Assessing the Role of Entrepreneurship Education in Regulating Emotions and Fostering Implementation Intention: Evidence from Nigerian Universities

Autor/inn/en	Haddoud, Mohamed Yacine; Onjewu, Adah-Kole Emmanuel; Nowinski, Witold; Alammari, Khalid
Titel	Assessing the Role of Entrepreneurship Education in Regulating Emotions and Fostering Implementation Intention: Evidence from Nigerian Universities
Quelle	In: Studies in Higher Education, 47 (2022) 2, S.450-468 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Haddoud, Mohamed Yacine) ORCID (Onjewu, Adah-Kole Emmanuel) ORCID (Nowinski, Witold)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2020.1758652
Schlagwörter	Entrepreneurship; Teaching Methods; Intention; Foreign Countries; Undergraduate Students; Educational Policy; Universities; Educational Practices; Emotional Response; Student Behavior; Positive Attitudes; Personality Traits; Construct Validity; Reliability; Nigeria + Suchen Sie Ihr Suchwort? Unternehmungsgeist; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Politics of education; Bildungspolitik; University; Universität; Bildungspraxis; Emotionales Verhalten; Student behaviour; Schülerverhalten; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Reliabilität
Abstract	Notwithstanding the volume of literature assessing the link between entrepreneurship education and individuals' entrepreneurial behaviour, the mechanism underlying this relationship remains misunderstood. In fact, a combination of inconclusive findings and a narrow focus on western contexts duly compel further research in this area. In the current study, we argue that individuals' emotions could be the missing link to explain contrasting findings and uncover how education affects entrepreneurial activity. To test our argument, we investigate a sample of 1314 Nigerian students from five universities across the country. We find that entrepreneurship education enhances entrepreneurial intention by regulating students' emotions. However, not all emotions bridge this link. Our findings hold important implications for practice. Policy makers and entrepreneurship educators can draw on these findings to tailor their initiatives and programmes so that the relevant emotions are regulated and entrepreneurship activity is enhanced. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01