# Predicting entrepreneurial intentions through entrepreneurial education and the Mediating role of self-efficacy, using partial least squares structural equation model (PLS-SEM)

Lahouari Said

► To cite this version:

Lahouari Said. Predicting entrepreneurial intentions through entrepreneurial education and the Mediating role of self-efficacy, using partial least squares structural equation model (PLS-SEM). International Journal of Economic Performance - , 2023 06 (02). halshs-04521381

HAL Id: halshs-04521381

https://shs.hal.science/halshs-04521381

Submitted on 26 Mar 2024

HAL is a multi-disciplinary open access
archive for the deposit and dissemination of sci-
entific research documents, whether they are pub-
lished or not. The documents may come from
teaching and research institutions in France or
abroad, or from public or private research centers.

L'archive ouverte pluridisciplinaire HAL, est
destinée au dépôt et à la diffusion de documents
scientifiques de niveau recherche, publiés ou non,
émanant des établissements d'enseignement et de
recherche français ou étrangers, des laboratoires
publics ou privés.

<figure><img src="image_1.png" /></figure>

Distributed under a Creative Commons Attribution 4.0 International License
# Predicting entrepreneurial intentions through entrepreneurial education and the Mediating role of self-efficacy, using partial least squares structural equation model (PLS-SEM)

Lahouari Said

► To cite this version:

Lahouari Said. Predicting entrepreneurial intentions through entrepreneurial education and the Mediating role of self-efficacy, using partial least squares structural equation model (PLS-SEM). International Journal of Economic Performance - , 2023 06 (02). halshs-04521381

HAL Id: halshs-04521381

https://shs.hal.science/halshs-04521381v1

Submitted on 26 Mar 2024

HAL is a multi-disciplinary open access
archive for the deposit and dissemination of sci-
entific research documents, whether they are pub-
lished or not. The documents may come from
teaching and research institutions in France or
abroad, or from public or private research centers.

L'archive ouverte pluridisciplinaire HAL, est
destinée au dépôt et à la diffusion de documents
scientifiques de niveau recherche, publiés ou non,
émanant des établissements d'enseignement et de
recherche français ou étrangers, des laboratoires
publics ou privés.

<figure><img src="image_1.png" /></figure>

Distributed under a Creative Commons Attribution 4.0 International License
# Predicting entrepreneurial intentions through entrepreneurial education and the Mediating role of self-efficacy, using partial least squares structural equation model (PLS-SEM)

LAHOUARI SAID

<figure><img src="image_2.png" /></figure>

s.lahouari@univ-boumerdes.dz

Boumerdes University (Algeria)

Submitted:16/10/2023

Accepted:16/11/2023

Published:30/12/2023

## Abstract:

This study investigates the impact of entrepreneurship education on students' entrepreneurial intentions. Data collected via a structured questionnaire from students at University assess the relationship between entrepreneurship educations, entrepreneurial self-efficacy and entrepreneurial intentions. We used the Methodology Structural Modeling Partial Least Squares Equations (SEM-PLS) using Smart PLS (version 4). Findings confirm the direct and indirect positive relationship between entrepreneurship education (EE) and entrepreneurial intention.

**Key words:** Entrepreneurship education; Entrepreneurial intention; Self-efficacy; University students; entrepreneurial pedagogy.

**JEL Classification Codes** : L26, C31, I23.
# Predicting entrepreneurial intentions through entrepreneurial education and the Mediating role of self-efficacy, using partial least squares structural equation model (PLS-SEM)

LAHOUARI SAID

<figure><img src="image_2.png" /></figure>

s.lahouari@univ-boumerdes.dz

Boumerdes University (Algeria)

Submitted:16/10/2023

Accepted:16/11/2023

Published:30/12/2023

## Abstract:

This study investigates the impact of entrepreneurship education on students' entrepreneurial intentions. Data collected via a structured questionnaire from students at University assess the relationship between entrepreneurship educations, entrepreneurial self-efficacy and entrepreneurial intentions. We used the Methodology Structural Modeling Partial Least Squares Equations (SEM-PLS) using Smart PLS (version 4). Findings confirm the direct and indirect positive relationship between entrepreneurship education (EE) and entrepreneurial intention.

**Key words:** Entrepreneurship education; Entrepreneurial intention; Self-efficacy; University students; entrepreneurial pedagogy.

**JEL Classification Codes** : L26, C31, I23.
# 1. Introduction:

The importance of entrepreneurship as a social and economic phenomenon has been recognized and widely discussed since at least the 15th century; GEM has recognized it like a crucial strategy for generating employment for young people. Therefore, governments in almost every country have increased investment in programs to promote entrepreneurship and encourage communities to adopt an entrepreneurial attitude.

Numerous research reveal that entrepreneurial activity conducted by nascent entrepreneurs and owners/managers of young businesses has a significant impact on economic growth; It facilitates social and economic progress through various means, As they raise people's incomes, To create more jobs, To cultivate and promote the innovative vitality of society. Achieving this objective depends on the existence of a favorable entrepreneurial ecosystem. Entrepreneurship education is an essential element of the entrepreneurial ecosystem, there are various crucial elements of the entrepreneurial ecosystem that are explicitly determined by Entrepreneurship education.

## 1.1. Statement of the problem

According to (BOUFELDJA.G., 2014,p48) "the training programs are not adequate for socio-professional changes...; we still cannot find adequate programs that can provide students with the knowledge necessary, in order to facilitate the creation of businesses". Also for other research (MEZIANE.A & BOUKSANI.R, 2018, p.15) Training university is not enough to make entrepreneurship a desirable career choice but above all feasible" this study concluded the absence of entrepreneurial intention among students because they only plan to start a business after some experience as than employees. Others prefer to work in the public sector (BOUFELDJA, 2019, p. 13).

However, recently Algerian universities are oriented to support entrepreneurial thinking by introducing at least an "Entrepreneurship course".
# 1. Introduction:

The importance of entrepreneurship as a social and economic phenomenon has been recognized and widely discussed since at least the 15th century; GEM has recognized it like a crucial strategy for generating employment for young people. Therefore, governments in almost every country have increased investment in programs to promote entrepreneurship and encourage communities to adopt an entrepreneurial attitude.

Numerous research reveal that entrepreneurial activity conducted by nascent entrepreneurs and owners/managers of young businesses has a significant impact on economic growth; It facilitates social and economic progress through various means, As they raise people's incomes, To create more jobs, To cultivate and promote the innovative vitality of society. Achieving this objective depends on the existence of a favorable entrepreneurial ecosystem. Entrepreneurship education is an essential element of the entrepreneurial ecosystem, there are various crucial elements of the entrepreneurial ecosystem that are explicitly determined by Entrepreneurship education.

## 1.1. Statement of the problem

According to (BOUFELDJA.G., 2014,p48) "the training programs are not adequate for socio-professional changes...; we still cannot find adequate programs that can provide students with the knowledge necessary, in order to facilitate the creation of businesses". Also for other research (MEZIANE.A & BOUKSANI.R, 2018, p.15) Training university is not enough to make entrepreneurship a desirable career choice but above all feasible" this study concluded the absence of entrepreneurial intention among students because they only plan to start a business after some experience as than employees. Others prefer to work in the public sector (BOUFELDJA, 2019, p. 13).

However, recently Algerian universities are oriented to support entrepreneurial thinking by introducing at least an "Entrepreneurship course".
Based on the above discussion, this study will answer the following research questions: What is the impact of the entrepreneurial education on the entrepreneurial intention in the Algerian context?

**1.2. Sub questions**

Q1: Does entrepreneurial education (EE) affect entrepreneurial intention (EI) ?

Q2: Does entrepreneurial education (EE) affect entrepreneurial self-efficacy (ESE) ?

Q3: Does entrepreneurial self-efficacy (ESE) affect entrepreneurial intention (EI) ?

Q 4: Can entrepreneurial self-efficacy (ESE) play a mediating role between EE and EI?

**1.3. The study's hypothesis**

To answer these questions, we can put forward the following hypotheses:

H1: entrepreneurship education positively influences entrepreneurial intention.

H2: Entrepreneurship education has a significant and positive impact on entrepreneurial self-efficacy.

H3: Entrepreneurial self-efficacy has significantly and positively affect entrepreneurial intentions.

H4: Entrepreneurial self-efficacy plays a mediating role in the relationship between entrepreneurship education and entrepreneurial intentions.

The conceptual framework developed in this study is to answer the relationship between entrepreneurship education, self-efficacy and students' entrepreneurial intention. This will show in the next illustration.

<figure><img src="image_3.png" /><figcaption>Figure (1): conceptual framework</figcaption></figure>

Source: made by researcher

**1.4. Aim and importance of the study**

This study has the following objectives:
Based on the above discussion, this study will answer the following research questions: What is the impact of the entrepreneurial education on the entrepreneurial intention in the Algerian context?

**1.2. Sub questions**

Q1: Does entrepreneurial education (EE) affect entrepreneurial intention (EI) ?

Q2: Does entrepreneurial education (EE) affect entrepreneurial self-efficacy (ESE) ?

Q3: Does entrepreneurial self-efficacy (ESE) affect entrepreneurial intention (EI) ?

Q 4: Can entrepreneurial self-efficacy (ESE) play a mediating role between EE and EI?

**1.3. The study's hypothesis**

To answer these questions, we can put forward the following hypotheses:

H1: entrepreneurship education positively influences entrepreneurial intention.

H2: Entrepreneurship education has a significant and positive impact on entrepreneurial self-efficacy.

H3: Entrepreneurial self-efficacy has significantly and positively affect entrepreneurial intentions.

H4: Entrepreneurial self-efficacy plays a mediating role in the relationship between entrepreneurship education and entrepreneurial intentions.

The conceptual framework developed in this study is to answer the relationship between entrepreneurship education, self-efficacy and students' entrepreneurial intention. This will show in the next illustration.

<figure><img src="image_3.png" /><figcaption>Figure (1): conceptual framework</figcaption></figure>

Source: made by researcher

**1.4. Aim and importance of the study**

This study has the following objectives:
- Assessing whether Algerian universities have successfully fostered entrepreneurial intentions among students;

- Examining if the university training has been effective in enabling students to recognize their own entrepreneurial self-efficacy;

- Knowing the aims of students toward starting a new business

**1.5. Methodology**

In this study, we have adopted the hypothetico-deductive approach. This scientific approach consists of constructing theoretical answers on the phenomenon under study from the existing literature and confronting them with reality through empirical research, that is to say, laying down hypotheses and then issuing the types of observations that will demonstrate the validation or not of the hypotheses already formulated.

We worked with Structural Equation Modelling Partial Least Squares (SEM-PLS) using SmartPLS (version 4.0) to evaluate the relationship among variables. Bootstrapping function (5000 resample) employed to evaluate the path's level of significance. The SEM-PLS in this study followed Hair et al. (2017) which includes evaluation of the outer model; (2) assessment of the internal model (structural model), (3) goodness-of-fit estimation (GoF), and (4) hypothesis testing.

To respond those questions, first, we start with a literature review on the subject studied. Next, we will focus on modeling the entrepreneurial intent of students. Then, the methodological approach. Finally, the article will present and discuss the main results obtained, revealing and concludes on the contributions.

**2. Literature review**

**2.1. Entrepreneurial education (EE)**

Entrepreneurship education refers to a range of educational courses and activities aiming at enhancing entrepreneurial attitudes and skills (Hong.M, Ching-Hung.L, Yuanyuan.X, 2020, p. 7).

<figure><img src="image_4.png" /></figure>
- Assessing whether Algerian universities have successfully fostered entrepreneurial intentions among students;

- Examining if the university training has been effective in enabling students to recognize their own entrepreneurial self-efficacy;

- Knowing the aims of students toward starting a new business

**1.5. Methodology**

In this study, we have adopted the hypothetico-deductive approach. This scientific approach consists of constructing theoretical answers on the phenomenon under study from the existing literature and confronting them with reality through empirical research, that is to say, laying down hypotheses and then issuing the types of observations that will demonstrate the validation or not of the hypotheses already formulated.

We worked with Structural Equation Modelling Partial Least Squares (SEM-PLS) using SmartPLS (version 4.0) to evaluate the relationship among variables. Bootstrapping function (5000 resample) employed to evaluate the path's level of significance. The SEM-PLS in this study followed Hair et al. (2017) which includes evaluation of the outer model; (2) assessment of the internal model (structural model), (3) goodness-of-fit estimation (GoF), and (4) hypothesis testing.

To respond those questions, first, we start with a literature review on the subject studied. Next, we will focus on modeling the entrepreneurial intent of students. Then, the methodological approach. Finally, the article will present and discuss the main results obtained, revealing and concludes on the contributions.

**2. Literature review**

**2.1. Entrepreneurial education (EE)**

Entrepreneurship education refers to a range of educational courses and activities aiming at enhancing entrepreneurial attitudes and skills (Hong.M, Ching-Hung.L, Yuanyuan.X, 2020, p. 7).

<figure><img src="image_4.png" /></figure>
Fayolle and Gailly (Fayolle & Gailly, B, 2008, p.572) define entrepreneurship education as any pedagogical program or education process for entrepreneurial attitudes and skills. Ginanjar defines entrepreneurship education as “...teaches the theory and practice of entrepreneurship with the aim of students have the ability in understanding and practicing entrepreneurship, causing changing perceptions, expectations, and behavior” (GINANJAR.A, 2016, p. 684).

McIntyre defines entrepreneurship education as a process to provide individuals with the necessary concepts and skills to identify opportunities, others have overlooked and to have the insights and self-esteem to act while others have hesitated. It facilitates value creation for students undertaking entrepreneurial activities (U.Blesia & ALL, 2021, p. 56). The objectives of entrepreneurship training revolve around three dimensions (KAVITA.P, 2020, p. 41):

- Entrepreneurial awareness education aims to Enhancing the number of individuals equipped with sufficient knowledge about small enterprises, self-employment and entrepreneurship, so that they consider that alternative as a rational and viable option, should impart to students choices for their development of the skills required to help them in choosing a career in entrepreneurship if they wish. This type of opportunity is useful for many students and broadens their education to improve their career prospects.

- Entrepreneurship education is to train students to start their own business, and intended to give practical assistance to business start-ups and aims to maintain a strong and informed development of students' entrepreneurship skills.

- Education for entrepreneurial dynamism, the purpose of this level of education is to encourage entrepreneurial behaviors, it is necessary after setting up a business to ensure the growth and future development of the business.

Providing students with entrepreneurship education in their business practices is crucial to improve their skills and ability to handle tough situations.
Fayolle and Gailly (Fayolle & Gailly, B, 2008, p.572) define entrepreneurship education as any pedagogical program or education process for entrepreneurial attitudes and skills. Ginanjar defines entrepreneurship education as “...teaches the theory and practice of entrepreneurship with the aim of students have the ability in understanding and practicing entrepreneurship, causing changing perceptions, expectations, and behavior” (GINANJAR.A, 2016, p. 684).

McIntyre defines entrepreneurship education as a process to provide individuals with the necessary concepts and skills to identify opportunities, others have overlooked and to have the insights and self-esteem to act while others have hesitated. It facilitates value creation for students undertaking entrepreneurial activities (U.Blesia & ALL, 2021, p. 56). The objectives of entrepreneurship training revolve around three dimensions (KAVITA.P, 2020, p. 41):

- Entrepreneurial awareness education aims to Enhancing the number of individuals equipped with sufficient knowledge about small enterprises, self-employment and entrepreneurship, so that they consider that alternative as a rational and viable option, should impart to students choices for their development of the skills required to help them in choosing a career in entrepreneurship if they wish. This type of opportunity is useful for many students and broadens their education to improve their career prospects.

- Entrepreneurship education is to train students to start their own business, and intended to give practical assistance to business start-ups and aims to maintain a strong and informed development of students' entrepreneurship skills.

- Education for entrepreneurial dynamism, the purpose of this level of education is to encourage entrepreneurial behaviors, it is necessary after setting up a business to ensure the growth and future development of the business.

Providing students with entrepreneurship education in their business practices is crucial to improve their skills and ability to handle tough situations.
Overall, most entrepreneurial learning research fits within the practice experiential approach as shown in the kolb and fry model of reflection.

<figure><img src="image_5.png" /><figcaption>Figure (2): David Kolb's experiential learning model</figcaption></figure>

Source: Jennifer Raechel Carter, From Fragmentation to Integration: an interpretive analysis of entrepreneurial learning during social engagement, thesis degree of Doctor of Philosophy, Lancaster University, July 2019, p21

The learning process outlined in Figure 1 shows the participation of a learner has when using the experiential learning paradigm. Learners fully engage in new experiences and are able to reflect and observe their experiences. Learners then create concepts that integrate their observations into logically sound theories and use these theories to make decisions and solve problems (Pacalo.C.A, 2014)

## 2.2. Entrepreneurial self-efficacy

Constantly mobilized by researchers, the notion of entrepreneurial self-efficacy (ESE) regarded as a significant predictor of entrepreneurial intention (St-Jea & C_ecile Fonrouge, 2020, p. 356). For the American psychologist Bandura « self-efficacy, It is the self-evaluation and judgment of the individual for the achievement of a certain behavior» (Jiang & all, 2022, p. 3). Entrepreneurial self-efficacy is also characterized by Yun as «belief in one's ability to muster and implement necessary resources, skills, and competencies to attain certain levels of achievement» (Yun, 2010, p. 2).

<figure><img src="image_6.png" /></figure>
Overall, most entrepreneurial learning research fits within the practice experiential approach as shown in the kolb and fry model of reflection.

<figure><img src="image_5.png" /><figcaption>Figure (2): David Kolb's experiential learning model</figcaption></figure>

Source: Jennifer Raechel Carter, From Fragmentation to Integration: an interpretive analysis of entrepreneurial learning during social engagement, thesis degree of Doctor of Philosophy, Lancaster University, July 2019, p21

The learning process outlined in Figure 1 shows the participation of a learner has when using the experiential learning paradigm. Learners fully engage in new experiences and are able to reflect and observe their experiences. Learners then create concepts that integrate their observations into logically sound theories and use these theories to make decisions and solve problems (Pacalo.C.A, 2014)

## 2.2. Entrepreneurial self-efficacy

Constantly mobilized by researchers, the notion of entrepreneurial self-efficacy (ESE) regarded as a significant predictor of entrepreneurial intention (St-Jea & C_ecile Fonrouge, 2020, p. 356). For the American psychologist Bandura « self-efficacy, It is the self-evaluation and judgment of the individual for the achievement of a certain behavior» (Jiang & all, 2022, p. 3). Entrepreneurial self-efficacy is also characterized by Yun as «belief in one's ability to muster and implement necessary resources, skills, and competencies to attain certain levels of achievement» (Yun, 2010, p. 2).
In another way, it necessitates achieving success in tasks like innovation, marketing, management, and finance related to the establishment of a new venture (Faruk & Büşra, Tunce, 2019, p. 1192). Bandura proposed four sources of self-efficacy (Olivie & all, 2014, p. 198) mastery experiences, vicarious experiences, verbal persuasion, and physiological and affective states.

**2.3. Entrepreneurial intentions**

Intention is a general term for thinking, aiming, or planning to do something, this means a commitment to take action now or in the future. Entrepreneurial intentions are frequently delineated as one's desire to own one's own business (Johara, Sofri, Shehnaz, 2017, p. 85). It is regarded as the best indicator of planned behavior and other researchers have concluded that intention is the correct decision to carry out or not to undertake entrepreneurial behavior in a context that is both conscious and planned (Sebayang & all, 2023, p. 62). It is also possible to interpret as interest in entrepreneurship, participation in entrepreneurial activities, bravery in overcoming difficulties, having a sense of enjoyment in entrepreneurship activities and desire to realize ideals in entrepreneurship (Christianingrum & Rosalina, E, 2017). The other line of research addresses entrepreneurship defines an individual's entrepreneurial intention as a "self-acknowledged conviction by a person that they intend to set up a new business venture and consciously plan to do so at some point in the future" (Clara, 2019, p. 1606).

It is a mental model of actions for exploiting a business opportunity by applying
entrepreneurial learning (TUNG, 2011, p. 34)

Ozaralli and Rivenburgh claimed that intention act as a direct cause of real behaviour, and the stronger the intention for behaviour, the greater the behavior's success prediction or actual behavior (Hossain & all, 2023), in theory, there are two models which describe the entrepreneurial intention, the model of planned behavior (TPB), and Shapero's model of the entrepreneurial event (SEE). First model proposed by
In another way, it necessitates achieving success in tasks like innovation, marketing, management, and finance related to the establishment of a new venture (Faruk & Büşra, Tunce, 2019, p. 1192). Bandura proposed four sources of self-efficacy (Olivie & all, 2014, p. 198) mastery experiences, vicarious experiences, verbal persuasion, and physiological and affective states.

## 2.3. Entrepreneurial intentions

Intention is a general term for thinking, aiming, or planning to do something, this means a commitment to take action now or in the future. Entrepreneurial intentions are frequently delineated as one's desire to own one's own business (Johara, Sofri, Shehnaz, 2017, p. 85). It is regarded as the best indicator of planned behavior and other researchers have concluded that intention is the correct decision to carry out or not to undertake entrepreneurial behavior in a context that is both conscious and planned (Sebayang & all, 2023, p. 62). It is also possible to interpret as interest in entrepreneurship, participation in entrepreneurial activities, bravery in overcoming difficulties, having a sense of enjoyment in entrepreneurship activities and desire to realize ideals in entrepreneurship (Christianingrum & Rosalina, E, 2017). The other line of research addresses entrepreneurship defines an individual's entrepreneurial intention as a "self-acknowledged conviction by a person that they intend to set up a new business venture and consciously plan to do so at some point in the future" (Clara, 2019, p. 1606).

It is a mental model of actions for exploiting a business opportunity by applying entrepreneurial learning (TUNG, 2011, p. 34)

Ozaralli and Rivenburgh claimed that intention act as a direct cause of real behaviour, and the stronger the intention for behaviour, the greater the behavior's success prediction or actual behavior (Hossain & all, 2023), in theory, there are two models which describe the entrepreneurial intention, the model of planned behavior (TPB), and Shapero's model of the entrepreneurial event (SEE). First model proposed by
Shapero and Sokol (1982) is the first model to clarify the theory of entrepreneurial intention. (Maheshwari & all, 2022), according to this theory, the intention event as being driven by perceived desirability, propensity to act and perceived feasibility. The second (TPB) suggests that behaviour is driving by intention, which intention motivated by attitude, subjective norms, and perceived behavioural control.

**3. Research methodology**

In view of existing research on the subject, we adopt a hypothetico-deductive approach.

**3.1. Measurement Instrument**

The research instruments used in this study derived from several previous studies.
To operationalize the concept of entrepreneurial self-efficacy, we adopted the St Jean
and Mathieu measurement scale (ST-JEAN & Cynthia, 2011, p. 22), In order to explore
this scale, respondents are given five dimensions (Ability to define the fundamental
purpose, Human and conceptual competence, Ability to recognize opportunities,
Ability to manage financially and Ability to plan formally). Each dimension is
measured by items that are measured on a 5-point Likert scale, where 1= strongly
disagree 2= Disagree 3= Not Sure 4= Agree 5=strongly agree.

The measure of entrepreneurial intention was developed and adapted on the basis
of a combination of the scales proposed by Gundry, Welsch and Fayolle et al
(DELANOË & BRULHART, 2011, p. 53).

**3.2. Characteristics of the sample**

Table (3) shows that 244 survey questionnaires received. Of these, 15 (6.15%) were rejected. This left an acceptance of 229 (93.85%).
Shapero and Sokol (1982) is the first model to clarify the theory of entrepreneurial intention. (Maheshwari & all, 2022), according to this theory, the intention event as being driven by perceived desirability, propensity to act and perceived feasibility. The second (TPB) suggests that behaviour is driving by intention, which intention motivated by attitude, subjective norms, and perceived behavioural control.

**3. Research methodology**

In view of existing research on the subject, we adopt a hypothetico-deductive approach.

**3.1. Measurement Instrument**

The research instruments used in this study derived from several previous studies.
To operationalize the concept of entrepreneurial self-efficacy, we adopted the St Jean
and Mathieu measurement scale (ST-JEAN & Cynthia, 2011, p. 22), In order to explore
this scale, respondents are given five dimensions (Ability to define the fundamental
purpose, Human and conceptual competence, Ability to recognize opportunities,
Ability to manage financially and Ability to plan formally). Each dimension is
measured by items that are measured on a 5-point Likert scale, where 1= strongly
disagree 2= Disagree 3= Not Sure 4= Agree 5=strongly agree.

The measure of entrepreneurial intention was developed and adapted on the basis
of a combination of the scales proposed by Gundry, Welsch and Fayolle et al
(DELANOË & BRULHART, 2011, p. 53).

**3.2. Characteristics of the sample**

Table (3) shows that 244 survey questionnaires received. Of these, 15 (6.15%) were rejected. This left an acceptance of 229 (93.85%).
<table><caption>Table (1): Composition of net delivery</caption><thead><tr><td>Item</td><td>number</td><td>%</td></tr></thead><tbody><tr><td>Questionnaires received</td><td>244</td><td>100</td></tr><tr><td>Questionnaires rejected</td><td>15</td><td>6.15</td></tr><tr><td>Questionnaires accepted</td><td>229</td><td>93.85</td></tr></tbody></table>

Source: made by researcher

Table (4) shows that 47.18% of the respondents were male and 52.82% of them were females. The result indicates that there was small difference (5.64%) in the number of male and female students studying entrepreneurship.

<table><caption>Table (2): Composition of net delivery</caption><tbody><tr><td rowspan="2">Sex</td><td>Male</td><td>92 (47.18%)</td></tr><tr><td>Female</td><td>103 (52.82%)</td></tr><tr><td>Age</td><td colspan="2">62.1% of the sample are between 20-25 years old; 13.6% of the sample are between 25-30 years old; 24.3% of the sample are over 30 years old;</td></tr><tr><td>Diplôme</td><td colspan="2">63% of the sample have a master's degree; 47% of the sample have a licence degree</td></tr><tr><td>specialty</td><td colspan="2">65% of the sample are enrolled in the "management sciences and Marketing"; 19.3% of the sample are enrolled in the «information sciences, engineering and architecture»; 15.7% of the sample are enrolled in the «Entrepreneuriat»</td></tr><tr><td>University</td><td colspan="2">60% of the sample registered in M'hamed Bougara university. 40% of this sample are distributed among the following universities: U BATNA, u bechar, u beskara, u constantine, u laghouat, u m'sila, u mustaganem, u oran, u saida, u setif, u sidi belabes, uamo bouira, ula blida</td></tr></tbody></table>

Source: made by researcher using the outputs of SPSS 21

### 3.3. Statistical analysis

#### 3.3.1. Evaluation of Reflective Measurement Models

- **Factor Loadings** : If the indicator has an outer loading value above 0.70, it is considered valid and highly recommended, however the loading factor of 0,50-0,60 can
<table><caption>Table (1): Composition of net delivery</caption><thead><tr><td>Item</td><td>number</td><td>%</td></tr></thead><tbody><tr><td>Questionnaires received</td><td>244</td><td>100</td></tr><tr><td>Questionnaires rejected</td><td>15</td><td>6.15</td></tr><tr><td>Questionnaires accepted</td><td>229</td><td>93.85</td></tr></tbody></table>

Source: made by researcher

Table (4) shows that 47.18% of the respondents were male and 52.82% of them were females. The result indicates that there was small difference (5.64%) in the number of male and female students studying entrepreneurship.

<table><caption>Table (2): Composition of net delivery</caption><tr><td rowspan="2">Sex</td><td>Male</td><td>92 (47.18%)</td></tr><tr><td>Female</td><td>103 (52.82%)</td></tr><tr><td>Age</td><td colspan="2">62.1% of the sample are between 20-25 years old; 13.6% of the sample are between 25-30 years old; 24.3% of the sample are over 30 years old;</td></tr><tr><td>Diplôme</td><td colspan="2">63% of the sample have a master's degree; 47% of the sample have a licence degree</td></tr><tr><td>specialty</td><td colspan="2">65% of the sample are enrolled in the "management sciences and Marketing"; 19.3% of the sample are enrolled in the «information sciences, engineering and architecture»; 15.7% of the sample are enrolled in the «Entrepreneuriat»</td></tr><tr><td>University</td><td colspan="2">60% of the sample registered in M'hamed Bougara university. 40% of this sample are distributed among the following universities: U BATNA, u bechar, u beskara, u constantine, u laghouat, u m'sila, u mustaganem, u oran, u saida, u setif, u sidi belabes, uamo bouira, ula blida</td></tr></table>

Source: made by researcher using the outputs of SPSS 21

## 3.3. Statistical analysis

### 3.3.1. Evaluation of Reflective Measurement Models

- **Factor Loadings** : If the indicator has an outer loading value above 0.70, it is considered valid and highly recommended, however the loading factor of 0,50-0,60 can
still be tolerated with p-value <0,05. The results of the test and evaluation of the latent variable measurement model of this study presented in Table 3.

<table><caption>Table (3): Composition of net delivery</caption><thead><tr><th colspan="2">Latent variable</th><th>Reflective indicators</th><th>Λ</th><th>T</th><th>P</th></tr></thead><tbody><tr><td rowspan="24">Entrepreneurial self-efficacy</td><td rowspan="3">Ability to manage finance</td><td>ESEcapfin1 <- ESEcapfin</td><td>0,750</td><td>14,468</td><td>0,000</td></tr><tr><td>ESEcapfin2 <- ESEcapfin</td><td>0,777</td><td>15,435</td><td>0,000</td></tr><tr><td>ESEcapfin3 <- ESEcapfin</td><td>0,817</td><td>23,085</td><td>0,000</td></tr><tr><td rowspan="3">compétence humaine et conceptuelle</td><td>ESEcompetence <- ESEcompet</td><td>0,745</td><td>12,844</td><td>0,000</td></tr><tr><td>ESEcompetence2 <- ESEcomp</td><td>0,829</td><td>28,923</td><td>0,000</td></tr><tr><td>ESEcompetence3 <- ESEcomp</td><td>0,836</td><td>26,046</td><td>0,000</td></tr><tr><td rowspan="3">human and conceptual competence</td><td>ESEfinality1 <- ESEfinality</td><td>0,864</td><td>32,694</td><td>0,000</td></tr><tr><td>ESEfinality2 <- ESEfinality</td><td>0,850</td><td>27,756</td><td>0,000</td></tr><tr><td>ESEfinality3 <- ESEfinality</td><td>0,683</td><td>10,706</td><td>0,000</td></tr><tr><td rowspan="3">Ability to recognize opportunities</td><td>ESEopportunity1 <- ESEoppo</td><td>0,801</td><td>16,258</td><td>0,000</td></tr><tr><td>ESEopportunity2 <- ESEoppo</td><td>0,689</td><td>8,775</td><td>0,000</td></tr><tr><td>ESEopportunity3 <- ESEoppo</td><td>0,790</td><td>29,657</td><td>0,000</td></tr><tr><td rowspan="3">Ability to plan formally</td><td>ESEplanification1 <- ESEplan</td><td>0,797</td><td>21,525</td><td>0,000</td></tr><tr><td>ESEplanification2 <- ESEplan</td><td>0,816</td><td>25,016</td><td>0,000</td></tr><tr><td>ESEplanification3 <- ESEplan</td><td>0,801</td><td>19,772</td><td>0,000</td></tr><tr><td rowspan="7">Entrepreneurial education</td><td rowspan="7"></td><td>formation2 <- formation</td><td>0,773</td><td>17,984</td><td>0,000</td></tr><tr><td>formation3 <- formation</td><td>0,790</td><td>14,261</td><td>0,000</td></tr><tr><td>formation4 <- formation</td><td>0,738</td><td>15,014</td><td>0,000</td></tr><tr><td>formation5 <- formation</td><td>0,888</td><td>47,110</td><td>0,000</td></tr><tr><td>formation6 <- formation</td><td>0,882</td><td>40,254</td><td>0,000</td></tr><tr><td>formation7 <- formation</td><td>0,798</td><td>15,599</td><td>0,000</td></tr><tr><td rowspan="4">Entrepreneurial</td><td rowspan="2">Intention</td><td>intention1 <- intention</td><td>0,851</td><td>29,981</td><td>0,000</td></tr><tr><td>intention3 <- intention</td><td>0,862</td><td>32,384</td><td>0,000</td></tr><tr><td rowspan="2">Determination</td><td>determinant1 <- determinant</td><td>0,869</td><td>46,892</td><td>0,000</td></tr><tr><td>determinant2 <- determinant</td><td>0,811</td><td>15,722</td><td>0,000</td></tr></tbody></table>

Source: made by researcher using the outputs of smartpls v4

- **Internal Consistency Reliability:** the composite reliability examines the reliability value between the indicators of the construct; the result of composite reliability is good, if its value is above 0.70. Table 4 displays the composite reliability

<figure><img src="image_7.png" /></figure>
still be tolerated with p-value <0,05. The results of the test and evaluation of the latent variable measurement model of this study presented in Table 3.

<table><caption>Table (3): Composition of net delivery</caption><thead><tr><th>Latent variable</th><th></th><th>Reflective indicators</th><th>Λ</th><th>T</th><th>P</th></tr></thead><tbody><tr><td rowspan="24">Entrepreneurial self-efficacy</td><td rowspan="3">Ability to manage finance</td><td>ESEcapfin1 <- ESEcapfin</td><td>0,750</td><td>14,468</td><td>0,000</td></tr><tr><td>ESEcapfin2 <- ESEcapfin</td><td>0,777</td><td>15,435</td><td>0,000</td></tr><tr><td>ESEcapfin3 <- ESEcapfin</td><td>0,817</td><td>23,085</td><td>0,000</td></tr><tr><td rowspan="3">compétence humaine et conceptuelle</td><td>ESEcompetence <- ESEcompet</td><td>0,745</td><td>12,844</td><td>0,000</td></tr><tr><td>ESEcompetence2 <- ESEcomp</td><td>0,829</td><td>28,923</td><td>0,000</td></tr><tr><td>ESEcompetence3 <- ESEcomp</td><td>0,836</td><td>26,046</td><td>0,000</td></tr><tr><td rowspan="3">human and conceptual competence</td><td>ESEfinality1 <- ESEfinality</td><td>0,864</td><td>32,694</td><td>0,000</td></tr><tr><td>ESEfinality2 <- ESEfinality</td><td>0,850</td><td>27,756</td><td>0,000</td></tr><tr><td>ESEfinality3 <- ESEfinality</td><td>0,683</td><td>10,706</td><td>0,000</td></tr><tr><td rowspan="3">Ability to recognize opportunities</td><td>ESEopportunity1 <- ESEoppo</td><td>0,801</td><td>16,258</td><td>0,000</td></tr><tr><td>ESEopportunity2 <- ESEoppo</td><td>0,689</td><td>8,775</td><td>0,000</td></tr><tr><td>ESEopportunity3 <- ESEoppo</td><td>0,790</td><td>29,657</td><td>0,000</td></tr><tr><td rowspan="3">Ability to plan formally</td><td>ESEplanification1 <- ESEplan</td><td>0,797</td><td>21,525</td><td>0,000</td></tr><tr><td>ESEplanification2 <- ESEplan</td><td>0,816</td><td>25,016</td><td>0,000</td></tr><tr><td>ESEplanification3 <- ESEplan</td><td>0,801</td><td>19,772</td><td>0,000</td></tr><tr><td rowspan="7">Entrepreneurial education</td><td rowspan="7"></td><td>formation2 <- formation</td><td>0,773</td><td>17,984</td><td>0,000</td></tr><tr><td>formation3 <- formation</td><td>0,790</td><td>14,261</td><td>0,000</td></tr><tr><td>formation4 <- formation</td><td>0,738</td><td>15,014</td><td>0,000</td></tr><tr><td>formation5 <- formation</td><td>0,888</td><td>47,110</td><td>0,000</td></tr><tr><td>formation6 <- formation</td><td>0,882</td><td>40,254</td><td>0,000</td></tr><tr><td>formation7 <- formation</td><td>0,798</td><td>15,599</td><td>0,000</td></tr><tr><td rowspan="4">Entrepreneurial</td><td rowspan="2">Intention</td><td>intention1 <- intention</td><td>0,851</td><td>29,981</td><td>0,000</td></tr><tr><td>intention3 <- intention</td><td>0,862</td><td>32,384</td><td>0,000</td></tr><tr><td rowspan="2">Determination</td><td>determinant1 <- determinant</td><td>0,869</td><td>46,892</td><td>0,000</td></tr><tr><td>determinant2 <- determinant</td><td>0,811</td><td>15,722</td><td>0,000</td></tr></tbody></table>

Source: made by researcher using the outputs of smartpls v4

- **Internal Consistency Reliability:** the composite reliability examines the reliability value between the indicators of the construct; the result of composite reliability is good, if its value is above 0.70. Table 4 displays the composite reliability

<figure><img src="image_6.png" /></figure>
value of the (ESE) variables, ESEcomp, ESEfinalité, ESEopportunité, ESEplanification and formation have good composite reliability because the value is higher than 0.70, also for (IE).

<table><caption>Table (4): Consistency Reliability</caption><thead><tr><th></th><th>α Cronbach's</th><th>CR (rho_a)</th><th>CR (rho_c)</th><th>(AVE)</th></tr></thead><tbody><tr><td>ESE</td><td>0,908</td><td>0,915</td><td>0,923</td><td>0,505</td></tr><tr><td>ESEcapfin</td><td>0,681</td><td>0,683</td><td>0,825</td><td>0,611</td></tr><tr><td>ESEcompet</td><td>0,727</td><td>0,737</td><td>0,846</td><td>0,647</td></tr><tr><td>ESEfinalité</td><td>0,721</td><td>0,743</td><td>0,844</td><td>0,645</td></tr><tr><td>ESEopport</td><td>0,648</td><td>0,668</td><td>0,805</td><td>0,580</td></tr><tr><td>ESEplanif</td><td>0,729</td><td>0,729</td><td>0,847</td><td>0,648</td></tr><tr><td>IE</td><td>0,676</td><td>0,680</td><td>0,805</td><td>0,508</td></tr><tr><td>determinantion</td><td>0,588</td><td>0,598</td><td>0,828</td><td>0,707</td></tr><tr><td>formation</td><td>0,899</td><td>0,923</td><td>0,921</td><td>0,662</td></tr><tr><td>intention</td><td>0,637</td><td>0,638</td><td>0,846</td><td>0,734</td></tr></tbody></table>

Source: made by researcher using the outputs of smartpls v4

- **Discriminant Validity:** Fornell-Larcker validity test achieved by ensuring that the square root of the AVE of each variable is higher than the correlation score with other constructs, the same for cross-loading tests, achieved when the outer loading value of the indicator toward its variable is higher than the score of the correlation of an indicator correlating with other variables. Table 4 and table 5 illustrate this.

<table><caption>Table (4): Fornell-Lecker Criterion Test</caption><thead><tr><th></th><th>ESE<br>capfin</th><th>ESE<br>compet</th><th>ESE<br>finalité</th><th>ESE<br>oppo</th><th>ESE<br>plan</th><th>determ</th><th>form</th><th>EI</th></tr></thead><tbody><tr><td>ESEcapfin</td><td><strong>0,782</strong></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>ESEcompet</td><td>0,686</td><td><strong>0,804</strong></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>ESEfinality</td><td>0,556</td><td>0,706</td><td><strong>0,803</strong></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>ESEoppo</td><td>0,634</td><td>0,683</td><td>0,702</td><td><strong>0,761</strong></td><td></td><td></td><td></td><td></td></tr><tr><td>ESEplan</td><td>0,491</td><td>0,788</td><td>0,769</td><td>0,633</td><td><strong>0,805</strong></td><td></td><td></td><td></td></tr><tr><td>determi</td><td>0,519</td><td>0,756</td><td>0,653</td><td>0,668</td><td>0,649</td><td><strong>0,841</strong></td><td></td><td></td></tr><tr><td>formation</td><td>0,473</td><td>0,504</td><td>0,459</td><td>0,372</td><td>0,563</td><td>0,463</td><td><strong>0,813</strong></td><td></td></tr><tr><td>intention</td><td>0,557</td><td>0,521</td><td>0,485</td><td>0,386</td><td>0,552</td><td>0,414</td><td>0,537</td><td><strong>0,857</strong></td></tr></tbody></table>

Source: made by researcher using the outputs of smartpls v4

<figure><img src="image_8.png" /></figure>
value of the (ESE) variables, ESEcomp, ESEfinalité, ESEopportunité, ESEplanification and formation have good composite reliability because the value is higher than 0.70, also for (IE).

<table><caption>Table (4): Consistency Reliability</caption><thead><tr><th></th><th>α Cronbach's</th><th>CR (rho_a)</th><th>CR (rho_c)</th><th>(AVE)</th></tr></thead><tbody><tr><td>ESE</td><td>0,908</td><td>0,915</td><td>0,923</td><td>0,505</td></tr><tr><td>ESEcapfin</td><td>0,681</td><td>0,683</td><td>0,825</td><td>0,611</td></tr><tr><td>ESEcompet</td><td>0,727</td><td>0,737</td><td>0,846</td><td>0,647</td></tr><tr><td>ESEfinalité</td><td>0,721</td><td>0,743</td><td>0,844</td><td>0,645</td></tr><tr><td>ESEopport</td><td>0,648</td><td>0,668</td><td>0,805</td><td>0,580</td></tr><tr><td>ESEplanif</td><td>0,729</td><td>0,729</td><td>0,847</td><td>0,648</td></tr><tr><td>IE</td><td>0,676</td><td>0,680</td><td>0,805</td><td>0,508</td></tr><tr><td>determinantion</td><td>0,588</td><td>0,598</td><td>0,828</td><td>0,707</td></tr><tr><td>formation</td><td>0,899</td><td>0,923</td><td>0,921</td><td>0,662</td></tr><tr><td>intention</td><td>0,637</td><td>0,638</td><td>0,846</td><td>0,734</td></tr></tbody></table>

Source: made by researcher using the outputs of smartpls v4

- **Discriminant Validity:** Fornell-Larcker validity test achieved by ensuring that the square root of the AVE of each variable is higher than the correlation score with other constructs, the same for cross-loading tests, achieved when the outer loading value of the indicator toward its variable is higher than the score of the correlation of an indicator correlating with other variables. Table 4 and table 5 illustrate this.

<table><caption>Table (4): Fornell-Lecker Criterion Test</caption><thead><tr><th></th><th>ESE<br>capfin</th><th>ESE<br>compet</th><th>ESE<br>finalité</th><th>ESE<br>oppo</th><th>ESE<br>plan</th><th>determ</th><th>form</th><th>EI</th></tr></thead><tbody><tr><td>ESEcapfin</td><td><strong>0,782</strong></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>ESEcompet</td><td>0,686</td><td><strong>0,804</strong></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>ESEfinality</td><td>0,556</td><td>0,706</td><td><strong>0,803</strong></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>ESEoppo</td><td>0,634</td><td>0,683</td><td>0,702</td><td><strong>0,761</strong></td><td></td><td></td><td></td><td></td></tr><tr><td>ESEplan</td><td>0,491</td><td>0,788</td><td>0,769</td><td>0,633</td><td><strong>0,805</strong></td><td></td><td></td><td></td></tr><tr><td>determi</td><td>0,519</td><td>0,756</td><td>0,653</td><td>0,668</td><td>0,649</td><td><strong>0,841</strong></td><td></td><td></td></tr><tr><td>formation</td><td>0,473</td><td>0,504</td><td>0,459</td><td>0,372</td><td>0,563</td><td>0,463</td><td><strong>0,813</strong></td><td></td></tr><tr><td>intention</td><td>0,557</td><td>0,521</td><td>0,485</td><td>0,386</td><td>0,552</td><td>0,414</td><td>0,537</td><td><strong>0,857</strong></td></tr></tbody></table>

Source: made by researcher using the outputs of smartpls v4
<table><caption>Table (6): cross Loadings</caption><thead><tr><th></th><th>ESE capfin</th><th>ESE compet</th><th>ESE finalité</th><th>ESE oppor</th><th>ESE plan</th><th>determ</th><th>Form</th><th>EI</th><th>P values</th></tr></thead><tbody><tr><td>ESEcapfin1</td><td><strong>0,750</strong></td><td>0,552</td><td>0,569</td><td>0,581</td><td>0,597</td><td>0,424</td><td>0,351</td><td>0,395</td><td>0,000</td></tr><tr><td>ESEcapfin2</td><td><strong>0,777</strong></td><td>0,716</td><td>0,573</td><td>0,573</td><td>0,601</td><td>0,711</td><td>0,421</td><td>0,503</td><td>0,000</td></tr><tr><td>ESEcapfin3</td><td><strong>0,817</strong></td><td>0,582</td><td>0,750</td><td>0,568</td><td>0,654</td><td>0,556</td><td>0,342</td><td>0,412</td><td>0,000</td></tr><tr><td>ESEcompetence4</td><td>0,556</td><td><strong>0,745</strong></td><td>0,508</td><td>0,522</td><td>0,487</td><td>0,572</td><td>0,265</td><td>0,347</td><td>0,000</td></tr><tr><td>ESEcompetence6</td><td>0,640</td><td><strong>0,829</strong></td><td>0,548</td><td>0,502</td><td>0,801</td><td>0,586</td><td>0,499</td><td>0,460</td><td>0,000</td></tr><tr><td>ESEcompetence3</td><td>0,694</td><td><strong>0,836</strong></td><td>0,642</td><td>0,625</td><td>0,590</td><td>0,667</td><td>0,429</td><td>0,440</td><td>0,000</td></tr><tr><td>ESEfinality1</td><td>0,696</td><td>0,602</td><td><strong>0,864</strong></td><td>0,607</td><td>0,744</td><td>0,547</td><td>0,484</td><td>0,486</td><td>0,000</td></tr><tr><td>ESEfinality2</td><td>0,817</td><td>0,582</td><td><strong>0,850</strong></td><td>0,568</td><td>0,654</td><td>0,556</td><td>0,342</td><td>0,412</td><td>0,000</td></tr><tr><td>ESEfinality3</td><td>0,532</td><td>0,514</td><td><strong>0,683</strong></td><td>0,501</td><td>0,419</td><td>0,468</td><td>0,259</td><td>0,245</td><td>0,000</td></tr><tr><td>ESEopportunity1</td><td>0,532</td><td>0,514</td><td>0,683</td><td><strong>0,801</strong></td><td>0,419</td><td>0,468</td><td>0,259</td><td>0,245</td><td>0,000</td></tr><tr><td>ESEopportunity2</td><td>0,421</td><td>0,392</td><td>0,409</td><td><strong>0,689</strong></td><td>0,285</td><td>0,399</td><td>0,156</td><td>0,241</td><td>0,000</td></tr><tr><td>ESEopportunity3</td><td>0,675</td><td>0,613</td><td>0,688</td><td><strong>0,790</strong></td><td>0,661</td><td>0,618</td><td>0,385</td><td>0,370</td><td>0,000</td></tr><tr><td>ESEplanification1</td><td>0,619</td><td>0,543</td><td>0,677</td><td>0,552</td><td><strong>0,797</strong></td><td>0,476</td><td>0,489</td><td>0,418</td><td>0,000</td></tr><tr><td>ESEplanification2</td><td>0,651</td><td>0,517</td><td>0,637</td><td>0,473</td><td><strong>0,816</strong></td><td>0,501</td><td>0,367</td><td>0,455</td><td>0,000</td></tr><tr><td>ESEplanification3</td><td>0,640</td><td>0,729</td><td>0,548</td><td>0,502</td><td><strong>0,801</strong></td><td>0,586</td><td>0,499</td><td>0,460</td><td>0,000</td></tr><tr><td>determinant1</td><td>0,672</td><td>0,698</td><td>0,573</td><td>0,580</td><td>0,534</td><td><strong>0,869</strong></td><td>0,413</td><td>0,418</td><td>0,000</td></tr><tr><td>determinant2</td><td>0,528</td><td>0,565</td><td>0,524</td><td>0,542</td><td>0,563</td><td><strong>0,811</strong></td><td>0,363</td><td>0,267</td><td>0,000</td></tr><tr><td>formation2</td><td>0,292</td><td>0,373</td><td>0,320</td><td>0,173</td><td>0,427</td><td>0,246</td><td><strong>0,773</strong></td><td>0,352</td><td>0,000</td></tr><tr><td>formation3</td><td>0,284</td><td>0,317</td><td>0,244</td><td>0,178</td><td>0,355</td><td>0,308</td><td><strong>0,790</strong></td><td>0,416</td><td>0,000</td></tr><tr><td>formation4</td><td>0,281</td><td>0,293</td><td>0,258</td><td>0,130</td><td>0,361</td><td>0,225</td><td><strong>0,738</strong></td><td>0,310</td><td>0,000</td></tr><tr><td>formation5</td><td>0,460</td><td>0,500</td><td>0,463</td><td>0,394</td><td>0,553</td><td>0,477</td><td><strong>0,888</strong></td><td>0,483</td><td>0,000</td></tr><tr><td>formation6</td><td>0,479</td><td>0,499</td><td>0,467</td><td>0,398</td><td>0,519</td><td>0,487</td><td><strong>0,882</strong></td><td>0,534</td><td>0,000</td></tr><tr><td>formation7</td><td>0,430</td><td>0,404</td><td>0,401</td><td>0,410</td><td>0,475</td><td>0,408</td><td><strong>0,798</strong></td><td>0,458</td><td>0,000</td></tr><tr><td>intention1</td><td>0,472</td><td>0,415</td><td>0,438</td><td>0,351</td><td>0,534</td><td>0,332</td><td>0,522</td><td><strong>0,851</strong></td><td>0,000</td></tr><tr><td>intention3</td><td>0,481</td><td>0,476</td><td>0,394</td><td>0,310</td><td>0,415</td><td>0,377</td><td>0,399</td><td><strong>0,862</strong></td><td>0,000</td></tr></tbody></table>

Source: made by researcher using the outputs of smartpls v4

### 3.3.2. Evaluation of Inner Model (Structural Model)

According to table 7, the R-square for the entrepreneurial intention variable is 0.657, which falls under the moderate category. These results indicate that

<figure><img src="image_9.png" /></figure>
<table><caption>Table (6): cross Loadings</caption><thead><tr><th></th><th>ESE capfin</th><th>ESE compet</th><th>ESE finalité</th><th>ESE oppor</th><th>ESE plan</th><th>determ</th><th>Form</th><th>EI</th><th>P values</th></tr></thead><tbody><tr><td>ESEcapfin1</td><td><strong>0,750</strong></td><td>0,552</td><td>0,569</td><td>0,581</td><td>0,597</td><td>0,424</td><td>0,351</td><td>0,395</td><td>0,000</td></tr><tr><td>ESEcapfin2</td><td><strong>0,777</strong></td><td>0,716</td><td>0,573</td><td>0,573</td><td>0,601</td><td>0,711</td><td>0,421</td><td>0,503</td><td>0,000</td></tr><tr><td>ESEcapfin3</td><td><strong>0,817</strong></td><td>0,582</td><td>0,750</td><td>0,568</td><td>0,654</td><td>0,556</td><td>0,342</td><td>0,412</td><td>0,000</td></tr><tr><td>ESEcompetence4</td><td>0,556</td><td><strong>0,745</strong></td><td>0,508</td><td>0,522</td><td>0,487</td><td>0,572</td><td>0,265</td><td>0,347</td><td>0,000</td></tr><tr><td>ESEcompetence6</td><td>0,640</td><td><strong>0,829</strong></td><td>0,548</td><td>0,502</td><td>0,801</td><td>0,586</td><td>0,499</td><td>0,460</td><td>0,000</td></tr><tr><td>ESEcompetence3</td><td>0,694</td><td><strong>0,836</strong></td><td>0,642</td><td>0,625</td><td>0,590</td><td>0,667</td><td>0,429</td><td>0,440</td><td>0,000</td></tr><tr><td>ESEfinality1</td><td>0,696</td><td>0,602</td><td><strong>0,864</strong></td><td>0,607</td><td>0,744</td><td>0,547</td><td>0,484</td><td>0,486</td><td>0,000</td></tr><tr><td>ESEfinality2</td><td>0,817</td><td>0,582</td><td><strong>0,850</strong></td><td>0,568</td><td>0,654</td><td>0,556</td><td>0,342</td><td>0,412</td><td>0,000</td></tr><tr><td>ESEfinality3</td><td>0,532</td><td>0,514</td><td><strong>0,683</strong></td><td>0,501</td><td>0,419</td><td>0,468</td><td>0,259</td><td>0,245</td><td>0,000</td></tr><tr><td>ESEopportunity1</td><td>0,532</td><td>0,514</td><td>0,683</td><td><strong>0,801</strong></td><td>0,419</td><td>0,468</td><td>0,259</td><td>0,245</td><td>0,000</td></tr><tr><td>ESEopportunity2</td><td>0,421</td><td>0,392</td><td>0,409</td><td><strong>0,689</strong></td><td>0,285</td><td>0,399</td><td>0,156</td><td>0,241</td><td>0,000</td></tr><tr><td>ESEopportunity3</td><td>0,675</td><td>0,613</td><td>0,688</td><td><strong>0,790</strong></td><td>0,661</td><td>0,618</td><td>0,385</td><td>0,370</td><td>0,000</td></tr><tr><td>ESEplanification1</td><td>0,619</td><td>0,543</td><td>0,677</td><td>0,552</td><td><strong>0,797</strong></td><td>0,476</td><td>0,489</td><td>0,418</td><td>0,000</td></tr><tr><td>ESEplanification2</td><td>0,651</td><td>0,517</td><td>0,637</td><td>0,473</td><td><strong>0,816</strong></td><td>0,501</td><td>0,367</td><td>0,455</td><td>0,000</td></tr><tr><td>ESEplanification3</td><td>0,640</td><td>0,729</td><td>0,548</td><td>0,502</td><td><strong>0,801</strong></td><td>0,586</td><td>0,499</td><td>0,460</td><td>0,000</td></tr><tr><td>determinant1</td><td>0,672</td><td>0,698</td><td>0,573</td><td>0,580</td><td>0,534</td><td><strong>0,869</strong></td><td>0,413</td><td>0,418</td><td>0,000</td></tr><tr><td>determinant2</td><td>0,528</td><td>0,565</td><td>0,524</td><td>0,542</td><td>0,563</td><td><strong>0,811</strong></td><td>0,363</td><td>0,267</td><td>0,000</td></tr><tr><td>formation2</td><td>0,292</td><td>0,373</td><td>0,320</td><td>0,173</td><td>0,427</td><td>0,246</td><td><strong>0,773</strong></td><td>0,352</td><td>0,000</td></tr><tr><td>formation3</td><td>0,284</td><td>0,317</td><td>0,244</td><td>0,178</td><td>0,355</td><td>0,308</td><td><strong>0,790</strong></td><td>0,416</td><td>0,000</td></tr><tr><td>formation4</td><td>0,281</td><td>0,293</td><td>0,258</td><td>0,130</td><td>0,361</td><td>0,225</td><td><strong>0,738</strong></td><td>0,310</td><td>0,000</td></tr><tr><td>formation5</td><td>0,460</td><td>0,500</td><td>0,463</td><td>0,394</td><td>0,553</td><td>0,477</td><td><strong>0,888</strong></td><td>0,483</td><td>0,000</td></tr><tr><td>formation6</td><td>0,479</td><td>0,499</td><td>0,467</td><td>0,398</td><td>0,519</td><td>0,487</td><td><strong>0,882</strong></td><td>0,534</td><td>0,000</td></tr><tr><td>formation7</td><td>0,430</td><td>0,404</td><td>0,401</td><td>0,410</td><td>0,475</td><td>0,408</td><td><strong>0,798</strong></td><td>0,458</td><td>0,000</td></tr><tr><td>intention1</td><td>0,472</td><td>0,415</td><td>0,438</td><td>0,351</td><td>0,534</td><td>0,332</td><td>0,522</td><td><strong>0,851</strong></td><td>0,000</td></tr><tr><td>intention3</td><td>0,481</td><td>0,476</td><td>0,394</td><td>0,310</td><td>0,415</td><td>0,377</td><td>0,399</td><td><strong>0,862</strong></td><td>0,000</td></tr></tbody></table>

Source: made by researcher using the outputs of smartpls v4

### 3.3.2. Evaluation of Inner Model (Structural Model)

According to table 7, the R-square for the entrepreneurial intention variable is 0.657, which falls under the moderate category. These results indicate that

<figure><img src="image_7.png" /></figure>
entrepreneurial self-efficacy and entrepreneurship education explain 65.7% of the variation in Entrepreneurial Intention, other variables outside the study explain the remainder of 34.3%.

Furthermore, the coefficient of determination (R-square) for entrepreneurial self-efficacy is 0.290, which is included in the moderate category. According to the results mentioned, entrepreneurship education can account for 29% of entrepreneurial self-efficacy, while the rest attributed to other variations.

The f² index of the entrepreneurial self-efficacy is high (f² = 0.884), However, the entrepreneur education has significant effect on the students' entrepreneurial intention (f² =0.11). In addition, the data analysis indicates that the Q square values of all endogenous constructs are above (0), which demonstrates an acceptable predictive relevance.

<table><caption>Table (6): Results of inner model assessment</caption><thead><tr><th rowspan="2"></th><th rowspan="2">R-square</th><th rowspan="2">R-square adjusted</th><th colspan="2">f-square</th><th colspan="3">Q² de Stone-Geisser</th></tr><tr><th>ESE</th><th>IE</th><th>SSO</th><th>SSE</th><th>Q² (= 1-SSE/BSP)</th></tr></thead><tbody><tr><th>ESE</th><td>0,295</td><td>0,290</td><td></td><td>0,884</td><td>1680,000</td><td>1436,236</td><td>0,145</td></tr><tr><th>IE</th><td>0,657</td><td>0,652</td><td></td><td></td><td>560,000</td><td>378,901</td><td>0,323</td></tr><tr><th>EE</th><td></td><td></td><td>0,418</td><td>0,118</td><td>840,000</td><td>840,000</td><td>0,000</td></tr></tbody></table>

Source: made by researcher using the outputs of smartpls v4

## 4. RESULTS AND DISCUSSION

The hypothesis testing revealed that all hypotheses (H1, H2, H3) in this research are supported. In accordance with table 8, the data supports each hypothesis (Hypothesis 1 to Hypothesis 3) because the “T” Statistics value shows the numbers 10,173 (H1), 7,536 (H2) and 3,203 (H3) which means that it is above the required value. (T-statistics> 1.96 and P-value < 0.05).
entrepreneurial self-efficacy and entrepreneurship education explain 65.7% of the variation in Entrepreneurial Intention, other variables outside the study explain the remainder of 34.3%.

Furthermore, the coefficient of determination (R-square) for entrepreneurial self-efficacy is 0.290, which is included in the moderate category. According to the results mentioned, entrepreneurship education can account for 29% of entrepreneurial self-efficacy, while the rest attributed to other variations.

The f² index of the entrepreneurial self-efficacy is high (f² = 0.884), However, the entrepreneur education has significant effect on the students' entrepreneurial intention (f² =0.11). In addition, the data analysis indicates that the Q square values of all endogenous constructs are above (0), which demonstrates an acceptable predictive relevance.

<table><caption>Table (6): Results of inner model assessment</caption><thead><tr><th rowspan="2"></th><th rowspan="2">R-square</th><th rowspan="2">R-square adjusted</th><th colspan="2">f-square</th><th colspan="3">Q² de Stone-Geisser</th></tr><tr><th>ESE</th><th>IE</th><th>SSO</th><th>SSE</th><th>Q² (= 1-SSE/BSP)</th></tr></thead><tbody><tr><th>ESE</th><td>0,295</td><td>0,290</td><td></td><td>0,884</td><td>1680,000</td><td>1436,236</td><td>0,145</td></tr><tr><th>IE</th><td>0,657</td><td>0,652</td><td></td><td></td><td>560,000</td><td>378,901</td><td>0,323</td></tr><tr><th>EE</th><td></td><td></td><td>0,418</td><td>0,118</td><td>840,000</td><td>840,000</td><td>0,000</td></tr></tbody></table>

Source: made by researcher using the outputs of smartpls v4

## 4. RESULTS AND DISCUSSION

The hypothesis testing revealed that all hypotheses (H1, H2, H3) in this research are supported. In accordance with table 8, the data supports each hypothesis (Hypothesis 1 to Hypothesis 3) because the “T” Statistics value shows the numbers 10,173 (H1), 7,536 (H2) and 3,203 (H3) which means that it is above the required value. (T-statistics> 1.96 and P-value < 0.05).

<figure><img src="image_8.png" /></figure>
<figure><img src="image_10.png" /><figcaption>Figure (2): Hypotheses testing</figcaption></figure>

Source: outputs of smartpls v4

Entrepreneurial self-efficacy, considered as a strong predictor of entrepreneurial intention (β = 0,656 t = 10,173, p = 0.00), to examine the direction of influence considering that the original sample value is 0,543, it is safe to say that entrepreneurship education positively affects entrepreneurial self-efficacy.

Without entrepreneurial self-efficacy, Entrepreneurship education has a positive and significant effect on entrepreneurial intention (β = 0,598, t = 9,885, p = 0.00). Results revealed that in the first model, Entrepreneurship education has a significant predictive effect on entrepreneurial self-efficacy (H2) (β = 0,543, t = 7,536, p = 0) with the explanatory power of 29.50%, and, the predictive effect of entrepreneurial self-efficacy on entrepreneurial intention significant (β = 0,656, t = 10,173, p = 0) explanatory power equal 67.5%. When entrepreneurial self-efficacy was added in the analysis as a mediator, the effect of entrepreneurship education on entrepreneurial intention is still significant (H3) (β = 0,239, t = 3,203, p = 0.001). Therefore, entrepreneurial self-efficacy is a complete mediation in the relationship between entrepreneurship education and entrepreneurial intentions (indirect effect = 0,356, 95%), Entrepreneurial self-efficacy is found to

<figure><img src="image_11.png" /></figure>
<figure><img src="image_9.png" /><figcaption>Figure (2): Hypotheses testing</figcaption></figure>

Source: outputs of smartpls v4

Entrepreneurial self-efficacy, considered as a strong predictor of entrepreneurial intention (β = 0,656 t = 10,173, p = 0.00), to examine the direction of influence considering that the original sample value is 0,543, it is safe to say that entrepreneurship education positively affects entrepreneurial self-efficacy.

Without entrepreneurial self-efficacy, Entrepreneurship education has a positive and significant effect on entrepreneurial intention (β = 0,598, t = 9,885, p = 0.00). Results revealed that in the first model, Entrepreneurship education has a significant predictive effect on entrepreneurial self-efficacy (H2) (β = 0,543, t = 7,536, p = 0) with the explanatory power of 29.50%, and, the predictive effect of entrepreneurial self-efficacy on entrepreneurial intention significant (β = 0,656, t = 10,173, p = 0) explanatory power equal 67.5%. When entrepreneurial self-efficacy was added in the analysis as a mediator, the effect of entrepreneurship education on entrepreneurial intention is still significant (H3) (β = 0,239, t = 3,203, p = 0.001). Therefore, entrepreneurial self-efficacy is a complete mediation in the relationship between entrepreneurship education and entrepreneurial intentions (indirect effect = 0,356, 95%), Entrepreneurial self-efficacy is found to

<figure><img src="image_10.png" /></figure>
positively mediate the relation between entrepreneurship education and entrepreneurial intention (the direct and indirect effect of the relationship of EE to IE are positive and significant). It means that, entrepreneurial self-efficacy is partially mediating the effect of entrepreneurship education to student entrepreneurial intention. Total effects of entrepreneurial education on entrepreneurial intention through entrepreneurial self-efficacy (simultaneously influence) calculated adding their direct effects to respective indirect effects.

<table><caption>Table (8): Hypothesis Testing, Path Coefficients Result</caption><thead><tr><th>H</th><th></th><th>PATH</th><th>T</th><th>P values</th><th>DECISION</th></tr></thead><tbody><tr><td>H1</td><td>ESE -> IE</td><td>0,656</td><td>10,173</td><td>0,000</td><td>Supported</td></tr><tr><td>H2</td><td>formation -> ESE</td><td>0,543</td><td>7,536</td><td>0,000</td><td>Supported</td></tr><tr><td>H3</td><td>formation -> IE</td><td>0,239</td><td>3,203</td><td>0,001</td><td>Supported</td></tr><tr><td rowspan="2">H4</td><td>indirect effects</td><td>EE -> ESE -> IE</td><td>0,356</td><td>5,576</td><td>0.000</td><td rowspan="2">Supported</td></tr><tr><td>Total effects</td><td>EE -> IE</td><td>0,595</td><td>9,610</td><td>0,000</td></tr></tbody></table>

Source: made by researcher using the outputs of smartpls v4

## 5. CONCLUSION

The results of this research are consistent with previous studies conducted on the same topic, one of the important results in this study is the significant relationship between entrepreneurial self-efficacy and entrepreneurial intention, and self-efficacy plays a crucial role in the development of entrepreneurial intention among the Algeria students, as in previous studies.

The findings of the study demonstrate that high self-efficacy is a crucial factor for entrepreneurs in performing their jobs effectively and achieving success in their intended undertakings. We further that, entrepreneurial self-efficacy helps students to be more creative and innovative, to take the lead in challenging activities, giving them the feeling that they can take control of their surroundings in an optimal way and exploit it and a student to take the risk of deciding to become an entrepreneur or to engage in entrepreneurial behaviour.

<figure><img src="image_12.png" /></figure>
positively mediate the relation between entrepreneurship education and entrepreneurial intention (the direct and indirect effect of the relationship of EE to IE are positive and significant). It means that, entrepreneurial self-efficacy is partially mediating the effect of entrepreneurship education to student entrepreneurial intention. Total effects of entrepreneurial education on entrepreneurial intention through entrepreneurial self-efficacy (simultaneously influence) calculated adding their direct effects to respective indirect effects.

<table><caption>Table (8): Hypothesis Testing, Path Coefficients Result</caption><thead><tr><th>H</th><th></th><th>PATH</th><th>T</th><th>P values</th><th>DECISION</th></tr></thead><tbody><tr><td>H1</td><td>ESE -> IE</td><td>0,656</td><td>10,173</td><td>0,000</td><td>Supported</td></tr><tr><td>H2</td><td>formation -> ESE</td><td>0,543</td><td>7,536</td><td>0,000</td><td>Supported</td></tr><tr><td>H3</td><td>formation -> IE</td><td>0,239</td><td>3,203</td><td>0,001</td><td>Supported</td></tr><tr><td rowspan="2">H4</td><td>indirect effects</td><td>EE -> ESE -> IE</td><td>0,356</td><td>5,576</td><td>0.000</td><td rowspan="2">Supported</td></tr><tr><td>Total effects</td><td>EE -> IE</td><td>0,595</td><td>9,610</td><td>0,000</td></tr></tbody></table>

Source: made by researcher using the outputs of smartpls v4

## 5. CONCLUSION

The results of this research are consistent with previous studies conducted on the same topic, one of the important results in this study is the significant relationship between entrepreneurial self-efficacy and entrepreneurial intention, and self-efficacy plays a crucial role in the development of entrepreneurial intention among the Algeria students, as in previous studies.

The findings of the study demonstrate that high self-efficacy is a crucial factor for entrepreneurs in performing their jobs effectively and achieving success in their intended undertakings. We further that, entrepreneurial self-efficacy helps students to be more creative and innovative, to take the lead in challenging activities, giving them the feeling that they can take control of their surroundings in an optimal way and exploit it and a student to take the risk of deciding to become an entrepreneur or to engage in entrepreneurial behaviour.
Similarly, the stronger the entrepreneurial self-efficacy, the more effectively
students can exert their innate entrepreneurial ability, enhance their entrepreneurial
potential, stimulate entrepreneurial confidence and passion, and generate
entrepreneurial intention, additionally, the findings highlight how crucial self-efficacy
is as a medium for strengthening the connection between student entrepreneurial
ambition and entrepreneurship education.

Recommendations

Concerning Algeria, The actions taken by the Ministry of Higher Education and Scientific Research to promote entrepreneurship and the entrepreneurial spirit among students through education are:

- The introduction of the "Entrepreneurship" module in the training programs;

- The introduction of the "Entrepreneurship" specialty;

- Creation of entrepreneurship houses for developing the spirit of initiative and
spreading the entrepreneurial culture in the university community.

Although our research shows the relationship between entrepreneurial education
and self-efficacy on the one hand and entrepreneurial intention on the other hand in the
Algerian context are positive, It can be seen that the teaching of entrepreneurship is not
yet sufficiently integrated into the programs of educational

Within the pedagogy of entrepreneurship education, we must move from the
"traditional model" also called the "supply model" or education "about
entrepreneurship", to "education through entrepreneurship" consists of a combination
of knowledge transfer, skills learning and developing an entrepreneurial mindset.

To develop entrepreneurial values, attitudes and skills among students.
Entrepreneurial education in Algeria must be based on entrepreneurial pedagogy. This
approach advocates the integration of different disciplinary content in entrepreneurial-
type contextual settings. Students learn by dealing with real world challenges. Mélissa
Philippe (Philippe, 2023) bases this approach on four principles:
Similarly, the stronger the entrepreneurial self-efficacy, the more effectively students can exert their innate entrepreneurial ability, enhance their entrepreneurial potential, stimulate entrepreneurial confidence and passion, and generate entrepreneurial intention, additionally, the findings highlight how crucial self-efficacy is as a medium for strengthening the connection between student entrepreneurial ambition and entrepreneurship education.

## Recommendations

Concerning Algeria, The actions taken by the Ministry of Higher Education and Scientific Research to promote entrepreneurship and the entrepreneurial spirit among students through education are:

- The introduction of the "Entrepreneurship" module in the training programs;

- The introduction of the "Entrepreneurship" specialty;

- Creation of entrepreneurship houses for developing the spirit of initiative and spreading the entrepreneurial culture in the university community.

Although our research shows the relationship between entrepreneurial education and self-efficacy on the one hand and entrepreneurial intention on the other hand in the Algerian context are positive, It can be seen that the teaching of entrepreneurship is not yet sufficiently integrated into the programs of educational

Within the pedagogy of entrepreneurship education, we must move from the "traditional model" also called the "supply model" or education "about entrepreneurship", to "education through entrepreneurship" consists of a combination of knowledge transfer, skills learning and developing an entrepreneurial mindset.

To develop entrepreneurial values, attitudes and skills among students. Entrepreneurial education in Algeria must be based on entrepreneurial pedagogy. This approach advocates the integration of different disciplinary content in entrepreneurial-type contextual settings. Students learn by dealing with real world challenges. Mélissa Philippe (Philippe, 2023) bases this approach on four principles:

<figure><img src="image_11.png" /></figure>
- Empowering activity to Increase autonomy and the sense of responsibility;

- Experiential activity to include students in tangible experiences and encourage learning through real-world contexts;

- Reflexive activity to help structure ideas by systematically exploiting knowledge, promote mental activity (metacognition) and the construction of knowledge and Stimulate attitudes of commitment, perseverance, creativity, pride and self-confidence;

- Cooperative activity to encourage teamwork at a distance, develop and strengthen social skills, support learning by social interactions (Sociocognitive conflict) and Reinforce team spirit, motivation, active listening, sharing and humility.

Overall, the Kolb and Fried model of reflection should serve as the foundation for entrepreneurship education in Algeria.

## Referrals and references :

- boufeldja, G. (2019). *Pratiques universitaires et intentions entrepreneuriales des étudiants en Algérie, International Conference CREE2019 Entrepreneurship Education, rethinking connections: Implications, Opportunités and Challenges*, Roanne, March the 7 and 8, French;

- Boufeldja.G. (2014). *Culture de travail et entrepreneuriat en Algérie*, édition Publibook, France.

- Christianingrum, M., & Rosalina, E. (2017). *Effect of Entrepreneurship Learning on Interest in Entrepreneurship*, *Case Study in Management*, Accounting, and Sociology Student, University of Bangka Belitung. Integrated Journal of Business and Economics, V1, N1.

- Clara, G. (2019). *Entrepreneurial intentions in an international university environment*. International Journal of Entrepreneurial Behavior & Research Vol. 25 No. 8.

- delanoë, S., & brulhart, F. (2011). *Analyse des antécédents de l'intention entrepreneuriale de porteurs de projets français*. Revue internationale P.M.E., Volume 24, numéro 1.

- Faruk, Ş., & Büşra, Tunce. (2019). *Big five personality traits, entrepreneurial self-efficacy and entrepreneurial intention: A configurational approach*. International Journal of Entrepreneurial Behaviour & Research; Vol. 25, N° 6.

- Fayolle, A., & Gailly, B. (2008). *Teaching models and learning processes in entrepreneurship education*. Journal of European Industrial Training, Vol. 32 No. 7.

- ginanjar.A. (2016). *Entrepreneurship education and entrepreneurial intention on entrepreneurship behavior: a case study*. *Atlantis Press*, Advances in Economics. Business and Management Research, in 1st Global Conference on Business, Management and Entrepreneurship. August 8, Bandung, Indonesia.
- Empowering activity to Increase autonomy and the sense of responsibility;

- Experiential activity to include students in tangible experiences and encourage learning through real-world contexts;

- Reflexive activity to help structure ideas by systematically exploiting knowledge, promote mental activity (metacognition) and the construction of knowledge and Stimulate attitudes of commitment, perseverance, creativity, pride and self-confidence;

- Cooperative activity to encourage teamwork at a distance, develop and strengthen social skills, support learning by social interactions (Sociocognitive conflict) and Reinforce team spirit, motivation, active listening, sharing and humility.

Overall, the Kolb and Fried model of reflection should serve as the foundation for entrepreneurship education in Algeria.

## Referrals and references :

- boufeldja, G. (2019). *Pratiques universitaires et intentions entrepreneuriales des étudiants en Algérie, International Conference CREE2019 Entrepreneurship Education, rethinking connections: Implications, Opportunités and Challenges*, Roanne, March the 7 and 8, French;

- Boufeldja.G. (2014). *Culture de travail et entrepreneuriat en Algérie*, édition Publibook, France.

- Christianingrum, M., & Rosalina, E. (2017). *Effect of Entrepreneurship Learning on Interest in Entrepreneurship*, *Case Study in Management*, Accounting, and Sociology Student, University of Bangka Belitung. Integrated Journal of Business and Economics, V1, N1.

- Clara, G. (2019). *Entrepreneurial intentions in an international university environment*. International Journal of Entrepreneurial Behavior & Research Vol. 25 No. 8.

- delanoë, S., & brulhart, F. (2011). *Analyse des antécédents de l'intention entrepreneuriale de porteurs de projets français*. Revue internationale P.M.E., Volume 24, numéro 1.

- Faruk, Ş., & Büşra, Tunce. (2019). *Big five personality traits, entrepreneurial self-efficacy and entrepreneurial intention A configurational approach*. International Journal of Entrepreneurial Behaviour & Research; Vol. 25, N° 6.

- Fayolle, A., & Gailly, B. (2008). *Teaching models and learning processes in entrepreneurship education*. Journal of European Industrial Training, Vol. 32 No. 7.

- ginanjar.A. (2016). *Entrepreneurship education and entrepreneurial intention on entrepreneurship behavior: a case study*. *Atlantis Press*, Advances in Economics. Business and Management Research, in 1st Global Conference on Business, Management and Entrepreneurship. August 8, Bandung, Indonesia.
- Hong.M, Ching-Hung.L, & Yuanyuan.X. (2020). *Entrepreneurship Education and Students' Entrepreneurial Intention in Higher Education*. Education Sciences. Volume 10, Issue 9

- Hossain, M. I., & all. (2023). *Entrepreneurial intentions of Gen Z university students and entrepreneurial constraints in Bangladesh*, Journal of Innovation and Entrepreneurship, v 12, N12.

- Jiang, S., & all. (2022). *Entrepreneurship Education and Entrepreneurial Intentions of College Students: The Mediating Role of Entrepreneurial Self-Efficacy and the Moderating Role of Entrepreneurial Competition Experience*. Frontiers in Psychology, jannury, vol 12.

- Johara, F., Sofri, B., & Shehnaz, T. (2017). *Determinants of Future Entrepreneurship and Entrepreneurial Intention*. Global business and management research, An international journal, Vol. 9 Issue 4s.

- kavita.Panwar. (2020). *The impact of Entrepreneurship Education on Entrepreneurial Intention: An empirical study of entrepreneurship education's four key characteristics*. A thesis submitted for the degree of Doctor of Philosophy, College of Business, Arts College of Business, Arts and Social Sciences Brunel University, London.

- Maheshwari, G., & all. (2022). *Factors affecting students' entrepreneurial intentions: a systematic review (2005-2022) for future directions in theory and practice*. Management Review Quarterly.

- Meziane. A, & BOUKSANI.R. (2018). *Etude de l'intention entrepreneuriale en milieu universitaire : cas de l'Université de Boumerdes*. Revue des Réformes Economiques et Intégration En Economie Mondiale, Volume 12, Numéro 25.

- Olivie, B., & all. (2014). *Renforcer l'auto-efficacité entrepreneuriale des étudiants par des modèles de rôle d'anciens ayant réussi ou échoué le professeur doit-il intervenir* ? Revue internationale P.M.E., Volume 27, Number 3-4.

- Pacalo. C. A. (2014). *Learning Style and Entrepreneurial Operations: A Small Business Research Study*, Dissertation submitted to the faculty of the Virginia Polytechnic Institute and State University in partial fulfillment of the requirements for the degree of Doctor.

- Philippe, M. (2023). *Entrepreneurial Pedagogy: an Approach for the Development of Transversal Competencies*. Consulté le 05 01, 2023, sur profweb: https://www.profweb.ca/en/publications/featured-reports/entrepreneurial-pedagogy-an-approach-for-the-development-of-transversal-competencies, (consulted on 01/05/2023)

- Sebayang, K. D., & all. (2023). *Entrepreneurship Education and Students Entrepreneurial Intention: Does Teacher Creativity Really Matter?* Jurnal Pendidikan Bisnis dan Manajemen, Volume 9, Number 1.

- St-Jean, E., & C_ecile Fonrouge. (2020). *Comment développer l'auto-efficacité entrepreneuriale ? Etude auprès d'étudiants universitaires*. Journal of Small Business & Entrepreneurship, Volume 32, Issue 4.

- ST-jean, É., & Cynthia, M. (2011). *Les déterminants du développement de l'auto-efficacité entrepreneuriale dans un contexte de mentorat*. Revue de l'entrepreneuriat, N° 3, vol. 10.

<figure><img src="image_13.png" /></figure>
- Hong.M, Ching-Hung.L, & Yuanyuan.X. (2020). *Entrepreneurship Education and Students' Entrepreneurial Intention in Higher Education*. Education Sciences. Volume 10, Issue 9

- Hossain, M. I., & all. (2023). *Entrepreneurial intentions of Gen Z university students and entrepreneurial constraints in Bangladesh*, Journal of Innovation and Entrepreneurship, v 12, N12.

- Jiang, S., & all. (2022). *Entrepreneurship Education and Entrepreneurial Intentions of College Students: The Mediating Role of Entrepreneurial Self-Efficacy and the Moderating Role of Entrepreneurial Competition Experience*. Frontiers in Psychology, jannury, vol 12.

- Johara, F., Sofri, B., & Shehnaz, T. (2017). *Determinants of Future Entrepreneurship and Entrepreneurial Intention*. Global business and management research, An international journal, Vol. 9 Issue 4s.

- kavita.Panwar. (2020). *The impact of Entrepreneurship Education on Entrepreneurial Intention: An empirical study of entrepreneurship education's four key characteristics*. A thesis submitted for the degree of Doctor of Philosophy, College of Business, Arts College of Business, Arts and Social Sciences Brunel University, London.

- Maheshwari, G., & all. (2022). *Factors affecting students' entrepreneurial intentions: a systematic review (2005-2022) for future directions in theory and practice*. Management Review Quarterly.

- Meziane. A, & BOUKSANI.R. (2018). *Etude de l'intention entrepreneuriale en milieu universitaire : cas de l'Université de Boumerdes*. Revue des Réformes Economiques et Intégration En Economie Mondiale, Volume 12, Numéro 25.

- Olivie, B., & all. (2014). *Renforcer l'auto-efficacité entrepreneuriale des étudiants par des modèles de rôle d'anciens ayant réussi ou échoué le professeur doit-il intervenir* ? Revue internationale P.M.E., Volume 27, Number 3-4.

- Pacalo. C. A. (2014). *Learning Style and Entrepreneurial Operations: A Small Business Research Study*, Dissertation submitted to the faculty of the Virginia Polytechnic Institute and State University in partial fulfillment of the requirements for the degree of Doctor.

- Philippe, M. (2023). *Entrepreneurial Pedagogy: an Approach for the Development of Transversal Competencies*. Consulté le 05 01, 2023, sur profweb: https://www.profweb.ca/en/publications/featured-reports/entrepreneurial-pedagogy-an-approach-for-the-development-of-transversal-competencies, (consulted on 01/05/2023)

- Sebayang, K. D., & all. (2023). *Entrepreneurship Education and Students Entrepreneurial Intention: Does Teacher Creativity Really Matter?* Jurnal Pendidikan Bisnis dan Manajemen, Volume 9, Number 1.

- St-Jean, E., & C_ecile Fonrouge. (2020). *Comment développer l'auto-efficacité entrepreneuriale ? Etude auprès d'étudiants universitaires*. Journal of Small Business & Entrepreneurship, Volume 32, Issue 4.

- ST-jean, É., & Cynthia, M. (2011). *Les déterminants du développement de l'auto-efficacité entrepreneuriale dans un contexte de mentorat*. Revue de l'entrepreneuriat, N° 3, vol. 10.

<figure><img src="image_12.png" /></figure>
- Tung, L. C. (2011). *The impact of ntrepreneurship education on entrepreneurial intention of engineering students*, In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy, city university of Hong Kong.

- UBlesia, J., & ALL. (2021). *Developing an Entrepreneurship Model to Increase Students' Entrepreneurial Skills: an Action Research Project in a Higher Education Institution in Indonesia*, Systemic Practice and Action. Systemic Practice and Action Research, 53-70.

- Yun, C. (2010). *Does entrepreneurship education matter students' entrepreneurial intention? A Chinese perspective*. The 2nd International Conference on Information Science and Engineering. IEEE, 4-6 Dec, China

<figure><img src="image_14.png" /></figure>
- Tung, L. C. (2011). *The impact of ntrepreneurship education on entrepreneurial intention of engineering students*, In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy, city university of Hong Kong.

- UBlesia, J., & ALL. (2021). *Developing an Entrepreneurship Model to Increase Students' Entrepreneurial Skills: an Action Research Project in a Higher Education Institution in Indonesia*, Systemic Practice and Action. Systemic Practice and Action Research, 53-70.

- Yun, C. (2010). *Does entrepreneurship education matter students' entrepreneurial intention? A Chinese perspective*. The 2nd International Conference on Information Science and Engineering. IEEE, 4-6 Dec, China

<figure><img src="image_13.png" /></figure>