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Abstract

One of the initiatives to strengthen the Indonesian economy is entrepreneurship. Concern has been raised about how little entrepreneurship is being pursued by recent college graduates. Several earlier studies have discovered that an entrepreneur can successfully run his business if there is an interest in entrepreneurship. Therefore, the purpose of this study was to investigate how entrepreneurship education, entrepreneurship intentions, and entrepreneurship motivation affect students’ entrepreneurship interest in entrepreneurship among higher education students in Bandar Lampung, Indonesia. Regarding the geopolitical constellations at the international, national, and regional levels, Bandar Lampung, Indonesia, is in a very favorable position. Thus, 180 students who had taken entrepreneurship courses at nine universities in Bandar Lampung were asked to complete a questionnaire, and the information was then analyzed using PLS-SEM. It was determined that entrepreneurship education had no discernible impact on entrepreneurship motivation. Furthermore, entrepreneurship interest was not significantly impacted by entrepreneurship motivation. Additionally, there was no discernible mediating effect of entrepreneurial motivation on entrepreneurial education to entrepreneurship interest. However, the relationship between entrepreneurship motivation and entrepreneurship education was significantly impacted by entrepreneurship intention. These results imply that students at the university in Bandar Lampung believe that entrepreneurship education is like other lectures and do not develop an interest in entrepreneurship.

Keywords

Entrepreneurship entrepreneurship education entrepreneurship intention entrepreneurship motivation entrepreneurship interest

Introduction

The Central Bureau of Statistics data for 2021 reports that the highest open unemployment rate (TPT) in Bandar Lampung City, Lampung Province, is 8.79% (BPS, 2020). While the 2020 Lokadata reports that the percentage of educated unemployed is 80% for high school graduates and 20% for tertiary graduates, the data shows that educated unemployment in Indonesia is relatively high where TPT is filled with 79.5% of high school graduates and 20.4% of tertiary graduates (Lokadata, 2020). If tertiary institutions do not have the ability to direct their students and alumni to create jobs after they graduate, then the unemployment rate for educated or undergraduate students will continue to increase. To overcome this unemployment problem, the Indonesian government has taken a solution, namely, by creating entrepreneurs. Entrepreneurship will help the government in creating new jobs so that it will reduce the number of unemployed. Entrepreneurial activity is one of the biggest ways to reduce unemployment; therefore, it is suggested that academics should develop psychological and training plans to motivate students to turn their intentions into actions (Farrukh et al., 2017). In addition, entrepreneurship education contributes to students’ entrepreneurial skills and as a compulsory subject depending on their perceptions of entrepreneurship (Hahn et al., 2020).

Previous research found that entrepreneurship education has an influence on students’ entrepreneurship interest and entrepreneurship skills (Shinnar et al., 2009; Faulina et al., 2021; Srianggareni et al., 2020; Abdi et al., 2021). Other study found that entrepreneurship education has a significant impact on students’ entrepreneurial motivations and indirectly influences their entrepreneurial intention (Mónico et al., 2021). In addition, entrepreneurship education has an effect on intention (Anjum et al., 2022). Furthermore, entrepreneurship education is positively correlated with students’ entrepreneurial intentions because it provides adequate knowledge and skills and motivates them to develop entrepreneurial careers (Boldureanu et al., 2020).

Next, through the business motivation as an intervening variable to entrepreneurship intention, entrepreneurship education also has direct and indirect effects (Lelliezza et al., 2019). However, an earlier study that looked at how a top program for entrepreneurship education affected college students’ entrepreneurship skills and motivation discovered that the program did not have the desired effects: the impact on students’ self-assessed entrepreneurial skills is negligible, and the impact on the intention to become an entrepreneur is even negative (Oosterbeek et al., 2010). In addition, the other study found that interest in entrepreneurship is unaffected by achievement motivation (Adrianto et al., 2019). Other studies make recommendations to the institutions that offer entrepreneurship courses to improve the presented materials and the manner in which the materials are delivered (Ramadhani and Nurnida, 2017).

In Indonesia context, one of the human resources that are the backbone of development through a country’s economic independence is students, where students are currently Indonesia’s millennial generation. The government with the 2020 Merdeka Campus program reported that in 2019 there was 69.1% of the millennial generation in Indonesia who had an interest in entrepreneurship (ppid, 2020). The great interest and potential of these millennials needs to be supported and facilitated through higher education governance that supports student entrepreneurship programs in tertiary institutions. Therefore, entrepreneurship education plays a very important role in tertiary institutions; this is the background of this research.

Next, Bandar Lampung has become one of the mainstays for becoming the center of growth for the southern part of Sumatra due to its location. Its location on Sumatra Island’s southern tip will strengthen its position as the primary gateway between Java and Sumatra. Bandar Lampung is strategically important because it serves as a hub for economic activity between Sumatra and Java. Bandar Lampung is also the capital city of the province, which has dozens of tertiary institutions, both public and private, making this city, in addition to being a metropolitan city, a city with a large student population. However, according to the Central Bureau of Statistics data for 2021, Bandar Lampung City has the highest open unemployment rate in Lampung Province. Thus, this research wants to examine the role of entrepreneurship education, entrepreneurship intentions, and entrepreneurship motivation on students’ interest in entrepreneurship at tertiary institutions in Bandar Lampung.

This study examines the relationship between entrepreneurship education, entrepreneurship intentions, entrepreneurship motivation, and entrepreneurship interests of tertiary students, both public and private universities in Bandar Lampung. What distinguishes the current research from previous research is that in this study it was tested how the relationship of each variable is. In this study, the intention was added as a moderating variable between entrepreneurship education and motivation variables. Intention variables can strengthen or weaken the relationship between entrepreneurship education and motivation variables, and this is what distinguishes this research from previous studies. Furthermore, entrepreneurship motivation mediates the relationship between the entrepreneurship education and entrepreneurship motivation. According to the author’s knowledge that previous research was only limited to examining the extent to which entrepreneurship education influences motivation, interest, and intention, while in this study it was examined further about the relationship between the variables in it so that it will produce a new model that is different from previous research.

Literature review

Entrepreneurship education in higher education

Entrepreneurship education is one of the strategic needs that have been accepted by the community and universities to encourage national economic development. Entrepreneurship education has been widely taught in tertiary institutions included in the learning curriculum. This course is applied in the form of material and entrepreneurial practice.

Previous study examined the attitudes of faculty members and students toward entrepreneurship, and entrepreneurship education found that student and faculty perspectives on entrepreneurship frequently differ dramatically, particularly in terms of students’ occupational aspirations; interest among non-business students suggests a significant opportunity to formally expand entrepreneurship-related education outside of the business school; and contrary to previous studies, they did not find any significant differences between student genders (Shinnar et al., 2009). In addition, an earlier study that looked at how entrepreneurship education affects business students’ intentions to start their own businesses found that its main effects on undergraduate students’ perceived desirability and viability, propensity to act, and entrepreneurial intention are all positively influenced by entrepreneurship education. In order to foster the next generation’s interest in entrepreneurship, higher education has a responsibility. Government efforts to advance the nation’s economy and society can be assisted by the growing number of entrepreneurs (Astiana et al., 2022).

Previous research also states that entrepreneurship education has a positive influence on students’ interest in entrepreneurship (Adrianto et al., 2019). In addition, an earlier study shows that entrepreneurship education based on successful entrepreneurs as role models may favorably affect students’ entrepreneurial attitudes and intentions and may cause students to perceive the social benefits of entrepreneurship (new jobs) more favorably than the financial ones (high income) (Boldureanu et al., 2020). Other previous studies stated the importance of entrepreneurship courses (Ramadhani and Nurnida, 2017). The other study suggests that entrepreneurship education is important for students regardless of the field of knowledge studied (Prastyaningtyas and Arifin, 2019). The implementation of entrepreneurship education in tertiary institutions is related to building entrepreneurial character, an entrepreneurial mindset that is always creative and innovative, creating added value or good values, taking advantage of opportunities, and taking risks. The results of other studies conclude that higher education has a strategic role in building an entrepreneurial mentality for both students and other young people (Hamdani, 2021). It was added that with the right curriculum concept, tertiary institutions were able to change the way of thinking of students who originally only wanted to be employees and then turned into young entrepreneurs who were able to open jobs, especially for themselves and for others. So that it can be said that entrepreneurship education has an important role in creating college graduates who have a creative and innovative entrepreneurial mindset which will ultimately create jobs.

Entrepreneurial motivation

The following is a definition of motivation: “Inspiring people to achieve high levels of performance and breaking down barriers to change.” Motivation is the driving force behind human behavior’s guidance, control, and persistence (Tohidi and Jabbari, 2012). Motivation is the cause and manner by which an organization forces people to perform specific behaviors. To bring up entrepreneurial intentions in the context of business creation and growth, high motivation is needed. People need to be intrinsically motivated in order to start their own business. The internal needs for developing competence and self-determination are the focus of intrinsic motivation. People who are seeking personal challenges are helped by this intrinsic motivation to energize their behaviors in order to fulfill their desires (Swierczek and Thai, 2003). Motivation is very important in supporting the success of achieving organizational goals, especially in terms of entrepreneurship. Motivation can be interpreted as an effort to succeed, the involvement of the individual ego in a task, the expectation of a task as seen by the responsiveness of the subject and the motive for overcoming obstacles (Adrianto et al., 2019). Additionally, motive can be interpreted as a force that encourages someone to do something. Furthermore, entrepreneurial motivation consisting of achievement motivation, risk propensity, and self-efficacy can result in increased business performance; this shows the importance of motivation for entrepreneurship (Machmud, 2017). Previous studies have found that motivation influences entrepreneurial interest (Aqmala et al., 2020).

Entrepreneurial interest

In general, interest is an interest in something or activity without any encouragement from others. If someone has a sense of interest in an activity, then that person will do the activity with pleasure (Aqmala et al., 2020). There are several reasons students are interested in entrepreneurship, including seeing entrepreneurship friends, family influences, environmental influences, social media influences, to increase income, and also the influence of entrepreneurship courses (Faulina et al., 2021). Meanwhile, several studies state that some of the things that cause students not to be interested in entrepreneurship include not having the motivation to do entrepreneurship, lack of entrepreneurial skills, fear of taking the risk of loss, and aspiring to work in a company.

Based on previous research, it was reported that the factors that influence students’ interest in entrepreneurship include desire, feeling happy, attention, feeling interested, studying hard, doing assignments, obeying regulations, enjoying entrepreneurship, readiness for entrepreneurship, careful consideration for entrepreneurship, deciding to do entrepreneurship, no dependence on other people, can help the social environment, happy to be an entrepreneur, availability to work hard and diligently to achieve business progress, willing to take new paths and ways, and availability to live frugally (Zunaedy et al., 2021).

Intention

Intention in general can be interpreted as a will or desire in the heart. According to the Planned Behavior Theory, the behavior displayed by a person is based on the intentions and abilities possessed or the control of his behavior (Ajzen, 1991). This theoretical model further explains that the behavior carried out by individuals arises because of the intention or intention to behave. The intention to behave is influenced by three major factors: behavioural beliefs, which are individual beliefs about the outcomes of a behaviour and evaluation of the results received or beliefs strength and outcome evaluation; normative beliefs, which are beliefs about the normative expectations of others and motivation to meet these expectations or normative beliefs and motivation to comply; and control beliefs, which are beliefs about things that support or inhibit behaviour.

Intention is a very important aspect to make college students not only oriented to being workers or employees in institutions, both private and government. Entrepreneurial intention can describe the possibility that a graduate of a tertiary institution will choose a career as an entrepreneur (Prasetio et al., 2018).

The results of previous research found that entrepreneurship courses had a positive effect on students’ entrepreneurial intentions (Choiriyah, 2018). The results of another study show that internal factors and external factors have a significant positive influence on entrepreneurial cognition and entrepreneurial intentions at Mercu Buana University and Bina Universitas Nusantara; if internal factors and external factors are mediated by entrepreneurial cognition variables, the effect becomes significant on entrepreneurial intentions (Aima et al., 2020). Other research found that intrinsic factors such as intrinsic interest and societal feelings aspirations and extrinsic factors such as perceived relative income and job prestige positively influence attitudes and, in turn, stimulate entrepreneurial intentions (Arshad et al., 2021).

Framework

Based on the framework in Figure 1, students are expected to have knowledge of entrepreneurship through entrepreneurship education and to be able to comprehend and put that knowledge into practice. As a result, it is expected that students will be inspired to pursue entrepreneurship. Student interest in entrepreneurship will be stimulated by entrepreneurship motivation, which includes achievement, the willingness to take calculated risks, and self-efficacy.

Figure 1.

Framework for entrepreneurship education, intentions, and motivation on students’ interest in entrepreneurship among higher education students in Bandar Lampung.

The relationship between entrepreneurship education and motivation will also be impacted by the intention. The relationship between entrepreneurship education and motivation to pursue it will be strengthened by the presence of an entrepreneurial intent. Furthermore, given the link between motivation and entrepreneurship education, particularly the motivation to succeed, students will strive to study entrepreneurship education effectively in order to acquire the knowledge and skills necessary to pursue an entrepreneurial career, and the presence of an intent will strengthen this effort. Then the research hypotheses proposed as a temporary answer to the formulation of the research problem are as follows:

Entrepreneurship education influences the entrepreneurship motivation of higher education students in Bandar Lampung.

Entrepreneurship motivation influences the entrepreneurship education of higher education students in Bandar Lampung.

Entrepreneurship motivation influences the entrepreneurship interest of higher education students in Bandar Lampung.

Entrepreneurship motivation mediates the relationship between the entrepreneurship education and entrepreneurship interest.

Entrepreneurship intention moderates the relationship between entrepreneurship education and entrepreneurship motivation.

Entrepreneurship intention moderates the relationship between entrepreneurship motivation and entrepreneurship education.

Methods

Both descriptive and analytical methods will be used in this study. The descriptive method is used to describe research findings about entrepreneurship education, intentions, motivation, and interest among college students in Bandar Lampung. Additionally, an analysis is done to explain the results of the relationships between the variables, which will ultimately lead to a new discovery in the form of a new model.

The population in this study were students at tertiary institutions in Bandar Lampung with research limitations, namely, students at universities in Bandar Lampung, both state universities and private universities in Bandar Lampung. There are nine universities in several areas in Bandar Lampung: Lampung University, Raden Intan State Islamic University, Bandar Lampung University, Malahayati University, Mitra Indonesia University, Muhammadiyah Lampung University, Saburai University, Indonesian Technocrat University, and Tulang Bawang University. The larger the sample from the size of the existing population, the better, but the minimum limit that must be taken by researchers is as many as 30 samples (Cohen et al., 2007). The sample used in this study was 180 students from nine universities, both public and private universities in Bandar Lampung; at least this number was good or representative.

The students from nine universities in Bandar Lampung who agreed to fill out a questionnaire were the only ones who qualified for the purposeful sampling method that was used to gather the data for this study. The information was gathered in this way: online questionnaires were distributed to 180 university students in Bandar Lampung, and they were asked to complete them. A five-point Likert scale is used in the questionnaire to assess the respondent’s preference. Data analysis using the statistical program SmartPLS was carried out to determine the relationship between the research variables. The subjects of this study were students at both public and private universities in Bandar Lampung consisting of nine universities: Lampung University, Raden Intan State Islamic University, Bandar Lampung University, Malahayati University, Mitra Indonesia University, Muhammadiyah Lampung University, Saburai University, University Indonesian Technocrats, and the University of Tulang Bawang, while the instrument in this study used a questionnaire.

Entrepreneurship education, intentions, motivation, and students’ interest in entrepreneurship are the main constructs of this research framework. In order to better understand entrepreneurship education, intentions, motivation, and students’ interest among higher education students in Bandar Lampung, Indonesia, descriptive analysis was used in this study. The purpose of this study was to test the hypothesis that there is a causal relationship between the variables. As a result, this study uses both descriptive and causal analyses.

Entrepreneurship education is evaluated in terms of the content’s applicability, the manner in which it is presented, the learning process’ suitability for the learner’s interests, the accomplishment of learning goals, and the appropriateness of the media used (Choiriyah, 2018; Ramadhani and Nurnida, 2017; Hamdani, 2021). Achievement, risk-taking propensity, and self-efficacy are all indicators of motivation and can improve business performance (Machmud, 2017). Interest is determined by one’s enthusiasm for entrepreneurship, willingness to learn, expectations for the future, and application of entrepreneurial traits (Faulina et al., 2021; Zunaedy et al., 2021). Demographics, entrepreneurial attitudes, and personal traits are used to gauge intention (Farrukh et al., 2017; Prasetio et al., 2018; Arshad et al., 2021).

First, the questionnaire underwent testing to ensure its validity and reliability. Assessing the validity of reflective indicators is the next step in the evaluation process. A construct’s convergent validity and discriminant validity are noted when evaluating validity. When each item’s outer loadings are greater than 0.70 and the average variance extracted (AVE) for each construct is 0.50 or higher, convergent validity is supported (Hair et al., 2014). The composite reliability results also exceed the required value of 0.60, which is greater (Bagozzi and Yi, 1988).

Following the determination of the validity and reliability levels, the relationship between the variables was further examined using the partial least squares (PLS)-SEM method and a 95% confidence level. The limitations of both regression and factor-based SEM analyses are overcome by composite-based SEM techniques when estimating even very complex mediation models. The process approach is not necessary when analyzing mediation with PLS-SEM, which is a composite-based SEM method. Partial least squares (PLS-SEM) is the preferred and superior approach when estimating mediation and conditional process models (Sarstedt et al., 2020).

Results and discussion

Characteristics of respondents

Respondents in this study were college students in Bandar Lampung who had taken Entrepreneurship courses. Questionnaires were submitted online through WhatsApp groups or social media. The students who are the sample will be given a questionnaire containing a collection of questions about the respondent’s profile consisting of gender, age, last education, complications, and year of class. The names of the Higher Education Institutions on the questionnaire distribution list are as follows:

In Bandar Lampung, there are 9 universities which are used as research objects. Table 1 is the description of the names of universities in Bandar Lampung.

Table 1.

Questionnaire distribution list.

No	University name	Questionnaire distributed	Return questionnaire
1	Universitas Lampung	20	13
2	Universitas Islam Negeri Raden Intan	20	12
3	Universitas Bandar Lampung	20	10
4	Universitas Malahayati	20	20
5	Universitas Mitra Indonesia	20	11
6	Universitas Muhammadiyah Lampung	20	12
7	Universitas Sang Bumi Ruwa Jurai	20	12
8	Universitas Teknokrat Indonesia	20	11
9	Universitas Tulang Bawang	20	10
	Total	180	99

Source: Processed data (2022).

Table 2 describes the descriptive statistics of the characteristics of the respondents such as gender, age, last education, position, and length of service.

Table 2.

Characteristics of respondents.

		N	%
Gender	Men	60	67
	Woman	39	33
	Total	99	100
Age	≤30	99	100
	31–40	—	—
	41–50	—	—
	≥51	—	—
	Total	99	100
Education	Senior high school	99	100
	Diploma	—	—
	Bachelor	—	—
	Master/doctoral	—	—
	Total	99	100

Source: Processed data (2022).

Table 2 shows that women made up 71 of the respondents to all samples, or 71.7%, while men made up the remaining 28 respondents, or 28.3%. This may indicate that female students in Bandar Lampung were more likely to have an entrepreneurial spirit. They are all current students who are still enrolled in their respective campuses, which are dispersed throughout Bandar Lampung, according to the respondents’ most recent educational backgrounds. Therefore, 99 people, or 100%, have completed high school. All 99 respondents, or 100%, were under the age of 30, indicating that they were of prime working age for entrepreneurship. This conclusion can be drawn from the age of the sample, which showed that all 99 respondents were under the age of 30.

Outer model (measurement model)

The measurement model’s constructs are first evaluated for validity and reliability using the average variance extracted (AVE), and discriminant validity metrics and composite reliability (CR) list the typical threshold values for AVE and CR, which are 0.70 and 0.50, respectively (Hair et al., 2014). Additionally, the composite reliability results are higher than the necessary value of 0.60 (Bagozzi and Yi, 1988).

Validity test

Factor of loading

The relationship between indicators and their constructs is known as the load factor. The correlation increases with validity level. The outputs from SmartPLS for the loading factor are as follows:

1. The value of the fourth question indicator EE 4 was 0.781, EE 5 was 0.852, EE 6 was 0.886, EE 7 was 0.845, and EE 8 was 0.743 which means that the loading factor value is above 0.5, so the question indicators on entrepreneurship education are declared valid.

2. The value of the first EI 3 question indicator is 0.801, and EI 5 is 0.892, which means that the loading factor value is above 0.5; the indicator for entrepreneurial intention questions is declared valid.

3. The second question indicator value for EM 1 is 0.866, EM 3 is 0.846, and EM 4 is 0.836, which means that the loading factor value is above 0.5; the question indicator on entrepreneurial motivation is declared valid.

4. The value of the fourth question indicator EE 4 was 0.781, EE 5 was 0.852, EE 6 was 0.886, EE 7 was 0.845, and EE 8 was 0.743, which means that the loading factor value is above 0.5, so the question indicators on entrepreneurship education are declared valid.

All the loading factors above show that the output results of all indicators do not find a loading factor below 0.5 so that all indicators are declared valid.

AVE

The results in convergent validity are calculated by looking at the output construct reliability and validity in which there is an AVE value. Based on the AVE value, the results are as follows:

Table 3 shows that all AVE values in this research variable have shown to be a fit measure, with an AVE value greater than 0.5 indicating that all question items used to measure each variable are valid.

Table 3.

AVE value.

Variable	Average variance extracted (AVE)
Entrepreneurial intention	0.718
Entrepreneurial motivation	0.722
Entrepreneurial interest	0.730
Entrepreneurship education	0.677

Source: Processed data (2022).

Discriminant validity

Evaluation of discriminant validity was carried out by looking at the cross loading value. The outer loading results show that the outer loading value of all indicator variables is greater than 0.5, indicating that the model is valid. Outer loading is the relationship between the indicator and the construct. The higher the correlation, the higher the level of validity, and the results demonstrate good discriminant validity. The output cross loading results are as follows:

Table 4 shows the results of cross loading IB 3 of 0.801, IB 5 of 0.802, and so on up to PK 8 of 0.7403; the correlation value of the construct is higher with the entrepreneurship intention construct than the correlation values of other constructs; other indicators correlate higher with their respective constructs compared to the others; this means that it has good discriminant validity. Because cross loading is a correlation between indicators and their constructs, the higher the correlation, the better the level of validity. The correlation value of the constructs is higher with the security and secrecy constructs than the other constructs; the indicators are higher with each construct compared to the others; this shows good discriminant validity.

Table 4.

Cross loading value.

	Entrepreneurial intention	Entrepreneurial motivation	Entrepreneurial interest	Entrepreneurship education
EI 3	0.801
EI 5	0.892
EM 1		0.866
EM 3		0.846
EM 4		0.836
EM 5		0.853
EM 6		0.786
EM 7		0.783
EIN 3			0.900
EIN 4			0.820
EIN 6			0.841
EE 4				0.781
EE 5				0.852
EE 6				0.886
EE 7				0.845
EE 8				0.743

Source: Processed data (2022).

Reliability test

Examine the construct’s reliability by looking at the output composite reliability and a Cronbach’s alpha greater than 0.6. The output shows the accuracy and consistency of the determination of the Composite Reliability measuring instrument, which is a reliability test in PLS that shows the accuracy and consistency of the determination of a measuring instrument in making measurements. The composite reliability results are also higher than the required value of 0.60 (Bagozzi and Yi, 1988).

Table 5 shows that the Cronbach’s alpha and composite reliability values produced by the constructs entrepreneurship intention, entrepreneurship motivation, entrepreneurship interest, and entrepreneurship education are excellent, both exceeding 0.6. All latent variables in this study have composite reliability scores greater than 0.7 and Cronbach’s alpha scores greater than 0.6, indicating that they are all reliable. In general, the results of the validity and reliability tests show that all latent variables are valid and reliable.

Table 5.

Quality criteria (composite reliability and Cronbach’s alpha).

Variable	Cronbach’s alpha	Composite reliability
Entrepreneurial intention	0.614	0718
Entrepreneurial motivation	0.809	0886
Entrepreneurial interest	0.837	0890
Entrepreneurship education	0.890	0913

Source: Processed data (2022).

Inner model (structural model)

Testing the structural model (inner model) can be seen from the R-square value for each endogenous variable as the predictive power of the structural model. Changes in the R-square value can be used to explain the effect of certain exogenous latent variables on the structural model; the technique that will be used in this study is the path coefficient.

Coefficient determination $(R^{2}$ )

The coefficient of determination is a number that shows the contribution of exogenous latent variables to endogenous latent variables; based on the test results using SmartPLS 3.0 software, the following results are obtained: The coefficient of determination (R Square) measures how well an endogenous construct can be explained by an exogenous construct. The obtained R2 value is 0.549, or 54.9%, for the variables Entrepreneurial Intention, Entrepreneurial Motivation, Entrepreneurial Interest, and Entrepreneurship Education. Meanwhile, the remaining 43.1% is the contribution of the influence exerted by other factors not examined. Entrepreneurial Intention, Entrepreneurial Interest, and Entrepreneurship Education of 0.549 or 54.9% can explain the variables. Thus, all exogenous constructs simultaneously influence the endogenous by 54.9%. Meanwhile, the remaining 43.1% is the contribution of the influence exerted by other factors not examined.

Figure 2 depicts the results of data processing using PLS-SEM. In sum, the model meets the outer model (measurement model) and inner model criteria, and the full model diagram can be concluded to contain valid and well-converged data (structural models). The authors of the current study improved the prior model by including a moderator variable for entrepreneurship intention in order to distinguish it from previous studies and make it more accurate.

Figure 2.

Structural model.

Path coefficient

This study’s main objective was to examine the connections between entrepreneurship education (EE), entrepreneurship motivation, entrepreneurship intention, and entrepreneurship interest among higher education students in Bandar Lampung. Path coefficient testing is used to ensure that the relationship between constructs is strong; the relationship between constructs is said to be high if the path coefficient is greater than 0.100, and then it is said to be significant if the path coefficient is at level >0.050.

Based on Table 6, it can be concluded that the relationship between entrepreneurship motivation and entrepreneurship education has been influenced by entrepreneurship intention significant at 1%. It implies that entrepreneurship intention improves their relationship. Additionally, entrepreneurship motivation also has a negative effect on entrepreneurship education significantly at 5%.

Table 6.

PLS structural model (path coefficient and t statistics).

	Original sample (O)	Sample mean (o)	Standard deviation (STDEV)	t statistics (\|O/STDEV)	p-values
Entrepreneurship Intention -> entrepreneurship motivation	0.737	0737	0.055	13,287	***0.000
Entrepreneurship Intention -> entrepreneurship education	−0.030	−0.033	0092	0.329	0743
Entrepreneurship education -> entrepreneurship motivation	−0.026	−0.031	0094	0.274	0785
Entrepreneurship motivation -> entrepreneurship education	−0.207	−0.259	0108	1920	**0,05
Entrepreneurship motivation -> entrepreneurship interest	−0.063	−0.051	0136	0.454	0643

Source: Processed data (2022) *** and ** are significant at 1% and 5%, respectively.

Hypothesis testing

The results of testing the data using SmartPLS obtained the results of hypothesis testing in the form of the original sample (O) value which is the path coefficient value, The statistical t value has a positive or negative effect and has a higher statistical significance than the t table. 0.01 = (2.36461), and 0.05 = (1.66039), are considered significant, and 0.10 = (1.29016) is considered weakly significant.

Hypothesis 1

Entrepreneurship education has a significant effect on entrepreneurship motivation

The test results for the parameter coefficient between entrepreneurship education and entrepreneurship motivation show a path coefficient value of −0.026 with a t statistic value of 0.274 and t table 0.05 = (1.66039), so that the Ha1 hypothesis, namely, entrepreneurship education on entrepreneurial motivation, is rejected.

Hypothesis 2

Entrepreneurship motivation has a significant effect on entrepreneurship education

The test results for the parameter coefficient between entrepreneurship motivation and entrepreneurship education show a path coefficient value of −0.207 with a t statistic value of 1.920 and t table 0.05 = (1.66039), so that the Ha2 hypothesis, namely, entrepreneurship education on entrepreneurship motivation, is rejected.

Hypothesis 3

Ha3

Entrepreneurship motivation has a significant effect on entrepreneurship interest

The test results for the parameter coefficient between entrepreneurship motivation and entrepreneurship interest show a path coefficient value of −0.063 with a t statistic value of 0.454; it can be said that the effect of entrepreneurship motivation on entrepreneurship interest has a negative influence because the path coefficient −0.063 is less than 0.500 and is significant because the t statistic value of 0.454 is greater than the t value table 0.05 = (1.66039), so the hypothesis Ha3, entrepreneurship motivation on entrepreneurship interest, is rejected.

Hypothesis 4

Entrepreneurship motivation mediates the relationship between the entrepreneurship education and entrepreneurship interest

In this study, a model was developed that connected the indirect effect of the entrepreneurship education construct through the intermediary variable entrepreneurship motivation on the entrepreneurship interest construct (Table 7).

The Sobel test method can be used to calculate z-value in order to test the indirect effect or indirect effect of the variable intervention: $Z-Value : \frac{- 0,026 \times - 0,063}{\sqrt{(1,588) + (0,000002683)}} = 0,001$

Therefore, the H4 hypothesis that entrepreneurship education has a significant impact on entrepreneurship interest through entrepreneurship motivation is rejected with an effect value of 0.001, which is less than 0.050. Additionally, research on this topic makes entrepreneurship motivation as an intermediary variable less reactive in determining the impact of entrepreneurship education on entrepreneurship interest.

Table 7.

Inner weight.

	Original sample (O)	Standard error (STERR)	T statistics (\|O/STERR \|)
Entrepreneurship education -> entrepreneurship motivation	−0.026	0002	0.274
Entrepreneurship motivation -> entrepreneurship interest	−0.063	−0.063	0454

Source: Processed data (2023).

Hypotheses 5 and 6

Entrepreneurship intention moderates the relationship between entrepreneurship education and entrepreneurship motivation

Entrepreneurship intention moderates the relationship between entrepreneurship motivation and entrepreneurship education

The test results for the parameter coefficients simultaneously show that entrepreneurship intention cannot moderate the effect of entrepreneurship education on entrepreneurship motivation. This is clearly seen by the results of the t statistic 0.329 < t table 1.66039 and with a p-value of 0.743 > 0.05; then H5 is rejected indicating that the moderation variable (entrepreneurship intention) is not significant. Therefore, the fifth hypothesis which presents the influence of entrepreneurship education on entrepreneurship motivation with entrepreneurship intention as a moderating variable is not supported. However, entrepreneurship intention moderates the relationship between entrepreneurship motivation and entrepreneurship education in which the result of the t statistic 13.287 > t table with a p-value of 0.05; therefore, entrepreneurship intention as a moderating variable is supported and then H6 is accepted.

The outcomes of the statistical tests show, in sum, that entrepreneurship education had no effect on entrepreneurship motivation. This result supported the previous study Oosterbeek et al. (2010) and did not support the previous studies Lelliezza et al. (2019)and Mónico et al. (2021). A more realistic understanding of what is required to launch one’s own business may have had a negative impact on the intention to become an entrepreneur. This may have resulted in a decreased interest in entrepreneurship. It is also possible that the students simply did not enjoy it.

However, entrepreneurship motivation influenced entrepreneurship education significantly negative. It can be inferred that if a learner’s achievement, risk-taking propensity, and self-efficacy are high, then the learning process’ suitability for the learner’s interests, the achievement of the learning goals, and the appropriateness of the media used are low, and vice versa. When applied to education, self-determination theory is primarily concerned with fostering in students an interest in learning, a value for education, and confidence in their own abilities and attributes. These results are manifestations of intrinsic motivation and internalization of values and regulatory processes (Deci et al., 1991). It suggested institutions that offer entrepreneurship courses to improve the materials presented and how the materials are delivered.

Additionally, entrepreneurship education had no effect on entrepreneurship interest by mediating entrepreneurship motivation. This finding differs slightly from that of the earlier study, which concluded that student interest in entrepreneurship is unaffected by entrepreneurial knowledge (Iswandari, 2017; Mónico et al., 2021). It suggests that entrepreneurship motivation, which includes achievement, willingness to take calculated risks, and self-efficacy, does not stimulate student interest in entrepreneurship. In addition, entrepreneurship motivation had no effect on entrepreneurship interest. This finding is supported by the previous study which stated that achievement motivation does not affect interest in entrepreneurship (Adrianto et al., 2019). It implies that achievement motivation in entrepreneurship has no effect on entrepreneurship interest.

Furthermore, entrepreneurship intention influenced the relationship between entrepreneurship motivation and entrepreneurship education. It is possible to infer that demographics, entrepreneurial mindsets, and individual characteristics will strengthen the bond between the party’s motivation for entrepreneurship and entrepreneurship education. However, the effect of entrepreneurship education on entrepreneurship motivation is not influenced by entrepreneurship intention.

In sum, these findings suggest that Bandar Lampung University students lack interest in entrepreneurship because they perceive entrepreneurship education as being like other lectures or simply dislike it. As a result, it is suggested that entrepreneurship education must be capable of changing the minds of students who initially desired to be employees and then transformed into young entrepreneurs capable of creating jobs, both for themselves and for others. It advised institutions that offer entrepreneurship courses to improve the presented materials and the way the materials are delivered.

Conclusion

The following conclusions can be made based on the test results obtained through this study’s SmartPLS analysis method: the results of the study show that entrepreneurship education has no effect on entrepreneurial motivation in higher education students in Bandar Lampung. Similarly, entrepreneurship motivation has no effect on entrepreneurship interest students in Bandar Lampung. Additionally, entrepreneurship motivation cannot mediate the relationship between entrepreneurship education and entrepreneurship interest. Furthermore, entrepreneurship intention cannot moderate the influence of entrepreneurship education on entrepreneurship motivation in higher education students in Bandar Lampung. Although it was a negative effect, entrepreneurship intention was able to moderate the influence of entrepreneurship motivation on entrepreneurship education in higher education students in Bandar Lampung. It implies that entrepreneurship education institutions should improve their materials and methods of delivery. Furthermore, these findings suggest that Bandar Lampung University students are uninterested in entrepreneurship because it is perceived to be similar to other lectures or because they simply dislike it.

Footnotes

Declaration of conflicting interests

The author(s) declared no potential conflicts of interest with respect to the research,authorship,and/or publication of this article.

Funding

The author(s) received no financial support for the research,authorship,and/or publication of this article.

ORCID iD

Amirul Mukminin

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Entrepreneurship education,entrepreneurship intentions,and entrepreneurship motivation on students’ entrepreneurship interest in entrepreneurship among higher education students

Abstract

Keywords

Introduction

Literature review

Entrepreneurship education in higher education

Entrepreneurial motivation

Entrepreneurial interest

Intention

Framework

Methods

Results and discussion

Characteristics of respondents

Outer model (measurement model)

Validity test

Factor of loading

AVE

Discriminant validity

Reliability test

Inner model (structural model)

Coefficient determination ( R 2 )

Path coefficient

Hypothesis testing

Hypothesis 1

Hypothesis 2

Hypothesis 3

Hypothesis 4

Hypotheses 5 and 6

Conclusion

Footnotes

Declaration of conflicting interests

Funding

ORCID iD

References

Coefficient determination $(R^{2}$ )