Abstract
Emotions are inherently embedded in the entrepreneurial process and are highly influential in driving entrepreneurship. The role of emotions in entrepreneurship education (EE) has also been documented, but knowledge is still scarce. This empirical study explores the role of emotion in EE in shaping students’ entrepreneurial competencies and identities. Through an exploration of Kolb’s learning styles (KLS), we empirically scrutinize the correlation between these styles—Doing, Observing, Reasoning, and Emotions—and students' confidence, control, and competence, as gauged by Entrepreneurial Self-Efficacy (ESE) and Entrepreneurial Identity Aspiration (EIA). The study addresses whether a relationship exists between KLS and ESE/EIA, and if specific learning styles, notably Emotions, influence students’ thinking and entrepreneurial behavior. While Doing, Reasoning, and Observing exhibit moderate or no linkages with ESE and EIA, Emotions emerge as a potent influencer, demonstrating a robust positive connection with both constructs. Emotions, as a preferred learning style, significantly relates to students' control, confidence (ESE), and aspirations to become entrepreneurs (EIA). This study sheds light on an underexplored intersection between students’ learning styles and entrepreneurial self-efficacy/identity, emphasizing the role emotions play in fostering entrepreneurial learning. The study also underscores the need for targeted pedagogical approaches that harness the influence of emotions in entrepreneurship education.
Published Version
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