This study aims to determine the effect of an entrepreneurial mindset and passion for entrepreneurship on entrepreneurial intentions through entrepreneurial attitudes in vocational students in Sooko Mojokerto. The results of this study indicate that the Entrepreneurial Mindset is proven to have a positive and significant influence on the Entrepreneurial Attitude. Similarly, the Entrepreneurial Mindset and Entrepreneurial Passion are each proven to have a positive and significant influence on student entrepreneurial intention. This study also successfully tested the mediator role of Entrepreneurial Attitude on the relationship between Entrepreneurial Mindset and Entrepreneurial Passion to Entrepreneurial Intention. The test results show the effect of an entrepreneurial mindset on entrepreneurial intention can be mediated by an entrepreneurial attitude. In addition, the role of entrepreneurial attitude is also proven to mediate the effect of entrepreneurial passion on student entrepreneurial intention. Thus, the Entrepreneurial Attitude variable shows its role in mediating the independent variables in this study by increasing the effect of Entrepreneurial Mindset and Entrepreneurial Passion on students` Entrepreneurial Intention

Abstract As college students begin to become the force of mass entrepreneurship in China, effectively enhancing college students' entrepreneurial intention has become a key issue that needs to be solved urgently. This study takes entrepreneurship education as an indicator of the influence of entrepreneurial intention, and examines how different types of entrepreneurship education (theoretical, practical, and ambient education) act on entrepreneurial intention through entrepreneurial attitudes (endogenous and exogenous attitudes). By examining the data from 427 valid questionnaires from nine universities in Beijing, this study found that: entrepreneurship theory, practice, and atmosphere education have a significant positive impact on college students' entrepreneurial intention; entrepreneurship education significantly and positively influences college students' endogenous entrepreneurial attitude and exogenous entrepreneurial attitude; entrepreneurship education has a significant positive impact on college students' entrepreneurial intention through the two mediator variables of endogenous entrepreneurial attitudes, exogenous entrepreneurial attitudes entrepreneurship education has a significant positive effect on college students' entrepreneurial intention through the mediating variables of endogenous entrepreneurial attitude and exogenous entrepreneurial attitude; entrepreneurship education has a significant positive effect on college students' entrepreneurial intention through the mediating variables of endogenous entrepreneurial attitude and exogenous entrepreneurial attitude; entrepreneurship policy has a significant positive effect on college students' entrepreneurial intention through the mediating variables of entrepreneurial theory, practice, and atmosphere education.

Entrepreneurship education has been implemented in higher institutions in order to give exposure and develop students’ skills and interest in business. Although entrepreneurship course is taught in many universities, researchers are still arguing whether entrepreneurship education is related to the intention to start a business. This study investigated the impact of self-efficacy, independence, and motivation on entrepreneurial intentions among university students. A total of 496 questionnaires were completed by students of Universiti Kebangsaan Malaysia (UKM) who attended Fundamental of Entrepreneurship and Innovation during the academic year 2017/2018 as their compulsory subject. Using PLS-SEM, a two-step approach was used to analyze the data. Self-efficacy, independence, and motivation were found to significantly influence the students’ intention to become entrepreneur, explaining 52% of the variance in intention to become entrepreneur. Additionally, the findings indicate that motivation is the key factor in the entrepreneurial intent of the students. These findings contribute to a better understanding of students’ intention to become an entrepreneur, which is a necessary step to increase more university students to become job creators rather than job seekers. Thus, higher education institutions should revise the curriculum and establish measures to incorporate these three factors for enhancing entrepreneurship education programs at the university.
 
 Keywords: Entrepreneurial education, entrepreneurial intention, independence, motivation, self-efficacy
 
 Cite as: Omar, N. A., Shah, N. U., Abu Hasan, N., & Ali, M. H. (2019). The influence of self-efficacy, motivation, and independence on students’ entrepreneurial intention. Journal of Nusantara Studies, 4(2), 1-28. http://dx.doi.org/10.24200/jonus.vol4iss2pp1-28

This present study tries to raise the issue regarding the factors that influence the entrepreneurial spirit of the students of Graduate School. Regarding the finding on the indirect effect of Theory of Planned Behavior on the entrepreneurship through entrepreneurship education, it can be explained that the indirect influence on two variables is as follows: attitude toward entrepreneurship and perceived behavioral control indicates that by stimulating students motivation to join entrepreneurship education as outlined previously, students are expected to have entrepreneurial intentions. In addition, entrepreneurship education should be able to prepare students to become entrepreneurs, provide support facilities to start a business, and lecturers must be able to guide the students to become entrepreneurs.

Entrepreneurship education can teach, or at the very least, guide people in starting their own businesses and aims to create future business owners among today's youth. Students' entrepreneurial aspirations are receiving a lot of attention from governments worldwide because of the stiff job market and dynamic labor market. Its impact becomes more pronounced in a university setting because students have better potential for entrepreneurship and are closer to making their professional choices. Though most universities provide entrepreneurship courses, little attention has been given to the impact of entrepreneurship education vis-a-vis students' intentions to start their own businesses. Generally, the course curriculum has to be restructured to achieve desired outcomes and entrepreneurial abilities and activities should be bolstered alongside formal education and training, where entrepreneurial intent plays an essential role in the initial stages’ decision-making process. This study examines whether higher education universities have boosted student attitudes towards entrepreneurship through reviews of documented research and academic studies. Taking an entrepreneurship education program has a positive impact on the decision-making process of an entrepreneur. Additionally, it was established that self-efficacy in entrepreneurial decision-making has a beneficial impact on entrepreneurial intention. It was also discovered that entrepreneurial self-efficacy was a significant mediator between entrepreneurial activity and intention. This study aims to determine if and how entrepreneurship education affects students' intentions. Keywords: entrepreneurial intention; education learning; entrepreneurship education; learning motivation

Aims: This study aims to analyze the impact of entrepreneurship education and entrepreneurship curriculum on entrepreneurial intention among students, moderated by entrepreneurial mindset in Vocational High Schools. Study Design: This research employs a quantitative research design. Place and Duration of Study: The study was conducted among students of the Center of Excellence Vocational High School in Banyuwangi, with a population of 7249 students (N). The sample size was determined using a Sample Size Calculator, resulting in a sample of 365 participants. Methodology: The research instrument utilized in this study was a questionnaire employing a Likert scale. Data analysis was conducted using the Partial Least Squares (PLS) technique implemented through SmartPLS version 3. Results: Entrepreneurship education provides practical knowledge and shapes students' entrepreneurial mindsets, whereas the Entrepreneurship Curriculum offers theoretical foundations and stimulates entrepreneurial enthusiasm. Although the Entrepreneurial Mindset does not moderate the impact of Entrepreneurship Education, it moderates the effect of the Entrepreneurship Curriculum, highlighting the need to align the Curriculum with the development of an entrepreneurial mindset. These findings serve as a basis for improving entrepreneurial education strategies at the vocational high school level. Conclusion: This study concludes that Entrepreneurship Education, Entrepreneurship Curriculum, and Entrepreneurial Mindset positively contribute to Entrepreneurial Intention among outstanding Vocational High School students in Banyuwangi. These findings illustrate the moderating role of the Entrepreneurial Mindset in mitigating the negative impact of the Curriculum on students' entrepreneurial intention.

The study of entrepreneurial intention has long been a topic of significance in entrepreneurship research. “What makes people become entrepreneurs?” is a question that many researchers have sought to answer. This study focuses on entrepreneurial education as an independent factor with the aim of identifying how the entrepreneurial education has influence the entrepreneurial intention. A model has been proposed and an empirical test of a model was conducted among the management students in India who have exposed to management education. Entrepreneurial attitude is a mediator between entrepreneurial education and student intention, according to a process macro developed by academics. Before incorporating entrepreneurial self-effect efficacy into the model, researchers assessed the goals and attitudes of the students toward self-employment. Studies have shown an association between a person's attitude toward starting a business and their likelihood of starting a business, and between these two variables.

The paper takes potential entrepreneurs’ personal self-esteem and initiative personality and other trait variables, entrepreneurship education and entrepreneurial attitude as predictors of entrepreneurial intention, collects sample data through questionnaire surveys, and uses SPSS and AMOS software to conduct reliability and validity tests and correlations and regression analysis. The results show that: active personality and entrepreneurial education both positively and significantly affect entrepreneurial intention, while self-esteem and entrepreneurial attitude have no significant impact on the formation of entrepreneurial intention. The conclusions of the research indicate that increasing the intention to start a business can start from two aspects: the promotion of personal initiative and the strengthening of entrepreneurship curriculum education. Finally, suggestions are made for promoting the development of entrepreneurship education in universities.

Economic development is significantly influenced by the entrepreneurial process. Economic growth is fuelled by entrepreneurial activity; thus, academic institutions are under more pressure than ever to encourage students to think like entrepreneurs. This study tries to focus on analysing how entrepreneurship education is affecting the development of entrepreneurial intent among female students of Odisha. The study analysed the impact of entrepreneurship education in terms of perception of entrepreneurship education, perceived relevance and adequacy of curriculum and perceived competence of the lecturing team on student entrepreneurial intention. Our study showed a positive and significant association between entrepreneurship education and female entrepreneurial intention. It was also evident from the study that entrepreneurship education has a positive significant impact on female entrepreneurial intention. Therefore, it is imperative to reform and revolutionise the educational system for educated youth to stop seeking employment and start creating it instead.

This study aims to examine the impact of entrepreneurship education and creativity on students' entrepreneurial intention through the perspective of Effectuation Theory and Cognitive Flexibility Theory. The research used a quantitative approach to analyze structural equation modeling (SEM) and Partial Least Square (PLS). Respondents were drawn from 100 university students in Subang Regency, Indonesia, through an online questionnaire. The findings of this study showed positive and significant evidence between entrepreneurship education, creativity, and students' entrepreneurial intention. Through the Effectuation and Cognitive Flexibility Theory principles, students could develop the entrepreneurial attitude, adaptability, and creative thinking necessary to run their own businesses. Entrepreneurship education helps them understand business opportunities, utilize existing resources, and cope with uncertainty.