advent of artificial intelligence technologies, exemplified by platforms such as ChatGPT, has created a profound global impact, with a particular resonance in education. This research aims to integrate the information systems success (ISS) model with the stimulus-organism-response (SOR) paradigm to explore how information quality and service quality individually, jointly, congruently, and incongruently affect higher education students' trust in ChatGPT, satisfaction, and continuance usage intention. Design/methodology/approach: We employed a sophisticated methodology - polynomial regression with response surface analysis - and conducted our study with a sample of 468 higher education students selected in Vietnam using a three-phase stratified random sampling approach to evaluate the hypotheses developed. Findings: The findings indicate that both information and service quality influence higher education students' trust directly and positively in ChatGPT, satisfaction, and continuance usage intention. Moreover, a balance between information quality and service quality can increase students' level of trust in ChatGPT, satisfaction, and intention to continue using it. Nevertheless, a significant incongruity between information quality and service quality will likely reduce trust in ChatGPT, satisfaction, and the intention to continue using the service. Originality/value: This research is one of the first to offer a shred of empirical evidence about how information quality and service quality interact congruently and incongruently with each other to trigger higher education students' trust in ChatGPT, satisfaction, and continuance usage intention of ChatGPT. It thus offers valuable insights for leveraging the benefits and mitigating potential challenges associated with adopting this innovative technology in educational settings. [ABSTRACT FROM AUTHOR]