Journal of Exclusive Management Science – April 2018 - Vol 7 Issue 04 – ISSN 2277-5684

A Study on Students’ Entrepreneurial Intention: The Case of Wollega University, Ethiopia

Molla Getnet Admasie, TemesgenAndualem Kassahun
MisganuGetahunWodajo(PhD)

College of Business and Economics, University of Gondar, Gondar, Ethiopia

College of Business and Economics, Wollega University, Wollega, Ethiopia

Abstract
Entrepreneurship is the key strategic tool to overcome unemployment problems, and it is an intentional
activity. The Objective of this paper was to investigate the entrepreneurial intention of Wollega University
students. Ajzen’s(1991) TBP model is used to investigate the role of entrepreneurship education and
demographic factors on determining the students’ entrepreneurial intention antecedents. Questionnaire on
a Semantic differential response category was used. The target population of the study was all
undergraduate students in the final year of graduation of the University. Using a multistage proportionate
stratified sampling technique, 251 students were selected using a Cochran sample size determination
formula. ANOVA and t-tests were the statistical techniques used for hypothesis testing. Hierarchical linear
multiple regression analysis was employed to determine the predictive power of the direct (intention
antecedents) and indirect variables on the students’ intention to start their own business.
Key Words: Entrepreneurial intention, attitude, perceived behavioral control, subjective norm, students’
demographic characteristics and Entrepreneurship education
1. Introduction
Our world has become global, uncertain and complex and hence requires people with creative, complex
and diversified entrepreneurial knowledge and skills to answer to the twin challenges of shrinking
economies and unemployment (Iqbal, Melhem and Kokash, 2012). Resulted in the current global
situations, unemployment is one of the major problems facing virtually all developing and developed
countries as the labor market could not absorb all the youths mainly university graduates. This context
is confirmed by Frazazo, Santos, Oliveira and Oliveira (2010) as cited in Rudhumbu, Svotwa,
Munyanyiwa and Mutsau (2016) that markets are currently only offering limited job opportunities for
university graduates.
With the rapid population growth and expansion of higher learning institutions, unemployment of
university graduates is a major socio-economic problem in Ethiopia (Abraham, 2015). It is also observed
that thousands of Ethiopian young university graduates are roving the streets and various offices
looking for job. Neneh (2014) explained thatthe high rate of unemployment of graduates has become a
national concern as the number of university graduates that join the job market increases each year.
Teshome (2014) also viewed that the world over, university and college graduates are now facing
massive challenges to secure employment in both public and private enterprises due to the current
volatile economic environment.
According to Abraham (2015), fostering entrepreneurship is the key strategic tool to overcome
unemployment problems. Previous studies shown that entrepreneurship plays a dynamic role to
activate economic growth and development and hence enabling for job creation and increase the
employment rate of youths (Kidane and Harvey, 2009; Nafukko and Muyia, 2010; Kavitha et al, 2013;
and Pulka, Rikwentishe& Ibrahim, 2014). Neneh (2014) has also concluded that entrepreneurship has
been recognized as a solution to the high rate of unemployment. Joni Simpson and Christensen (2008)
indicated that as a result of entrepreneurship’s role in business enterprises creation, the promotion of
youth entrepreneurship is thus increasingly seen as an important means of creating employment and
ensuring that countries are able to benefit from the socio-economic potential of their young populations.
Henley (2007) as cited in Neneh (2014) stated that entrepreneurship is an intentional activity,
suggesting that there is a link between entrepreneurship and intention given that entrepreneurial
intentions are formed at least a year prior to the new venture creation. Also, it is widely accepted that
business enterprises creation is an outcome of intentions (Boyd &Vozikis, 1994; Bird, 1988; Ryan
&Deci, 2000; Ajzen&Fishbein, 1977). Intention shows a person’s attention, experiences and behavior
towards a goal or path (Boyd &Vozikis, 1994; Bird, 1988). Intention is the motivation of individuals
towards a certain action (Ryan &Deci, 2000). As cited in (Singh et al, 2012), intentions have found to be
the best predictors of planned behavior, especially if the behavior considered is entrepreneurial
engagement (Bird, 1988). A strong intention should eventually result in an attempt to start a new
1

www.jems.net.in
 Journal of Exclusive Management Science – April 2018 - Vol 7 Issue 04 – ISSN 2277-5684

business, even though immediate circumstance can cause a delay. According to Ajzen&Fishbein (1977),
attitude and behavior are related. Boyd and Vozikis (1994) assert that attitude and behavior are
mediated by intentions.
There are many competing theories of intentions. However, this particular study grounded its
investigation in the Ajzen’s theory of planned behavior. Dozens of empirical studies support the
relationship explained between entrepreneurial intention and its antecedents by the theory of planned
behavior (Kolvereid 1996; Kreuger et al 2000; Douglas and Shepherd 2002; Souitaris et al 2007). Many
Entrepreneurial intentions literatures also support that the model is strong model to predict
entrepreneurial intention (Singh & Rault, 2012). Moreover, this model has been used in several
empirical investigations (Ibid). According to Ajzen’s theory of planned behavior (TPB), there are three key
factors that influence an individual’s intention to perform a given behavior. These are subject’s attitude
toward the behavior, subjective norms, and the subject’s perception of behavioral control.
As postulated by Ajzen (1991), the subject’s attitudes toward the act or Behavior (ATB) relate to
perceptions of the personal desirability of performing the behavior. This attitude depends on
expectations and beliefs about personal impacts of outcomes resulting from the behavior. With the
subjective or social norms (SN), the TPB considers perceptions of what important people in respondents’
lives think about performing a particular behavior. The Perceived behavioral control (PBC) reflects the
perceived feasibility of performing the behavior and is thus related to perceptions of situational
competence (self-efficacy). The Perceived behavioral control again is influenced by control beliefs. These
beliefs deal with the presence or absence of requisite resources and opportunities. These
entrepreneurial intention antecedents are all in turn altered by some determinant factors.
Despite the multifaceted efforts exerted by the Ethiopian government to promote the development of
entrepreneurial culture especially to absorb college and university graduates, so far no one research
has been conducted to investigate students’ entrepreneurial intentions at national level in general and
Wollega University in particular. The effect of demographic characteristics of the students and
entrepreneurship education on the immediate antecedents of the entrepreneurial intention has not also
been touched. Hence, the study focuses to investigate the case of Wollega University.
2. Methodology
The study is both descriptive (measure the extent of students’ attitude towards self-employment,
subjective norm, perceived behavioral control, and entrepreneurial intention) and inferential (determine
which entrepreneurial intention antecedent significantly predict entrepreneurial behavior of students’,
and estimate to what extent demographic factors and entrepreneurial education directly dictate the
intention antecedents and indirectly explain intention of students). This study applied cross-sectional-
survey research design. The target population of the research was2601 prospective graduates of all
under graduate programs of the year 2013. Cochran (1977) formula cited in (Bartlett, et al., 2001)
sample size determination was applied. Three-stage stratified random sampling technique was used.
300 self-administered questionnaires were distributed and 251 returned. The researchers mainly relied
on semantic differential scale questionnaire to collect primary data from samples. Majority of questions
wereadapted from standardized questionnaire (Liñán & Chen, 2006), (Carr &Sequeira, 2007) and (León
&Gorgievski, 2007) and few questions were designed and added by the researchers. Before the final
administration of the questionnaires, the researchers pretested with 20 randomly selected students
from the University. A quantitative data analysis technique was mainly employed. Statistical package
for social scientists (SPSS) version 20wasapplied for analyzing the data generated through
questionnaire. For descriptive analysis frequency, percentage, mean, and standard deviation were used.
To test the hypothesized relationships, T-test and ANOVA were used and multiple regressions were
applied to determine the predictive powers of antecedent variables.
3. Results and Discussions
The aim of this sectionis to discuss the results of the study. A total of 300 questionnaires were
distributed, and 251 usable responses were returned. Hypotheses are tested regarding demographic,
entrepreneurial education, and previous business exposure influences on entrepreneurial intention
antecedents. Stepwise Linear Multiple regression analysis was done to determine which enterprenerial
intention antecedents is the best predictors of students enterprenerial intention.

www.jems.net.in
 Journal of Exclusive Management Science – April 2018 - Vol 7 Issue 04 – ISSN 2277-5684

a. Demographic Characteristics of the Respondents

Regarding the demographic profile of respondents, the vast majority 74% of the respndents are male
and the rest 26% are females. Almost all respondents 90% fall in the age group between19-24 years
while the remaining are age above 24.The large number 80.1% of respondents are not married.Majority
(52.6%) of the respondets’ mothersare living on farming where as nearly 22.7% of the students’
mothers are housewives. An equal number of the respondents (4% each) have mothers who are
businessowners and employees of other organizations. More than 67% of the students’ fathers are
farmers and almost 10% of the respondents’ fathers are employed and only 5% of the respodents’
fathers are businessowners.
Education categories of students by college: The researchers had grouped the students based on the
similarities of their fields of studies in to Colleges. Hence, 31%of the stdeunts are from College of
Business and Economics;21% from Natural and Computational science; 17% from College of Social
Science and Education;14% from Health and Medical Science; and 10% from Agricalture.
Students’ business experience: Classifying respondents in terms of their previous business
experience, greater than two third of the respondents 80.1% did not have any business experience, the
remaining 18.7% of the respondents have previous exposure to business.
Entreprenerial Education: When we classify the respondent students in terms of taking
entrepreneurial education course/s majority 59% of them, have taken the course of entrepreneurship,
still the large share 41.0% of the respondents did not taken entrepreneurial course.
Summary of Entreprenerial intention and its antecedents: The mean score of student’s intention to
start their own business is 5.22 with a standard deviation of 1.45, which is indicative of high intention
to start their own business after graduation apart from waiting for job. The score for entrepreneurial
intention antecedents ranged from 7.2546 to 13.0406 with a standard deviation of 6.32502 to 8.45349,
which is tilted to 21, a sign of strongly possitive attitude toward entrepreunrship, perceived behavioral
control and subjective norm.
b. Reliability Test:
Cronbach’s alpha is a measurement to test how accurate variables are at measuring constructs. A
reliability coefficient of 0.70 and above is considered acceptable, Pallant (2005). Cronbach’s Alpha
coefficient is used to test the reliability and internal consistency of the 46 close-ended questions of the
survey. All variables achieved the recommended level of reliability (ranging from .713 to .856). The
overall reliability coefficient for this study was 0.929 (n=46).
c. Hypothesis Testing
The hypothesis tests (T-test and ANOVA) are conducted to test for association between demographic
variables, entrepreneurial education, and entrepreneurial intention antecedents, and entrepreneurial
intention antecedents and with intention of students to create their own businesses.
Effects of Students’ demographic factors on entrepreneurial intention antecedents
Gender Difference
Null Hypothesis 1: Gender difference does not have a significant effect on student’s entrepreneurial
intention antecedents.
In order to test our first hypothesis on whether each entrepreneurial intention antecedents
(entrepreneurial self-efficacy, subjective norm and attitude towards entrepreneurial work) differed by
gender, we conducted t-tests with gender as the independent variable and antecedents as the
dependent variable at 95% confidence level. The result indicates that there is significant difference
between genderson perceived behavioral control posing an impact on entrepreneurial intention. This
shows also that being male bring difference in affecting the determinants ofstudents’ intentions to start
their own businesses.
Parent’s Occupation
To determine whether significant differences exist among students with different family background
with respect to feeling of entrepreneurial intention antecedents, the researchers had done ANOVA test.
Null Hypothesis 2: Parent’s Occupation does not have a significant effect on student’s entrepreneurial
intention antecedents.
3

www.jems.net.in
 Journal of Exclusive Management Science – April 2018 - Vol 7 Issue 04 – ISSN 2277-5684

The result shows that there is no statistically significant difference between parent’s occupations on
student’s entrepreneurial intention antecedents.
Field of study
For the purpose of determining whether significant differences exist among students with different field
of study, the researchers has done ANOVA test.
Null Hypothesis 3: field of study does not have a significant effect on student’s entrepreneurial intention
antecedents.
The ANOVA test shows the difference in all entrepreneurial intention variables is not statistically
significant even at 10 percent level of significance.
Students’ Business Exposure
For the purpose of determining whether significant differences exist among students based on previous
business experience, the researchers has done ANOVA test.
Null Hypothesis 4: previous business experience does not have a significant effect on student’s
entrepreneurial intention antecedents.
The result tells that there is a significant difference (t value=2.443, p<0.05) between students who have
businessexperience and those who do not have on perceived Behavioral control towards
entrepreneurship. But, business experience for the students does not bring statistically significant
diffrence in impacting the rest determinats of entrepreneurial intetion (i.e . attitude toward
entrepreunrship and subjective norm) [t value=0.463 and 0.825; p>0.05 for each respectively).
Entrepreneurship Education
Under this theme, the following hypothesis was tested.
Null Hypothesis5: Taking or not taking Entrepreneurship course does not have a significant impact on
varying entrepreneurial intention antecedents
Eventhough the students who have taken entrepreneurship course have a slightly better positive attitude
(mean= 65.4) towards creating one’s own business than those who have not taken (mean=64.2), and the
reverse condition in perceived behavioral control and subjective norm, the impacts of taking or not
taking the course on the determinats of entrepreneurial intention have no statstically significant
differnce.
d. Multiple Regression Analysis
A parametric statistical analyses were used in this research. A correlation matrix was generated to
examine the potential threats of multicollinearity and singularity, and linearity was addressed by
viewing boxplots and histograms for each of the variables. Tolerance and VIF values were also assessed
to rule out the possibility of multicollinearity between the variables, and the data satisfy O’Brien (2007)
benchmark for VIF of less than 2 and a tolerance of greater than 0.2. Scatterplots, generated as part of
the multiple regression procedure, were examined to test for: a) normality, checking that the residuals
were normally distributed about the predicted dependent variable scores, b) linearity, showing a
straight line relationship with the predicted dependent variable scores, and c) homoscedasticity,
checking that the variance of the residuals about the predicted dependent variables scores were the
same for all predicted scores.
The dependent variable, Entrepreneurial intention, is a continuous variable where eight items are rated
on a Seven-point semantic-deferential scale ranging from strongly disagrees to strongly agree. Items are
summed up and average yield scores ranging from 1 to 7. Higher scores indicate higher intention to
start own business. In this study, the predictor variables that were expected to determine students
intention to start own business are: attitude toward entrepreneurship, perceived behavioral control, and
subjective norm and demographic variables indirectly through influncing those mentioned earlier.
Attitude toward entrepreneurship was computed by taking the mean response score of respondents on
themultiplicative average of ten questions ( five Attitudinal Belief and five cooresponding Attitude
Evaluation questions). Perceived Behavioral Control was computed the multiplicative average of sixten
questions ( eight Control Belief and eight cooresponding control Evaluation questions), when the
average of the four questions is computed the responses of the second, third and fourth control
evaluation question was recoded because it was reverced questions. In the same fashion the score for
4

www.jems.net.in
 Journal of Exclusive Management Science – April 2018 - Vol 7 Issue 04 – ISSN 2277-5684

subjective norm is calculated by computing the multiplicative mean score of respondents in twalve
questions which were designed to assess the social values of the students which also have six
normative belief questions and coresponding motivation to comply questions.
The stepwise hierarchical multiple regression come up with five different models which all the models
are statistically significant. Five predictor variables Perceived behavioral Control, Subjective norm,
attitude towards self-employment, entrepreneurship course, and previous business experience were
among variables that are statistically significant predictors of students’ intention to engage in own
business, which explains 52 percent of the variance of entrepreneurial intention.
Students perceived behavioral control is the most important variable having significant positive impact
on students intention to start own business. It explains 38 percent of students entrepreneurial
intention statistically significant at P<0.001 level indicating that the student who perceive capable of
generation and handling business activities have higher intention to start a business. This says positive
PBC is strongly related with intention.
The multiple regressions analysis also reveals those students with positive subjective norm which
include the likelihood that how important others approve of performing a given behavior have
statistically significant positive influence on students entrepreneurial intention which explain 7 percent
of the variance in students intention to start a business at P < 0.001 level. This could be due to that the
societies in which the students grow influence their carrier choice.
Additionally regression result revealed that attitude toward entrepreneurship was the significant
predictor of students intention at p=.10, even though its contribution to overall variance is less that 2
percent. Moreover, students age, previous business experience and entrepreneurship course determine
around 5 percent of the variance in students entrepreneurial intention indirectly through influencing
students attitude towards self-employment, perceived behavioral control and subjective norm.
4. Conclusions
The findings of this study imply that students who have taken entrepreneurship course/education have
not brought a significantly better and stronger mean performance on the attitude, self-efficacy and
subjective norm toward a career in entrepreneurship than students who have not got entrepreneurship
education.
Students with prior experience to entrepreneurship in practice do not have a significantly better
attitude and Subjective Norm toward Entrepreunrship than those who do not have business experience.
However, interestingly, students with prior business experience have shown a greater perceived
behavioral control regarding entrepreneurship than their counterparts with no experience.
Students having a father engaged on business work/self-employed have slightly better positive
attitudes, stronger norms, and greater self-efficacy with respect to entrepreneurship than those
students with fathers who are employees of other organizations or farmers but they all have no
statistically significant difference on varying the variables even at 10% significance level. Even though
students having a mother who has business have a slightly better positive attitude toward self-
employment, and students with employed mother score higher in perceived behavioral control and
subjective norm, having mothers with different background does not have a statistically significant
difference in determining the entrepreneurial intention determining factors.
The difference in the mean performance level of male and female students on the attitude, perceived
behavioral control and subjective norm to start own businesses does not proof a significant difference at
5% significance level. However, at 10% significance level, male students have a significantly better
confidence to start and run their own businesses than their female counterparts.
From the field of specialization point of view, students of agriculture have better positive perception of
desireability of starting own business than others while students from Health and Medical Science
have the least positive attitude towad entrepeneruial career. Students from Engineering and
Technology fields have stronger perceived entrepreneurial feasibility than others while students of
Agricalture have the lowest score in this regard. Students from Health and Medical Science fileds have
higher in normsative belief than other while stdeunst of Social Science and Education have the least
score in this regard. However, based on the ANOVA test result, the average performance differences in
all entrepreneurial intention determinants across the students of all the major education categories
have not proved statistically significant even at 10 percent level of significance.

www.jems.net.in
 Journal of Exclusive Management Science – April 2018 - Vol 7 Issue 04 – ISSN 2277-5684

5. Implications
The implications for entrepreneurship education is not encouraging, since the findings suggest that
taking a course of entrepreneurship could not bring a significant difference in enhancing the attitude,
perceived feasibility or self-confidence, and perceptions of social norm of becoming entrepreneurs.
Moreover, business experience of the students could not bring a significantly better and higher
attitudinal change and perceived social norm towards entrepreneurship. Positively, the findings suggest
that encouraging students to try to secure internship in new ventures or business incubation centers or
start their own ventures can be extremely beneficial in shaping especially their perceived feasibility of
their would-be businesses. Hence, these findings have an implication for the entrepreneurship
educators, curriculum designers or policy makers, researchers and other concerned parties to stress
and research on the course to address the “ why no change” question and work on how to make it
instrumental for enhancing an attitude, self-confidence and perceived social norm of students on self-
employment. Secondly, it has an implication for the University to arrange and establish business
incubation centers, promote students to create their own businesses through the media it owns, and
encouraging and supporting entrepreneurship clubs in the University compound, designing a mentor
programs with successful entrepreneurs and making periodical entrepreneurship awareness and
trainings.
References
Abraham Abebe (2015). Attitudes of Undergraduate Students towards Self-employment in Ethiopian
public universities.International Journal of Business and Management Review. Volume 3 No 7
Acs, Z., &Virgill, N. (2009). Entrepreneurship in Developing Countries.Jena Economic Research Papers
2009 - 023 .
AJZEN, I. (1991). The Theory of Planned Behavior.Organizational Behavior and Human Decision
Processes 50, 179-211 (1991) Academic Press. Inc. University of Massachusetts at Amherst .
Ajzen, I., &Fishbein, M. (1977).Attitude.behavior relations: A theoretical analysis and review of empirical
research. Psychological Bulletin.
Alhaj, B. K., Yusof, M. Z., &Edama, N. (2011). Entrepreneurial Intention: An Empirical Study of
Community College Students in Malaysia. JurnalPersonaliaPelajar .
Aslam, T. M., Awan, A. S., & Khan, T. M. (2012). An Empirical study of Family back ground and
Entrepreneurship as Career selection among University Students of Turkey and Pakistan. International
Journal of Business and Social Science Vol. 3 No. 15; August 2012 .
Bartlett, E., Kotrlik, W., &Higinss, C. (2001). Organizational Research: Determining Appropriate Sample
Size in Survey Research. Information Technology, Learning, and Performance Journal .
Basu, A., &Virick, M. (n.d.). Assessing Entrepreneurial Intentions Amongst Students: A Comparative
Study. San Jose State University .
Bird B. (1998). Implementing Entrepreneurial Ideas: The case for Intention. Academy of Management
Review 13(3), 442-453
Boyd, N. G., &Vozikis, G. S. (1994).The influence of self-efficacy on the development of entrepreneurial
intentions and actions.Entrepreneurship Theory and Practice.
Iqbal A., Melhem Y. &Kokash H. (2012). Readiness of the University Studentstowards Entrepreneurship
in Saudi Private University: An Exploratory Study. European Scientific Journal Volume 8 No 15.
Kantis, H., Ishida, M., & Komori, M. (2002). Entrepreneurship in Emerging Economies: The Creation
and Development of New Firms in Latin America and East Asia.
Kidane, A., & Harvey, B. H. (2009). Profile of entrepreneurs: Employing stepwise regression analysis to
determine factors that impact success of entrepreneurs Review of Business Research, 9(3), 55-65.
Liñán, F., & Chen, Y.-W. (2006). Testing the Entrepreneurial Intention Model on a Two-Country Sample.
McStay, D. (2008). An investigation of undergraduate student self-employment intention and the impact
of entrepreneurship education and previous entrepreneurial experience.School of Business, Bond
University, .

www.jems.net.in
 Journal of Exclusive Management Science – April 2018 - Vol 7 Issue 04 – ISSN 2277-5684

Morello, V. L., Deschoolmeester, D., & Garcia, E. A. (2003).Enterepreneurial Intentions of

Undergraduates at ESPOL in Ecuador.Reporte de investigacionrealizada con fondos de proyectosemilla
CICYT- Espol 2003.
Neneh B. N. (2014). An Assessment of Entrepreneurial Intention among University Students in
Cameroon.Mediterranean Journal of Social Sciences.Volume 5 No 20. MCSER Publishing, Rome-Italy
O‟Brien, M. (2007).A Caution Regarding Rules of Thumb for Variance Inflation Factors. Quality
&Quantity,Springer .
Pallant, J. (2005). SPSS survival manuall: a stape by stape guide to data analysis using SPSS. New York:
Open University Press.
Pulka B. M., Rikwentishe R. & Ibrahim B. (2014).An Evaluation of Students’ Attitude towards
Entrepreneurship Education in some Selected Universities in North East Nigeria. Global Journal of
Management and Business Research: Administration and Management. Volume 14 Issue 8.
Rudhumbu, N., Svotwa, D., Munyanyiwa, T., &Mutsau, M. (2016). Attitudes of students towards
Entrepreneurship Educationat Two Selected Higher Education institutions in Botswana: A Critical
Analysis and Reflection. Academic Journal of Interdisciplinary Studies .Volume 5 No 2. MCSER
Publishing, Rome-Italy.
Ryan, R., &Deci, E. (2000).Instrinsic and Extrinsic Motivations: Classical Definitions and New
Directions. Contemporary Educational Psychology.
Scheepers, M., Solomon, G., &Vries, A. d. (2009).Entrepreneurial Intentions and Behaviour of South
African University Students, GUESSS, Global University Entrepreneurial Spirit Students’ Survey: South
African Report 2008-2009.
Smpson. J. & Christensen J. D. (2008). Small enterprise programme, job creation and enterprise
development department, ILO, Geneva.
Singh, G. & De Noble, A. (2003). Views on self-employment and personality: An exploratory study.
Journal of Developmental Entrepreneurship, 8(3), 265-281.
Suomalainen, S., Wulff, S., &Kaarakainen, M. (2009).Academics’ Entrepreneurial Intentions in the
University of Eastern Finland.University of Eastern Finland .
Szerb, L., &Imreh, S. (n.d.). Entrepreneurship Education and Entrepreneurial Attitudes of Hungarian
Students: An International Comparison.
Teshome T. (2014). Attitudes of Private Higher Education Students towards Entrepreneurship: A case of
distance learners in WolitaSodo and Hossana Towns. Middle-East Journal of Scientific Research
Tong, X. F., Tong, D. Y., & Loy, L. C. (2011). Factors Influencing Entrepreneurial Intention Among
University Students. International Journal Of Social Sciences And Humanity Studies Vol 3, No 1, 2011
ISSN: 1309-8063 (Online) .
Vardhan, J., &Biju, S. (2012). A Binary Logistic Regression Model for Entrepreneurial Motivation Among
University Students – A UAE Perspective. Journal of Educational and Social Research, Vol. 2 (3)
September 2012 .
Vincent, G. (2005). Sustainable Microentrepreneurship: The Roles of Microfinance, Entrepreneurship and
Sustainability in Reducing Poverty in Developing Countries.

www.jems.net.in
 Journal of Exclusive Management Science – April 2018 - Vol 7 Issue 04 – ISSN 2277-5684

Appendix
Table 1. Summary of Entreprenerial intention and its antecedents
Item No. Mean Std. Deviation
Attitude toward Entrepreunrship 251 64.9243 31.53433
Perceived Behavioral Control 251 29.3526 35.17306
Subjective Norm 251 43.4183 50.54460
Entrepreneurial Intention 251 41.6494 9.98982

Table 2. Cronbach’s alphas for the scales

s.No Variiables Cronbach's Alpha N of Items

1 Attitude belief .752 5
2 Attitude Evaluation .734 5
3 Control Belief .841 8
4 Control Evaluation .713 8
5 Normative Belief .856 6
6 Motivation to Comply .838 6
7 Entrepreneurial Intention .807 8
Overall .919 46

Table 3. T-test: Gender difference on entrepreneurial intention antecedents

Item Sex No Mean Std. Deviation t-value p-value
Attitude toward Entrepreunrship Male 185 65.1568 31.04996 1.493 .137
Female 65 58.1846 35.92827
Perceived Behavioral Control Male 185 32.9243 35.12346 1.847 .046
Female 65 23.8462 30.90167
Subjective Norm Male 185 41.5838 50.26684 1.060 .290
Female 65 49.3077 51.38760
Table 4. T-test: Previous Business Experience difference on entrepreneurial intention
antecedents
Previous Business N Mean S.D t-Value P-Value
Experiance
Attitude toward Yes 47 63.1702 34.65627
Entrepreunrship .463 .644
No 201 65.5423 30.87701
Perceived Behavioral Yes 47 40.6489 38.64511
Control 2.443 .015
No 201 26.8955 33.79296
Subjective Norm Yes 47 48.8298 47.55332
.825 .431
No 201 42.3731 51.24485

www.jems.net.in
 Journal of Exclusive Management Science – April 2018 - Vol 7 Issue 04 – ISSN 2277-5684

Table 5. Regresion Model Summaryf

Model R R Square Change Statistics
R Square F Change F Sig.
Change
1 .169a .029 .029 7.261 7.261 .008b
2 .228b .052 .023 6.002 6.705 .001c
3 .657c .432 .380 163.433 61.911 .000d
4 .709d .503 .071 34.514 61.440 .000e
5 .717e .517 .014 5.468 51.149 .000f
a. Predictors: (Constant), do you takeEntrepreneurship course?
b. Predictors: (Constant), do you takeEntrepreneurship course?, Students age category
c. Predictors: (Constant), do you takeEntrepreneurship course?, Students age category, ContMean
d. Predictors: (Constant), do you takeEntrepreneurship course?, Students age category, ContMean,
NormMean
e. Predictors: (Constant), do you takeEntrepreneurship course?, Students age category, ContMean,
NormMean, AttitMean
f. Dependent Variable: InteMean

www.jems.net.in