CHAPTER 2 LITERATURE REVIEW
2.4 Research Hypothesis
2.4.2 Research Hypothesis on the Positively Relationship of Entrepreneurial
Hypothesis 1-5: Entrepreneurial knowledge literacy curriculums in college entrepreneurship curriculums directly and significantly affect entrepreneurial knowledge competence in college students’ entrepreneurial competence
Hypothesis 1-6: Entrepreneurial knowledge literacy curriculums in college entrepreneurship curriculums directly and significantly affect entrepreneurial skills competence in college students’ entrepreneurial competence
Hypothesis 1-7: Entrepreneurship development curriculums in college entrepreneurship curriculums directly and significantly affect entrepreneurial potential competence in college entrepreneurship
Hypothesis 1-8: Entrepreneurship development curriculums in entrepreneurship curriculums in universities directly and significantly affect entrepreneurial knowledge competence in entrepreneurial competence of college students
Hypothesis 1-9: Entrepreneurship development curriculums in college entrepreneurship curriculums directly and significantly affect entrepreneurship skills competence in college entrepreneurship competence
2.4.2 Research Hypothesis on the Positively Relationship of
1) Entrepreneurship Curriculum and Entrepreneurial Self-efficacy Entrepreneurial self-efficacy is always associated with specific application fields. Different fields require different abilities and skills of individuals.
Therefore, it is necessary to use personalized learning theory for reference, provide different learning resources for entrepreneurial learners, and adopt various forms of education to explore entrepreneurial talents of learners. Yin Yuxiao showed through empirical research that college students’ entrepreneurial self-efficacy would be influenced by past entrepreneurial experience and participation in entrepreneurship training curriculums (Quan Chen & Yin, 2015). Luo Tingting discussed the influence of entrepreneurship education curriculums on college students’ entrepreneurial self- efficacy, indicating that individuals assess whether they have confidence and ability to engage in certain activities (T. Luo, 2017b). The process reflects the entrepreneurs’
confidence that they can influence the environment and achieve success through corresponding behaviors. Entrepreneurial self-efficacy is not a personal trait or ability but can be improved through entrepreneurial education and practical training (Z.
Tang, Kreiser, Marino, & Weaver, 2010).
Based on the above research, this paper makes the following assumptions about the impact of entrepreneurship curriculums on entrepreneurial self- efficacy (Figure 2.8):
Figure 2.8 The Impact of Entrepreneurship Curriculums on Entrepreneurial Self- efficacy
Hypothesis 2-1: Entrepreneurial physical and mental quality curriculums in entrepreneurship curriculums in universities positively and significantly affect entrepreneurial self-efficacy
Hypothesis 2-2: Entrepreneurial knowledge literacy curriculums in college entrepreneurship curriculums positively and significantly affect entrepreneurial self-efficacy
Hypothesis 2-3: Entrepreneurship development curriculums in entrepreneurship curriculums in universities positively and significantly affect entrepreneurial self-efficacy
2) Entrepreneurial self-efficacy and college students’ entrepreneurial competence
Entrepreneurial self-efficacy is the self-confidence and belief that an individual possesses to complete the entrepreneurial task or achieve the entrepreneurial goal. Sai & Schjoedt concluded that entrepreneurial self-efficacy is the commitment and belief that he can achieve the expected results, and higher self- efficacy can promote the individual’s learning ability and improve the risk tolerance (Midgley, Lea, & Kirby, 1989). Forbes found entrepreneurs’ entrepreneurial self- efficacy by taking entrepreneurs of new ventures as samples (Forbes, 2005). The research of Miao and others shows that entrepreneurial self-efficacy as a psychological factor can obviously promote the growth of enterprises (Allan & Gibb, 1987). Su (2018); Yang Sainan (2017); Wu Qiongzhu (2015) conducted research on Chinese entrepreneurs, and confirmed that entrepreneurial self-efficacy has a significant positive impact on entrepreneurial performance through causal logic and effect logic. It can be seen that entrepreneurs with high entrepreneurial self-efficacy can show the best state in the development of enterprises and promote the healthy development of enterprises (Allan & Gibb, 1987; Su, 2018). Yi et al. (2018) based on the characteristics of entrepreneurs and social cognition theory, taking 317 small and micro enterprises of science and technology as objects which are in Changsha city, Hunan Province, confirmed that entrepreneurial self-efficacy has a positive impact on entrepreneurial orientation. As mentioned in the review, entrepreneurial self-efficacy has a certain promotion effect on entrepreneurial behavior and ability.
Based on this, this paper makes the following assumptions (Figure 2.9):
Figure 2.9 The Impact of Entrepreneurial Self-efficacy on College Students’
Entrepreneurial Competence
Hypothesis 3: Entrepreneurial self-efficacy positively and significantly affects college students’ entrepreneurial competence
Hypothesis 3-1: Entrepreneurial self-efficacy positively and significantly affects entrepreneurial potential entrepreneurial competence of college students
Hypothesis 3-2: Entrepreneurial self-efficacy positively and significantly affects entrepreneurial knowledge competencies of college students
Hypothesis 3-3: Entrepreneurial self-efficacy positively and significantly affects entrepreneurial skills competency of college students
3) Mediating effect of entrepreneurial self-efficacy on the positively relationship of entrepreneurship curriculums on college students’ entrepreneurial competence
College students’ entrepreneurial self-efficacy will be influenced by past entrepreneurial experiences and participation in entrepreneurship curriculums (Quan Chen & Yin, 2015). Entrepreneurship curriculums can enable college students
to influence their environment and gain confidence in success through corresponding behaviors (T. Luo, 2017a). Therefore, entrepreneurship curriculums have a positive impact on college students’ entrepreneurial self-efficacy. Forbes found that entrepreneurs’ entrepreneurial self-efficacy has a positive effect on enterprise performance (Löbler, 2006). Therefore, entrepreneurial self-efficacy has a positive impact on entrepreneurial self-efficacy. Existing research has confirmed that entrepreneurial self-efficacy plays an intermediary role in entrepreneurial education and entrepreneurial motivation (Y. Wang, 2019). Based on this, this paper puts forward the following assumptions (Figure 2.10):
Figure 2.10 Mediating Effect of Entrepreneurial Self-efficacy on the Influence Relationship of Entrepreneurship Curriculums on College Students’
Entrepreneurial Competence
Hypothesis 4: The mediating effect of entrepreneurial self-efficacy in the relationship of entrepreneurship curriculum on college students’ entrepreneurial competence
Hypothesis 4-1: Entrepreneurial self-efficacy has a mediating effect in the impact relationship of entrepreneurial physical and mental quality curriculums on potential entrepreneurial competence of college students
Figure 2.11 The Mediating Effect of Entrepreneurial Self-efficacy
Hypothesis 4-2: Entrepreneurial self-efficacy has a mediating effect in the positively relationship of the entrepreneurial physical and mental quality curriculum on the entrepreneurial knowledge competence of college students
Figure 2.12 The Mediating Effect of Entrepreneurial Self-efficacy
Hypothesis 4-3: Entrepreneurial self-efficacy has a mediating effect in the positively relationship of the entrepreneurial physical and mental quality curriculum on entrepreneurial skills competence of college students
Figure 2.13 The Mediating Effect of Entrepreneurial Self-efficacy
Hypothesis 4-4: Entrepreneurial self-efficacy has a mediating effect in the positively relationship of entrepreneurial knowledge literacy curriculums on potential entrepreneurial competence of college students
Figure 2.14 The Mediating Effect of Entrepreneurial Self-efficacy
Hypothesis 4-5: Entrepreneurial self-efficacy has a mediating effect in the positively relationship of entrepreneurial knowledge literacy curriculums on entrepreneurial knowledge competence of college students
Figure 2.15 The Mediating Effect of Entrepreneurial Self-efficacy
Hypothesis 4-6: Entrepreneurial self-efficacy has a mediating effect in the positively relationship of entrepreneurial knowledge literacy curriculums on entrepreneurial skills competence of college students
Figure 2.16 The Mediating Effect of Entrepreneurial Self-efficacy
Hypothesis 4-7: Entrepreneurial self-efficacy has a mediating effect in the positively relationship of entrepreneurial development curriculums on entrepreneurial potential competence of college students
Figure 2.17 The Mediating Effect of Entrepreneurial Self-efficacy
Hypothesis 4-8: Entrepreneurial self-efficacy has a mediating effect in the positively relationship of the entrepreneurial development curriculum on entrepreneurial knowledge competence of college students
Figure 2.18 The Mediating Effect of Entrepreneurial Self-efficacy
Hypothesis 4-9: Entrepreneurial self-efficacy has a mediating effect in the positively relationship of the entrepreneurial development curriculum on entrepreneurial skills competence of college students
Figure 2.19 The Mediating Effect of Entrepreneurial Self-efficacy