In
te
r
n
ation
a
l Jou
rn
al
o
f E
v
al
u
a
t
i
on
a
n
d
R
e
se
arc
h
in
Ed
u
c
ation
(
IJERE
)
V
o
l.
8
, N
o. 1, Mar
c
h
201
9,
pp.
71~8
0
ISSN
: 2252-
88
22,
D
O
I
:
10.11
59
1
/ijer
e
.
v8i
1.
165
28
71
Jou
rn
a
l
h
o
me
pa
ge
:
ht
tp:
//i
a
e
score
.
com
/
j
o
u
r
na
l
s
/
i
n
d
e
x
.
p
hp/IJ
ERE
Th
e presence and persistence of
entrepren
eurshi
p
education
in Indonesia: a cro
ss sectional study
A
m
b
a
ra
P
u
r
usot
t
a
m
a
,
T
ed
dy
T
r
ila
kson
o
S
c
ho
ol
o
f
Busi
n
e
s
s
a
n
d
E
con
o
m
i
cs
, Un
i
v
e
rs
i
t
as P
raset
i
y
a
M
u
l
ya,
In
do
nesi
a
Art
i
cl
e In
fo
ABSTRACT
A
r
tic
le hist
o
r
y
:
R
e
c
e
i
v
e
d
No
v
1
6
,
2
018
Re
vise
d Jan
5,
201
9
Ac
ce
p
t
ed
J
an
19
,
2
0
19
Th
is
s
t
udy
a
ims
to
i
m
p
ro
ve
a
n
u
n
d
e
rst
a
ndi
n
g
o
f
t
h
e
contri
bu
tio
n
o
f
e
n
tre
p
re
n
e
urship
e
du
ca
tio
n
(
EE
)
in
I
nd
on
e
s
ia
’s
h
ig
he
r
e
d
u
catio
n
.
Ev
en
th
ou
gh
t
he
c
on
tri
butio
n
o
f
E
E
to
g
lobal
educati
o
n
is
c
ontested
a
t
t
h
e
p
r
e
s
e
n
t
tim
e
b
y
m
any
sch
o
lars
,
th
e
eval
uati
on
of
E
E
imp
l
ementation
in
I
nd
on
e
s
ia
i
s
neces
sary
i
n
o
r
d
e
r
t
o
i
m
p
ro
ve
e
d
u
cat
ed
e
n
t
rep
r
eneurs
.
T
h
e
stu
d
y
u
s
e
d
a
cros
s-s
e
ct
io
nal
ap
proach
i
n
the
U
n
iv
ersit
a
s
P
r
asetiya
M
u
l
y
a
wh
i
ch
i
s
d
i
vided
i
n
t
o
t
h
e
f
i
r
s
t
,
s
e
c
o
n
d
,
a
n
d
t
h
i
r
d
y
e
a
r
s
.
V
a
l
i
d
q
u
e
s
t
i
o
n
n
a
i
r
e
r
e
ached
9
24
resp
on
dent
s.
T
he
f
i
ndin
g
s
sh
o
w
t
hat
E
E
's
c
on
tribut
io
n
in
I
nd
on
e
si
a
has
more
in
flue
n
c
e
o
n
a
tt
itud
e
s
a
nd
p
e
r
c
e
i
v
e
d
be
h
a
viora
l
c
o
n
tro
l
.
How
e
ve
r,
o
ther
fin
d
i
ngs
i
nd
icat
e
th
at
t
h
e
c
on
tr
i
b
ution
o
f
EE
is
s
t
i
l
l
not
f
ull
y
persis
ten
t
due
t
o
a
s
h
arp
d
e
c
l
in
e
i
n
t
h
e
r
egres
s
i
o
n
coef
fi
cien
t,
e
sp
ec
i
a
ll
y
f
r
om
sub
j
ect
iv
e
no
rm
and
perc
eiv
e
d
b
e
hav
i
oral
c
on
tro
l
i
n
th
e
st
ud
ents
t
h
i
rd
y
ear
w
hi
le
a
tti
t
u
de
con
s
i
s
t
e
n
t
l
y
co
n
trib
utes sign
i
fi
cant
ro
l
e
and
has
a
n i
n
creas
ing
c
on
trib
u
t
io
n.
K
eyw
ord
s
:
En
trepre
ne
urs
Ent
r
e
p
ren
e
u
r
shi
p
edu
c
a
ti
on
Hi
gh
e
r
e
d
u
c
a
t
io
n
Ind
ones
i
a
Pe
rsiste
nt
Co
pyri
gh
t © 2
019 In
stit
u
t
e
of Advanced
En
gi
neeri
n
g
an
d
Scien
ce.
All
rights
res
e
rv
ed.
Corres
pon
d
i
n
g
Au
th
or:
A
m
bara
P
ur
uso
t
tam
a
,
Sch
o
o
l
of
Busi
n
ess a
n
d
Ec
ono
mi
cs
,
U
n
i
v
ersi
tas P
r
a
s
e
tiya
M
u
l
y
a
,
Jl
.
RA
. K
ar
t
i
n
i
(
TB
S
im
atupa
n
g
),
Ci
l
a
nda
k B
a
ra
t
Jakar
t
a S
e
latan
124
30
In
d
o
n
e
si
a
.
Em
ail:
am
bara
.pur
uso
t
t
a
ma
@
p
mbs.
ac.
id
1.
I
N
TR
OD
U
C
TI
O
N
Ed
uc
at
ion
c
o
nt
r
i
b
u
t
es
a
n
im
porta
n
t
r
ole
i
n
e
n
h
a
n
c
i
n
g
e
n
t
r
e
pr
e
n
e
ur
ial
ac
tiv
it
y
a
nd
i
t
s
com
p
et
i
tive
n
e
s
s.
M
a
ny
sc
h
o
l
ars
have
s
how
n
tha
t
e
d
u
ca
ti
on
l
e
v
e
l
s
a
r
e
a
n
e
c
e
s
s
a
r
y
c
o
n
d
i
t
i
o
n
t
o
p
r
o
m
o
t
e
c
o
mp
e
tit
i
v
en
ess
[1
],
[
2
]
.
Th
e
i
n
c
r
ea
se
i
n
hu
man
cap
it
al
t
h
r
ou
gh
e
d
u
catio
n
can
h
el
p
c
r
ea
t
e
i
nno
v
a
ti
on
a
nd
ada
p
ta
tio
n to
te
c
hn
o
l
o
g
i
e
s
t
h
a
t ha
ve
i
m
p
l
i
c
a
t
i
ons for inc
ome
ge
n
e
rat
i
o
n
[
3
].
W
i
t
ho
ut
i
mpro
vi
ng
t
h
e
q
u
a
li
ty
of
educ
a
t
i
o
n,
i
t
w
ill
be
d
iffic
u
lt
for
a
c
o
u
n
t
ry
t
o
im
p
r
ov
e
it
s
ec
o
n
o
mic
perfor
ma
nce
in
t
he
l
o
n
g
t
er
m
.
T
he
conc
re
te at
t
ac
h
m
ent be
tw
ee
n
some
ac
t
i
v
i
t
i
es
suc
h as e
duca
t
io
n,
jo
b cre
a
t
i
o
n
, a
n
d
e
n
t
r
epre
ne
ur
ial pe
rform
anc
e
most
cer
ta
i
n
ly
c
on
firm
s
the
no
t
i
on
t
h
at
e
duca
t
io
n
t
o
w
a
rds
e
n
tre
prene
u
ria
l
acti
v
ities
is
i
n
d
e
e
d
a
vi
ta
l
aspec
t
[
4].
1.1.
Co
nt
e
n
t
i
o
n
o
f
entre
p
ren
e
u
r
s
h
ip
e
duca
t
io
n
(E
E)
G
i
ve
n
t
h
e
im
po
r
t
a
n
ce
o
f
e
n
t
r
e
p
re
neur
ial
c
o
n
t
r
i
b
u
t
i
on
to
t
he
s
oc
ia
l
and
e
c
o
n
o
mic
com
m
un
it
y,
entre
p
reneur
s
h
ip
e
d
u
ca
tio
n
i
s
a
k
e
y
i
ns
trum
ent
f
o
r
im
pr
ov
in
g
t
h
e
e
n
trepr
e
neur
i
a
l
at
t
itu
d
e
s
o
f
p
o
t
e
n
tia
l
an
d
nasce
n
t
e
n
t
r
ep
re
neurs
[5].
N
eve
r
t
h
eles
s,
t
h
e
p
re
se
nce
of
e
ntre
p
re
neurs
h
ip
e
d
u
ca
ti
on
is
s
ti
l
l
c
o
n
te
ste
d
.
The
role
o
f
e
n
t
r
ep
re
n
e
ursh
i
p
e
d
u
c
a
t
i
on
h
a
s
a
m
easur
abl
e
i
m
p
act
on
t
he
i
nte
n
ti
on
of
e
ntre
pre
n
eurs
h
i
p
[6]
.
En
trepre
ne
ursh
ip
e
d
u
ca
tio
n
h
a
s
a
s
i
gn
ific
a
n
t
im
pac
t
o
n
s
t
ude
n
t
tren
ds
a
nd
i
n
t
e
n
ti
ona
l
i
ty
[
7].
O
n
t
he
o
th
er
han
d
,
o
t
her
re
sear
ch
r
esu
l
ts
t
en
d
t
o
a
sse
rt
o
t
h
er
wise
t
ha
t
entr
e
p
re
n
e
u
r
sh
i
p
e
du
cati
o
n
ha
s
a
rel
a
t
i
v
ely
smal
l
impa
ct
o
n
e
n
tre
p
rene
uria
l
i
n
t
e
nt
i
ons
[
8]
,
[9]
.
T
he
d
i
f
fere
nc
e
o
f
ed
uc
a
tio
n
a
l
bac
k
gro
u
nd
doe
s
n
o
t
a
lw
ay
s
ha
ve
a
di
r
ect
e
ffec
t
tow
a
rds the
s
t
u
d
e
n
t
’
s
entre
p
r
e
neur
i
a
l i
n
t
e
n
tio
n
s [10].
A
m
i
d
t
h
e
c
o
n
f
l
i
c
t
i
n
g
a
r
g
u
m
e
n
t
s
o
f
t
h
e
i
m
p
a
c
t
o
f
e
n
t
r
e
p
r
e
n
e
u
r
s
h
i
p
e
duc
a
t
i
on,
i
t
is
a
l
s
o
nec
e
ssar
y
t
o
stud
y
th
e
p
e
r
s
i
s
te
nce
of
t
he
p
ro
gram
.
H
i
gh
e
r
t
he
l
e
v
e
l
o
f
ed
uc
a
t
i
o
n
w
i
l
l
w
i
d
e
n
t
h
e
c
h
a
n
c
e
s
o
f
s
u
c
c
e
s
s
o
f
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
Int.
J
.
Eval. & R
es. Educ.
Vol.
8
, No. 1, March 2019:
71 -
80
72
entre
p
reneur
s
w
i
l
l
b
e
[1
1].
I
n
d
i
v
i
dua
ls
w
ho
h
a
v
e
h
i
ghe
r
entre
p
r
e
n
e
u
r
s
hip
ed
uc
a
tio
n
wil
l
h
a
v
e
a
hi
g
h
er
entre
p
reneur
s
h
ip
i
n
t
e
n
t
i
on
t
han
t
h
ose
w
h
o
d
o
n
o
t
[12]
.
In
t
he
m
e
a
n
t
i
m
e
,
i
n
d
i
v
i
d
u
a
l
s
e
x
p
o
s
e
d
t
o
entre
p
reneur
s
h
ip
e
d
u
ca
tio
n
h
a
ve
n
o
e
f
fe
c
t
o
n
en
trepr
e
ne
u
r
i
a
l
i
n
te
n
tio
ns
a
nd
e
ve
n
t
e
nd
t
o
be
n
e
g
a
t
iv
e
[
1
3
]
.
S
hort
l
y,
t
he h
i
gh le
ve
l of
e
d
u
c
a
t
i
o
n doe
s no
t
streng
the
n
t
he
re
lat
i
o
n
s
h
i
p
w
i
t
h t
h
e
suc
c
e
ss
of e
n
t
r
e
pre
n
e
u
rsh
i
p.
1.2.
Purposes
o
f s
t
u
d
y
T
h
i
s
r
e
s
e
a
r
c
h
s
e
e
k
s
t
o
d
e
t
e
r
m
i
n
e
h
o
w
f
a
r
t
h
e
e
f
f
e
c
t
i
v
e
n
e
s
s
o
f
e
n
t
repr
e
n
eu
rshi
p
e
duc
a
t
i
o
n
proc
ess
in
Ind
ones
i
a
e
x
te
nds
t
ow
ards
t
h
e
d
es
ire
to
e
n
g
a
ge
i
n
b
u
si
nes
s
a
s
w
el
l
a
s
a
lt
erna
tive
car
eer
c
h
o
ice
for
s
t
u
d
e
n
t
s
from
t
he
p
ers
p
ec
t
i
ve
o
f
T
h
e
o
ry
o
f
P
l
a
n
n
e
d
Be
hav
i
or
(
TP
B)
.
T
h
i
s
r
e
s
e
a
r
c
h
i
s
c
o
n
d
u
c
t
e
d
a
m
o
n
g
t
h
o
s
e
i
n
hi
ghe
r
e
d
uca
t
i
on,
b
ec
a
u
se
c
o
l
l
e
ge
s
t
u
den
t
s
are
seen
a
s
the
m
o
st
p
r
o
mis
i
ng
sour
ce
of
e
ntre
prene
u
rs
hip
a
n
d
a
p
l
a
c
e
t
o
c
o
n
s
ol
i
d
at
e
th
e
fo
unda
t
i
on
s
of
t
h
e
o
rg
a
n
i
s
ati
o
n
th
a
t
i
s
cre
a
te
d
[1
4].
In
t
his
s
t
ud
y
w
e
a
ls
o
me
asu
r
e
th
e
persis
te
nce
o
f
t
he
p
ro
gra
m
b
y
d
i
s
tin
g
u
is
h
i
n
g
t
he
s
t
ude
n
t
’s
l
eve
l
of
s
t
u
dy.
M
ea
nw
h
i
le
,
s
o
me
p
rev
i
o
u
s
stud
ies
on
e
n
trepr
e
ne
ursh
ip
e
duc
a
t
ion
a
r
e
m
o
re
p
re
va
len
t
i
n
de
vel
o
ped
c
o
u
n
t
r
i
e
s
a
n
d
a
r
e
n
o
t
w
i
d
e
l
y
f
o
u
n
d
i
n
deve
l
o
p
i
ng
c
o
un
tries.
I
n
I
n
do
n
e
s
i
a
,
e
nt
r
e
prene
u
rsh
i
p
e
duca
t
io
n
rese
a
r
c
h
h
as
f
ocu
s
ed
o
n
t
h
e
c
o
nc
ept
of
entre
p
rene
urs
h
ip
e
d
u
ca
ti
o
n
[
15]
a
nd
its
i
m
p
l
e
me
n
t
a
tio
n
a
ppr
oac
h
[
16],
[1
7]
.
F
u
rther
m
ore
,
w
e
sti
ll
ha
ve
n
o
t
fo
u
nd a
stu
d
y
t
hat e
v
a
l
ua
tes t
h
e
implem
e
n
ta
ti
o
n
of en
tre
p
r
e
ne
ur
sh
i
p
e
du
cat
ion
.
2.
LI
T
E
R
A
TU
R
E
R
EV
I
E
W
2.1.
Th
eor
y
of
p
l
an
n
e
d
b
e
h
avi
or
(TPB
)
TP
B
w
a
s
deve
lo
pe
d
b
y
I
cek
A
jz
en
i
n
1
985
in
i
t
i
a
ll
y
to
obs
erve
h
u
m
a
n
a
n
d
orga
niz
a
t
i
o
n
a
l
be
ha
v
i
or
.
I
n
i
t
s
d
e
v
e
l
o
p
m
e
n
t
,
T
P
B
c
a
n
t
r
a
n
s
f
o
r
m
i
n
t
o
a
t
h
e
o
r
y
t
h
a
t
h
e
l
p
s
to
p
re
d
i
c
t
b
eh
a
v
i
o
r
an
d
i
s
w
id
el
y
u
s
e
d
i
n
vari
ous
d
isc
i
p
l
ine
s
[
1
8
].
T
P
B
h
a
s
b
e
e
n
p
ro
ven
em
p
i
rica
l
l
y
t
o
st
udy
var
i
ous
f
or
ms
o
f
beha
v
i
or
[
1
9
]
.
I
n
it
s
ea
rly
de
ve
l
o
p
m
ent,
T
P
B
a
cc
omm
odat
e
s
o
n
l
y
t
he
s
ub
j
e
cti
v
e
a
tti
tu
d
es
a
nd
n
o
rm
s
t
h
at
s
ha
pe
i
nte
n
t
i
on
s
in be
h
a
v
ior
[2
0
]
.
I
n
t
e
nti
on
i
s
d
eter
mine
d
b
y
t
hre
e
m
a
i
n
fa
ctors
[
1
9].
F
i
rst,
a
tt
i
t
u
de
t
o
w
ar
d
be
ha
vi
or
r
efe
r
s
to
a
n
in
div
i
dua
l
'
s
ju
dgm
en
t
of
t
he
e
xte
n
t
to
w
hic
h
t
he
b
e
h
a
v
i
o
r
i
s
e
x
h
i
bi
te
d
a
nd
a
l
s
o
i
t
s
i
m
p
ac
t
,
f
a
v
orab
le
o
r
n
o
t.
A
ttit
u
d
es
r
e
p
re
se
n
t
t
he
o
vera
l
l
e
va
lua
t
io
n
o
f
t
he
b
e
h
av
i
o
r
un
de
rt
a
k
en
b
y
i
ndi
vi
d
u
a
l
s
[
18].
Th
e
hyp
ot
h
e
si
zed
att
itu
de
c
ompo
ne
n
t
c
onsi
s
ts
o
f
effec
t
i
v
e
(u
np
lea
s
a
n
t/
un
p
l
ea
sa
nt
)
and
i
n
stru
m
e
ntal
e
va
lua
tio
n
(bene
f
ic
ia
l/
u
n
favora
b
le)
o
f
b
e
h
av
i
o
r
[2
1].
Se
cond
l
y
,
sub
j
ect
i
v
e
n
orm
s
c
ons
ist
o
f
p
e
r
sona
l
be
l
i
efs
a
b
ou
t
ano
t
her
per
s
o
n
w
ho
is
c
o
n
sid
e
r
e
d
im
p
o
rtan
t
to
a
s
s
ume
t
h
a
t
t
he
i
n
d
iv
i
dua
l
m
u
s
t
b
e
inv
o
l
ve
d
in
b
e
h
a
v
ior
or
no
t.
T
he
f
igur
e
in
q
ues
tio
n
i
s
a
n
i
n
d
i
v
i
d
u
a
l
w
hose
pre
f
e
r
enc
e
i
s
i
m
por
ta
nt.
I
n
a
d
d
i
tio
n,
s
ub
jec
t
i
v
e
n
o
r
m
s
ar
e
assum
e
d
to
a
ss
ess
social
press
ur
e
s
o
n
i
n
d
i
v
i
d
u
a
l
s
t
o
p
e
r
f
o
r
m
o
r
n
ot
t
h
r
oug
h
t
h
e
i
r
ac
ti
on
s.
M
e
a
su
re
me
n
t
o
f
t
h
e
com
p
o
n
e
n
t
s
o
f
su
bj
e
c
t
ive
n
o
r
m
s
can
b
e
hy
po
the
s
iz
ed
t
o
be
b
o
t
h
i
n
j
u
n
c
t
i
v
e
a
nd
d
e
scrip
t
i
v
e
[22].
F
i
nal
l
y,
perc
ei
ved
beha
vi
oral
c
on
tro
l
(
P
B
C)
i
s
a
pe
rce
p
ti
on
of
t
he
e
ase
or
d
iff
i
c
u
l
t
y
i
n
p
e
rfor
m
i
ng
be
ha
v
i
ors
a
nd
i
s
assum
e
d
t
o
r
efle
ct
p
as
t
ex
per
i
e
n
ce
s
a
n
d
an
tic
i
p
a
t
i
o
n
o
f
o
bs
tac
l
e
s
[
1
9
].
T
hese
f
a
c
t
o
rs
i
nc
l
ude
i
n
t
erna
l
c
o
nt
r
o
l
fa
ct
ors
(
e
.g.
,
i
nform
a
ti
o
n
,
p
e
rsona
l
shor
t
c
omi
ngs,
s
k
il
ls,
abi
l
it
ies,
e
m
o
t
i
ons
)
and
ex
ter
n
a
l
c
on
t
r
ol
f
a
c
t
ors
(e
.g.,
op
p
o
rt
uni
ties,
d
epe
n
de
nce
o
n
others,
ba
rriers)
[23].
Th
e
po
pul
a
r
it
y
of
T
PB
h
a
s
b
e
e
n
use
d
i
n
a
wi
d
e
v
ari
e
t
y
o
f
d
i
s
c
i
p
li
nes
.
T
P
B
h
e
l
ps
t
o
pre
d
ic
t
a
perso
n
'
s
beha
vior
i
n
the
i
r
eve
r
yda
y
live
s
[
19
].
T
P
B
i
s
a
l
so
w
id
e
l
y
used
t
o
p
r
e
d
i
c
t
co
n
s
umers'
i
n
t
e
n
t
i
ons
a
nd
beha
v
i
or
t
o
b
u
y
a
p
r
o
duc
t,
a
s
i
n
t
he
r
e
s
ear
ch
c
on
d
u
c
t
e
d
b
y
[2
4]
,
[2
5].
A
me
t
a
-ana
lys
i
s
stud
y
w
a
s
co
n
duc
te
d
fi
n
d
the
i
nf
lue
n
ce
of
b
e
h
a
v
i
o
r w
a
s lar
g
ely
m
e
diat
ed
b
y t
h
e stre
ng
t
h
o
f b
e
hav
i
oral
i
nte
n
ti
o
n
s
[2
6].
2.2.
T
P
B relev
a
n
ce
w
ith
e
n
trepren
eurs
hip
a
nd EE
The
p
o
w
e
r
of
p
re
dic
t
i
ng
in
te
nt
i
s
gr
eater
t
h
a
n
pred
ic
ti
n
g
b
eha
v
i
o
r
,
b
e
c
a
u
se
i
n
i
t
s
co
urse
,
behav
i
or
ma
y
c
h
a
nge
d
u
e
t
o
o
t
her
i
n
flu
e
nc
in
g
fa
c
t
ors
[27]
,
[2
8]
I
n
o
t
he
r
w
ords,
i
n
t
e
nti
on
d
o
es
n
o
t
h
ave
t
o
b
e
t
h
e
sam
e
as
t
he
a
c
t
i
o
n
bec
a
u
s
e
of
t
he
c
a
n
ce
lla
ti
o
n
if,
w
i
t
h
i
n
t
h
a
t
per
i
o
d,
t
he
re
i
s
a
factor
t
ha
t
enc
oura
g
es
t
he
ca
ncel
la
t
i
o
n
.
Inte
n
tio
ns
h
ave
ea
rlier
p
o
s
i
t
i
on
s
t
h
an
a
c
t
i
ons.
I
n
t
h
e
cont
e
x
t
o
f
c
are
e
r
c
hoi
ce
a
s
a
n
e
nt
rep
r
e
n
eu
r,
the TP
B co
nc
e
p
t ca
n a
l
so
b
e
a
p
p
lied
[2
9].
A
c
a
re
e
r
a
s
i
nvo
l
v
i
n
g
t
w
o
a
lte
rna
t
i
v
es
:
a
s
a
n
en
tre
p
rene
ur
o
r
a
s
w
o
rkin
g
in
a
n
orga
ni
za
tio
n
[28]
.
In
rela
tio
n
t
o
t
he
T
PB,
the
inte
nde
d
c
a
re
er
d
e
c
i
s
i
o
n
r
efle
ct
s
a
pr
oc
ess
o
f
b
e
l
ie
f,
a
t
t
i
t
u
d
e
,
a
nd
in
ten
t
io
n
of
t
he
evo
l
ut
ion
of
c
on
grue
n
t
c
a
p
ac
it
ies
of
o
ur
k
n
o
w
l
e
dge
,
be
li
e
f
s,
a
n
d
ex
pe
rie
n
ce
s
in
o
r
d
e
r
t
o
i
n
fer
the
rati
ona
l
i
t
y
of
t
he
u
se
o
f
T
P
B
c
a
re
er
c
hoi
c
e
a
s
a
n
e
ntre
p
r
eneur
[
30]
.
TP
B
is
a
s
ig
ni
fic
a
n
t
p
r
ed
i
c
to
r
o
f
j
ob
s
ea
rch
in
t
e
nt
i
n
add
i
tio
n
t
o
t
he
s
eve
r
al
o
t
h
e
r
v
a
r
iab
l
es th
a
t
affect
j
o
b
s
e
e
ke
rs
[
31]
.
S
e
ve
ral
o
t
her
stud
ies
ha
ve
s
ug
ge
ste
d
t
ha
t
entre
p
rene
urs
h
i
p
e
d
u
c
a
tio
n
h
a
s
a
si
gn
ifica
n
t
e
ffe
c
t
o
n
entre
p
reneur
s
h
ip
[
32],
[4].
S
om
e
ca
se
s
w
i
de
ly
e
xpla
i
n
t
h
e
im
por
t
a
nce
of
e
n
t
r
e
pre
n
e
u
rsh
i
p
e
d
uca
t
i
on
in
stim
ula
t
i
n
g
e
n
tre
p
rene
ur
ial
i
n
ten
t
io
n
[
33]
.
N
o
t
al
l
a
g
ree
t
h
a
t
EE
h
av
e
a
sig
n
i
f
i
cant
i
m
pa
ct
o
n
entre
p
reneur
s
h
ip.
EE
o
n
l
y
h
a
s
a
s
ig
ni
fi
ca
n
t
i
m
p
ac
t
on
th
os
e
w
h
o
h
a
v
e
ne
ver
bee
n
e
xp
o
s
ed
t
o
t
h
e
pro
g
r
a
m
,
Evaluation Warning : The document was created with Spire.PDF for Python.
Int.
J
. Eva
l
. & Re
s
. Educ
.
IS
S
N
:
2252-
88
22
T
h
e
presenc
e
a
n
d
pe
rsiste
n
ce of
en
tre
p
re
ne
u
r
sh
ip
e
d
uc
at
io
n…
(
A
m
b
a
r
a
P
u
ru
sot
t
am
a)
73
w
h
i
l
e
i
t
h
a
s
t
he
o
pp
osi
t
e
e
f
fec
t
on
th
ose
w
h
o
ha
ve
r
ece
i
v
e
d
e
du
c
a
ti
on
[6
].
EE
has
n
o
s
i
gni
fi
c
a
n
t
e
ffe
ct
t
o
w
a
r
d
in
t
e
nti
on
to
b
e
c
om
e
an e
ntrep
r
e
n
eur.
[13]
, [34].
Ed
uc
at
ion
i
s
a
n
im
porta
n
t
f
a
c
tor
in
i
m
p
ro
v
i
n
g
t
he
i
n
d
i
v
idua
l
s
’
a
b
i
l
i
t
y
,
inc
l
ud
ing
en
trepre
ne
uri
a
l
ac
t
i
v
i
ti
e
s
.
Th
us,
hig
h
er
e
d
u
c
a
ti
o
n
i
s
bel
i
e
v
ed
t
o
pro
v
i
de
m
or
e
benef
its.
In
t
he
c
o
n
t
e
x
t
of
e
n
t
r
e
pre
n
e
u
rsh
i
p,
hi
ghe
r
e
d
ucat
i
on
ca
n
incre
a
s
e
b
u
si
ness
o
p
p
o
rt
u
n
i
tie
s
c
o
m
p
are
d
w
i
t
h
t
hose
w
i
t
h
l
ow
er
e
duca
tio
n
[
35]
.
S
u
fficie
n
t
en
trepr
e
ne
ur
sh
ip
e
duc
a
t
i
o
n
w
i
l
l
i
m
p
ro
ve
bus
in
ess
in
t
ere
s
t
[
3
6
]
.
Ho
we
v
e
r,
s
o
m
e
st
udi
es
h
ave
argue
d
o
t
herw
ise
tha
t
t
he
l
e
n
g
t
h
of
s
tud
y
p
e
r
io
d
dec
r
ea
se
s
t
h
e
des
i
re
t
ow
ard
en
trepre
ne
ursh
ip
a
n
d
int
e
rest [
34].
2.3.
EE in
Ind
one
s
i
a
Al
th
oug
h
it
has
onl
y
b
ecome
a
c
on
c
e
r
n
in
r
e
c
e
n
t
y
ears,
t
h
e
a
pp
l
ic
ati
o
n
of
e
n
t
r
e
prene
u
r
s
hip
e
d
u
cati
o
n
in
I
n
don
esi
a
h
a
s
j
ust
s
t
art
e
d
to
s
ho
w
it
s
t
eeth
.
T
h
r
o
u
g
h
t
h
e
Ind
o
n
esia
n
N
a
ti
ona
l
Ed
uc
a
tio
n
S
t
anda
r
d
s
(
S
NP
),
e
nt
r
e
pre
n
e
u
rshi
p
e
d
uca
t
i
o
n
c
a
n
be
e
m
p
h
a
size
d
a
n
d
g
i
v
e
n
f
r
o
m
a
n
e
a
r
l
y
a
g
e
a
s
s
t
i
p
u
l
a
t
e
d
i
n
the
In
do
nes
i
a
n
p
r
e
si
d
e
ntia
l
d
e
c
r
ee
(
P
e
r
p
res)
2
0
0
5
N
o.
1
9
[3
7].
Th
is
e
ffor
t
is
c
a
rrie
d
o
u
t
i
n
a
d
di
tio
n
t
o
st
r
e
n
g
t
h
e
n
i
n
g
the
na
t
i
o
n
’s
e
c
o
n
o
my
b
ut
a
lso
be
i
n
g
a
b
le
t
o
be
a
s
t
imul
us
i
n
cr
eat
i
n
g
com
p
e
t
i
t
i
v
ene
s
s
for
in
div
i
dua
ls
i
n f
acin
g
g
lo
ba
l
i
za
ti
o
n
s
uc
h as
t
h
e
A
S
E
A
N
Ec
onomic
C
o
m
m
u
nit
y
[3
8
]. In pr
actic
e
, SNP
w
ill be
a
refere
nce
for
eve
r
y e
d
uca
t
i
o
n
a
l i
n
s
tit
ut
i
o
n
in
Indo
ne
sia t
o
s
ha
pe
the
p
at
t
e
r
n
of e
duc
at
i
on and
its curric
u
l
u
m
so
tha
t
it
c
a
n
b
e
unde
rst
o
od
an
d
prac
tic
ed
i
n
dai
l
y
life
[3
9]
.
Eve
n
th
o
u
g
h
t
here
a
re
m
any
un
i
v
ersi
ti
e
s
t
h
a
t
ha
ve
implem
e
n
te
d
e
n
tre
p
re
neurs
h
i
p
e
d
u
ca
t
i
o
n
,
onl
y
a
few
un
i
v
ersit
i
es
t
ha
t
h
a
ve
d
e
d
ic
ate
d
t
he
p
ro
gra
m
i
n
t
o
i
n
tra
-
curr
i
c
u
l
um.
T
h
os
e
uni
ver
s
it
i
e
s
inc
l
ude
U
n
i
versi
t
as
P
ra
setiya
M
u
l
y
a
,
U
nivers
ita
s
Ci
pu
t
r
a,
U
niv
e
rs
it
a
s
B
i
n
a
N
u
san
t
ara
,
U
niversi
t
a
s
S
urya,
Inst
itu
t T
e
k
n
o
l
og
i
Ba
n
d
u
n
g
a
nd se
ve
ral
othe
rs.
3.
RESEARCH
H
YPOTHESIS
The
resea
r
ch
h
yp
o
t
he
sis
w
a
s
bu
i
l
t
us
in
g
TP
B
i
n
s
t
r
u
me
n
t
s
as
s
how
n
in
F
igure
1.
A
tti
tu
d
e
(
A
TT)
i
s
a
fa
ct
or
i
n
a
n
e
duc
a
t
e
d
p
er
son
to
g
e
t
a
p
osit
i
v
e
or
n
e
g
a
tive
re
sp
o
n
se
t
o
e
a
rned
o
n
e
n
tr
epre
neuria
l
a
c
tiv
it
y,
inc
l
ud
ing
e
n
t
r
epre
ne
ursh
ip
[
32].
If
i
n
d
i
v
i
dua
ls
a
ss
ume
tha
t
b
us
ine
ss
i
s
b
e
n
efic
i
a
l
to
h
im
/her,
th
en
t
he
in
div
i
dua
l
w
i
l
l
r
e
spo
nd
po
si
ti
vel
y
,
a
nd
v
i
ce
v
er
sa
[
6].
Wh
ile
i
n
t
h
e
co
n
t
ext
of
c
are
e
r
cho
i
ce
,
descr
i
be
s
the
in
div
i
dua
l
'
s
de
si
r
e
t
o
be
s
e
l
f-e
mplo
ym
ent
or
w
ork
w
i
t
h
in
t
he
o
r
g
a
n
i
za
t
i
on
[
33
].
B
y
d
e
fin
iti
on
,
a
t
t
i
t
ude
repr
esents
a
n
e
v
al
ua
tio
n
o
f
a
p
sy
ch
o
l
og
ic
al
o
b
j
e
c
t
t
ha
t
i
s
c
apt
ured
i
n
t
h
e
con
t
es
te
d
a
ttri
b
u
t
e
dime
n
s
io
n,
bot
h
p
o
s
i
t
i
v
e
and
n
e
g
a
ti
v
e
. Th
e
shif
t
in
c
o
n
f
id
e
n
ce
ca
n
sh
if
t
b
ecau
s
e
of
t
he va
l
e
n
ce
o
f
bel
i
e
f
s tha
t
o
ccur
in h
i
m
at a
ce
rtai
n time
[1
9]
.
S
ubjec
t
i
ve
n
orm
(S
N)
i
s
a
m
e
a
s
urem
ent
i
n
s
t
r
u
me
nt
o
f
t
h
e
soc
i
a
l
pres
sure
f
el
t
b
y
i
n
d
i
v
i
d
ua
l
s
i
n
ca
rryin
g
ou
t
e
n
tre
p
re
neur
ial
ac
t
i
v
i
t
i
e
s
[
5]
a
nd
r
e
f
ers
t
o
t
he
p
erc
e
p
t
i
on
of
"
re
fer
e
nce
pe
op
le
"
t
o
a
ppr
ove
dec
i
si
o
n
s
or
n
o
t
t
o
be
c
o
m
e
e
n
t
repr
ene
u
rs.
SN
i
s
a
p
e
rce
p
tion
or
o
pi
nio
n
b
u
ilt
from
o
the
r
i
nd
i
v
i
d
ual
s
w
ho
a
r
e
con
s
i
d
ere
d
i
m
por
tan
t
w
he
n
pe
rform
in
g
t
h
e
des
i
red
a
c
tio
n
[4
0].
W
h
e
n
ac
t
i
n
g
a
s
a
n
e
ntre
prene
u
r,
t
he
in
div
i
dua
l
w
i
ll
g
a
i
n
i
n
flue
nc
e
fr
om
a
n
o
t
he
r
importa
nt
i
n
d
i
v
id
ua
l.
C
a
r
e
e
r
o
p
i
ni
o
n
s
as
a
n
e
n
trepr
e
ne
ur
o
r
ano
t
her
c
a
re
er
w
il
l
lea
d
i
nd
i
v
id
ua
ls
t
o
fo
ll
ow
p
ar
tic
ula
r
s
oc
i
a
l
p
r
e
ssu
res
[
2
1
]
.
In
di
vidu
a
l
opi
nio
n
s
t
h
a
t
a
r
e
con
s
i
d
ere
d
imp
or
t
a
nt
f
or
e
ntre
pr
ene
u
r
s
h
i
p
w
ill i
n
fl
ue
nc
e a
s
a
f
orm
of socia
l
pressure
.
Th
e
n
,
t
h
e
Perc
ep
t
i
o
n
o
f
B
eh
av
io
r
Control
(P
BC)
i
s
d
efine
d
a
s
th
e
pe
rce
p
ti
on
of
ease
or
d
iffic
u
lty
o
f
bei
n
g
an
e
n
t
re
pre
n
e
u
r
[5].
P
B
C
i
s
the
perc
ept
i
on
of
t
he
e
a
s
e
or
d
ifficu
l
t
y
in
p
e
rfor
m
in
g
t
h
e
be
hav
i
or
a
nd
is
assum
e
d
to
r
e
f
lect
t
he
p
as
t
e
x
perie
n
c
e
a
n
d
a
nt
ic
ipa
t
i
on
of
obs
t
ac
l
e
s
i
n
t
h
e
f
u
t
ur
e
[1
9].
I
n
A
j
z
e
n
’s
t
he
o
r
y,
it
i
s
exp
l
a
i
ne
d
t
h
a
t
P
BC
i
s
a
n
i
nd
i
v
id
ua
l
pe
rce
p
tion
tha
t
i
s
bu
i
l
t
re
gardin
g
t
h
e
e
a
se
a
nd
d
i
ffic
ul
t
y
i
n
car
rying
ou
t
the
ind
i
v
i
d
u
a
l
’s
d
e
s
ir
es.
Thi
s
p
er
cep
ti
o
n
i
s
bui
l
t
b
a
s
e
d
o
n
a
r
ef
l
e
c
tion
of
p
as
t
ex
p
e
ri
en
c
e
a
n
d
al
so
a
n
t
i
c
ip
ati
on
of
f
u
t
ure
cha
l
l
e
nge
s.
C
o
n
f
i
d
e
n
ce
o
f
se
lf-
e
ff
ic
acy
d
e
t
er
min
e
s
h
o
w
pe
ople
fe
el,
t
h
i
n
k,
m
ot
iva
t
e
h
i
m
/
he
r,
a
nd
beha
ve
.
In
t
he
c
on
t
e
x
t
o
f
e
n
tr
eprene
ursh
ip,
these
P
B
C
v
a
riab
les
r
e
l
a
t
e
t
o
t
h
e
a
v
a
i
l
a
b
ili
t
y
o
f
suppo
rt
a
nd
resour
ces
o
r ob
stac
le
s
to s
tar
t
i
ng a
bu
sine
ss
[
41].
F
i
gure
1
sh
ow
s
d
i
a
g
ram
of t
he
r
ese
a
rc
h hy
p
o
t
h
es
i
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
Int.
J
.
Eval. & R
es. Educ.
Vol.
8
, No. 1, March 2019:
71 -
80
74
A
tti
tu
de
Su
b
j
e
c
ti
v
e
N
or
m
Pe
r
c
e
i
v
e
d
B
e
ha
v
i
or
a
l
C
ont
r
ol
I
n
te
n
t
i
o
n
to
Ve
n
t
u
r
e
C
r
e
a
t
i
o
n
S
e
lf
‐
e
m
p
lo
y
m
e
n
t
E
n
tr
e
p
r
e
n
e
ur
s
h
i
p
E
du
c
a
ti
o
n
F
i
gure
1.
R
e
s
e
a
r
c
h hy
po
t
h
esi
s
dia
gra
m
4.
RESEARCH
M
ETH
O
D
4.1.
S
a
m
p
l
e
a
nd
r
es
e
a
r
c
h
de
s
i
g
n
S
t
ude
n
t
s ar
e
c
o
ns
i
d
e
r
ed
to be th
e
m
ost
prom
i
s
i
ng so
ur
ce o
f
entr
e
p
r
e
neurs [14],
a
n
d
t
h
e id
e
n
ti
fica
t
i
o
n
of
u
n
i
ver
s
ity
s
tu
de
nt
s
'
p
er
cep
ti
o
n
s
o
f
n
ew
b
us
iness
i
n
te
n
tion
a
nd
fea
s
i
b
il
i
t
ies
is
t
he
f
irst
s
te
p
to
a
rou
s
e
an
d
stim
ula
t
e
u
n
i
v
e
rsit
y
st
u
d
e
n
ts’
int
e
res
t
i
n
e
n
t
r
e
p
re
n
e
ur
ial
c
a
re
e
r
s.
F
u
r
t
h
ermo
re
,
i
n
d
i
vidu
a
l
s
wi
th
uni
versit
y
e
d
u
cati
on
show
a
g
re
at
er
t
e
n
d
e
n
c
y
t
o
wa
rd
s
ent
r
ep
re
n
e
urs
h
ip
[
42
]
.
Th
e
r
efore,
t
h
i
s
s
t
u
d
y
u
se
d
pur
pos
i
v
e
sam
p
lin
g
w
i
t
h
c
ross-
s
ecti
o
n
a
l
me
t
h
od
b
y
di
s
t
ri
bu
t
i
n
g
9
5
6
que
s
t
i
onna
i
r
es
t
o
st
u
d
en
t
s
w
h
o
maj
o
red
entre
p
reneur
s
h
ip
i
n
U
n
i
v
er
sita
s
P
r
a
s
eti
y
a
Mul
y
a,
I
nd
one
s
i
a
,
a
s
sh
ow
n
i
n
T
a
b
le
1
.
Fr
o
m
a
ll
va
li
d
que
st
ion
n
a
i
r
e
s
d
i
s
t
r
i
b
u
t
e
d
,
92
4
w
e
r
e
v
a
lid.
A
t
o
t
a
l
of
3
.
34
per
c
e
n
t
o
f
u
nq
ua
li
fied
q
ue
st
io
nna
ire
s
wer
e
co
l
l
e
ct
ed
.
Table 1.
Prof
i
le
o
f respondent
Fre
que
n
c
y
P
e
r
c
e
n
t
C
u
m
u
l
a
tiv
e
Pe
rce
n
t
T
o
ta
l
P
a
rtic
ip
a
n
ts
924
100%
100%
Le
ve
l
of
S
tudy
First
ye
a
r
368
39.
8%
39.
8%
Se
c
ond
yea
r
305
33.
0%
72.
8%
Thi
r
d
y
e
a
r
251
27.
2%
100.
0%
To
m
easure
A
TT
toward
I
VC,
resear
c
h
u
si
ng
fo
ur
i
t
e
ms
[
3
2
],
[
43
]
,
[40
]
.
S
t
ude
n
t
s
are
re
quired
to
assess
w
h
e
t
her
en
tre
p
rene
urs
h
ip
a
n
d
a
n
e
n
t
r
epr
e
neur
i
a
l
c
a
ree
r
a
re
c
o
n
s
i
d
ere
d
a
tt
ra
ct
iv
e
o
r
d
e
s
i
r
a
b
le.
So
me
st
a
t
em
ents ar
e
built to m
eas
u
r
e
att
itude.
F
o
r
m
e
a
s
ur
e
m
ent
of
S
N
,
r
esea
rche
rs
u
sed
t
h
re
e
item
s
r
eg
a
r
ding
r
eve
l
a
t
i
on
t
o
a
i
d
t
he
r
esea
rch
[3
2],
[3
3],
[4
3].
S
t
u
d
e
n
ts
w
ere
ask
e
d
to
a
sse
ss
ho
w
i
m
por
tan
t
t
h
e
p
e
o
p
l
e
arou
nd
t
he
m
a
r
e,
l
i
k
e
fa
mil
y
,
fri
end
s
,
a
n
d
ot
her
pe
o
p
le
w
ho
are
c
o
n
s
ider
e
d
i
m
p
ort
a
nt
i
nfl
u
enc
e
s
on
t
h
e
i
r
i
n
t
e
n
ti
on
t
o
w
a
rd
e
nt
r
e
pre
n
e
u
rs
h
i
p
a
n
d
bec
o
mi
n
g
a
n entre
p
rene
ur.
P
B
C use
s
s
i
x
-i
t
e
m statem
en
ts
t
o
s
u
p
p
o
rt resea
rch [3
2],
[43
]
. Wi
th
in t
he
P
B
C
st
a
t
e
me
n
t
c
ons
truc
t
i
o
n
,
the
sta
t
e
m
e
n
t
con
t
a
i
n
s
item
s
t
ha
t
re
flec
t
t
h
e
com
f
ort
o
r
d
is
com
fort
o
f
s
t
u
d
e
n
ts
t
o
p
u
rsue
e
ntre
pre
n
e
u
rs
hip
a
n
d
bec
o
me
en
t
re
preneurs.
Me
as
urem
ent
of
e
n
t
repre
n
e
u
rial
i
n
t
e
n
ti
on
a
n
d
en
tre
p
rene
ur
i
a
l
ca
r
een
a
t
t
r
act
ive
n
e
s
s
us
es
f
i
v
e
a
n
d
fo
ur
item
s
o
f
r
e
vela
t
i
o
n
,
re
spect
i
v
e
l
y.
F
ocus
in
g
o
n
s
t
u
de
nt
s'
i
n
t
e
n
t
i
o
n
t
o
p
u
r
s
ue
n
ew
v
en
t
u
re
c
rea
t
i
o
n
an
d
deve
l
op
in
ter
e
s
t
in be
c
o
mi
n
g
e
ntre
pre
n
eurs
[
32],
[43],
[40].
Ta
ble
2 sh
ow
s
the
deta
i
l
of
rese
arc
h
instr
u
m
e
n
t.
Evaluation Warning : The document was created with Spire.PDF for Python.
Int.
J
. Eva
l
. & Re
s
. Educ
.
IS
S
N
:
2252-
88
22
T
h
e
presenc
e
a
n
d
pe
rsiste
n
ce of
en
tre
p
re
ne
u
r
sh
ip
e
d
uc
at
io
n…
(
A
m
b
a
r
a
P
u
ru
sot
t
am
a)
75
Tab
l
e
2. Rese
a
rc
h ins
t
r
u
me
n
t
Var
i
a
b
l
e
L
at
en
t
S
t
at
eme
n
t
s
C
o
d
e
A
t
t
itude
a
.
Be
i
ng a
n
e
nt
r
e
pr
e
n
e
u
r
i
m
pli
e
s m
o
re a
dva
nta
g
e
s
t
h
a
n
dis
a
dv
a
n
t
a
ge
s
for
m
e
.
A
T
T
_1
b.
Be
i
ng a
n
e
nt
r
e
pr
e
n
e
u
r m
a
k
e
s
m
e
p
rou
d
.
A
T
T
_2
c.
I
t
i
s
de
sire
a
b
l
e
f
or
m
e
t
o
b
ec
o
m
e a
n
e
ntre
pre
n
e
u
r
.
A
T
T
_3
d.
I
t
i
s
inte
r
e
sting
for
m
e
t
o
b
e
c
o
m
e
a
n e
n
t
r
e
p
r
e
ne
ur.
A
T
T
_4
Subje
c
tiv
e
Nor
m
a
.
M
y
c
lose
st
f
am
ily
m
e
m
b
e
r
s
t
hink
that
I
s
hould
p
u
rs
ue
a
ca
r
e
e
r
a
s a
n
e
ntr
e
pr
e
n
e
u
r.
S
N
_1
b.
M
y
c
lose
st
f
r
i
e
nds
t
hink
tha
t
I
s
hou
l
d
p
u
r
s
u
e
a
ca
r
e
e
r
a
s
a
n
e
n
tr
e
p
re
n
e
ur.
SN
_2
c.
Pe
o
p
le
w
ho a
r
e
i
m
por
ta
nt
t
o m
e
t
hink
tha
t
I
s
hould
pu
rs
ue
a
ca
r
eer
a
s
an
e
n
t
r
e
p
r
e
n
eu
r
.
S
N_
3
Pe
r
c
e
i
ve
d
B
e
h
a
vior
a
l
C
ontrol
a.
I
f
I
w
a
n
t,
I
c
a
n
r
un m
y
busine
s
s
r
i
ght
now
.
P
B
C
_1
b.
Ot
he
rs’
opini
ons
w
ho
c
l
a
i
m
e
d
I
should
bec
o
m
e
a
n e
n
tr
epre
ne
ur
m
a
de
m
e
m
o
re
pa
ssiona
t
e
t
ow
a
r
d
be
c
o
m
i
ng
a
n e
n
tr
e
p
r
e
ne
ur.
P
B
C
_2
c.
De
spit
e
the
opini
ons
o
f
those
who
a
r
e
a
g
a
i
nst m
e
b
e
i
ng a
n
e
ntre
pre
n
e
u
r, I
will do it
an
yw
a
y
.
P
B
C
_3
d.
I
t
is en
tir
e
ly
u
p
to
me
wh
eth
e
r o
r
n
o
t
I b
e
c
o
m
e
a
n
e
n
t
re
p
r
e
n
eu
r
.
P
B
C
_4
e.
As a
n e
n
tre
p
r
e
n
e
ur,
I
w
ould
ha
v
e
s
uf
f
i
c
i
e
n
t
c
ontrol
ove
r m
y
bus
ine
s
s
P
B
C
_5
f.
T
h
e
r
e
a
r
e
v
e
ry
f
e
w
c
irc
u
m
s
ta
n
c
es
outside
m
y c
ontrol
th
a
t
m
a
y
pr
e
v
en
t
me
f
ro
m
bec
o
m
i
ng a
n
e
ntr
e
pre
n
e
u
r
P
B
C
_6
Inte
nti
on
to
V
a
l
u
e
Cr
eati
o
n
a.
I
a
m
r
ea
d
y
t
o
do a
n
y
t
hing
to
b
e
c
o
m
e
a
n e
n
t
r
e
p
r
e
n
e
ur.
IV
C
_1
b.
I
w
ill
m
a
k
e
e
v
e
r
y
e
f
for
t
t
o
sta
r
t a
nd
r
un
m
y
busine
s
s
.
I
V
C
_2
c.
I
a
m
d
e
t
e
r
m
i
n
e
d
t
o
c
rea
t
e m
y
busi
n
e
s
s.
I
V
C
_3
d.
I
ha
ve
v
e
r
y
s
e
r
i
o
u
s
l
y
thought
o
f
st
a
r
ting
a
busi
n
e
ss.
I
V
C
_4
e.
I
ha
ve c
onf
irm
e
d
i
n
te
nti
on
to
s
ta
rt a
busine
ss.
I
V
C
_5
Profe
ssiona
l
At
tr
a
c
t
ion
a.
A c
a
r
e
e
r
a
s e
n
tr
e
p
r
e
n
e
ur is a
ttr
ac
tiv
e
to me
.
P
A_1
b.
M
y
ca
r
e
e
r
g
o
a
l
i
s
t
o
be
a
n e
n
tr
e
p
re
n
e
ur.
PA
_2
c.
I
f
I
h
a
d
t
he
opport
unity
a
nd
r
e
sour
c
e
s,
I
'd
l
ike
to
b
e
a
n
e
ntr
e
pr
e
n
e
u
r.
P
A
_3
d.
A
m
ong
va
r
i
ous
opt
ions,
I
'
d
r
a
t
he
r
be a
n e
n
tr
e
p
r
e
n
e
ur
P
A
_4
The
s
t
atem
en
t
us
in
g
7
L
i
ker
t
-
s
cale
p
o
i
n
t
s
r
a
nge
s
from
1
"s
tro
n
g
l
y
d
isa
g
ree
"
t
o
7
"str
on
g
l
y
a
g
ree
.
"
R
e
sear
cher
s
us
e
the
Str
u
ct
ura
l
E
qu
at
i
on
M
o
d
e
li
n
g
(
S
E
M)
a
s
a
n
a
n
a
l
ytic
a
l
t
oo
l
to
s
t
u
d
y
t
h
e
r
e
l
at
i
o
ns
hi
p
of
t
h
e
varia
b
l
e
s
[4
4].
This
e
qua
t
i
on
u
ses
a
re
cipro
c
a
l
r
e
l
a
t
i
o
n
s
h
i
p
be
tw
ee
n
the
c
o
n
s
tr
u
c
ts
i
n
v
o
l
v
e
d
i
n
the
a
n
a
l
ys
is.
The
A
M
O
S
s
o
f
tw
are
is
u
se
d
t
o
a
na
lyz
e
t
he
m
ome
n
t
str
u
ct
ure
t
o
e
s
t
i
m
a
t
e
th
e
m
ode
l
i
n
tegra
t
e
d
d
irec
tly
w
ith
SPSS
.
5.
RESULT
S
A
N
D
DISCU
SSIO
N
5.1.
V
a
li
di
t
y
a
nd
r
e
l
ia
b
i
l
i
t
y
D
a
ta
t
es
tin
g
is
e
sse
n
ti
a
l
b
e
f
ore
pe
rform
i
n
g
d
a
t
a
ana
l
y
s
is
t
o
m
e
asure
t
h
e
resea
r
ch
m
odel
a
s
s
how
n
in
Tab
l
e
3.
T
he
s
t
u
d
y
u
se
s
K
a
ise
r-M
ey
er-O
l
k
in
(
KMO)
S
t
a
t
i
s
ti
cs
i
n
da
ta
t
es
ti
ng.
K
MO
s
ta
ti
st
i
c
s
va
ry
f
rom
0
to
1,
i
nd
ica
t
i
n
g
th
e
exte
nt
t
o
w
h
i
c
h e
ach
v
aria
ble
in a
set
i
s
pre
dic
t
e
d
w
ith
ou
t e
rror
by a
nothe
r va
riable
[
44].
Table
3.
D
a
ta val
idi
t
y a
nd
re
l
i
ab
i
l
i
t
y
C
ode
B
e
for
e
Adj
ust
m
e
n
t
Afte
r Adjust
me
nt
KM
O
S
i
g.
M
SA
Fa
ctor
L
o
a
d
ing
C
r
onbac
h
Al
p
h
a
K
M
O
Si
g.
M
SA
Fa
ct
o
r
L
o
a
d
ing
Asse
ss
me
nt
AT
T
_1
0.
745
0
.
000
0
.
778
0
.
805
0.
884
0
.
745
0
.
000
0.
778
0.
805
0.
884
AT
T
_2
0
.
775
0
.
874
0
.
775
0.
874
AT
T
_3
0
.
709
0
.
8
9
0.
709
0.
890
AT
T
_4
0
.
73
0
.
877
0
.
730
0.
877
SN
_1
0.
705
0
.
000
0
.
763
0
.
826
0.
816
0
.
705
0
.
000
0.
763
0.
826
0.
816
SN
_2
0
.
701
0
.
8
6
0.
701
0.
860
SN
_3
0
.
667
0
.
884
0
.
667
0.
884
PBC
_1
0.
744
0
.
000
0
.
81
0
.
852
0.
660
0.
745
0
.
000
0.
813
0.
853
0.
774
PBC
_2
0
.
741
0
.
885
0
.
742
0.
885
PBC
_3
0
.
741
0
.
897
0
.
740
0.
897
PBC
_4
0
.
661
0
.
693
0
.
658
0.
728
PBC
_5
0
.
668
0
.
696
0
.
668
0.
719
PBC
_6
0.
4
40*
0
.
338*
I
V
C
_1
0.
839
0
.
000
0
.
809
0
.
802
0.
916
0
.
839
0
.
000
0.
809
0.
802
0.
916
I
V
C
_2
0
.
821
0
.
855
0
.
821
0.
855
I
V
C
_3
0
.
892
0
.
888
0
.
892
0.
888
I
V
C
_4
0
.
823
0
.
903
0
.
823
0.
903
I
V
C
_5
0
.
848
0
.
891
0
.
848
0.
891
PA
_1
0.
804
0
.
000
0
.
803
0
.
881
0.
889
0
.
804
0
.
000
0.
803
0.
881
0.
889
PA
_2
0
.
776
0
.
885
0
.
776
0.
885
PA
_3
0
.
837
0
.
833
0
.
837
0.
833
PA
_4
0
.
809
0
.
873
0
.
809
0.
873
(
*
)
N
o
t
fe
asibl
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
Int.
J
.
Eval. & R
es. Educ.
Vol.
8
, No. 1, March 2019:
71 -
80
76
Base
d
o
n
t
he
r
esu
lts
o
f
t
h
e
a
n
al
ysis
i
n
Ta
bl
e
3,
a
l
l
K
MO
v
al
ue
s
f
a
ll
w
ithi
n
t
he
e
li
gi
b
l
e
cr
i
t
e
r
ia
a
n
d
are
consi
d
ere
d
g
o
od
>
0.
7.
T
he
B
ar
tle
t
t
t
est
is
t
he
n
us
ed
t
o
te
st
w
h
e
ther
t
he
s
a
m
ple
k
com
e
s
from
a
po
p
u
l
a
tio
n
w
ith
t
he
s
am
e
varianc
e
,
a
s
t
he
a
de
q
u
ac
y
in
d
i
c
a
t
or
u
s
e
d
i
s
0.0
5
o
r
0.0
01.
T
h
e
r
e
s
ult
of
B
a
r
t
l
e
tt-te
st
has
s
i
gn
i
f
i
c
a
n
t
va
lue
(
<
0.00
1
)
,
so
t
he
f
a
c
t
o
r
a
na
l
y
sis
is
c
ons
i
de
red
a
p
propr
iate.
T
h
e
v
a
l
u
e
o
f
M
eas
u
r
e
of
S
a
mplin
g
A
d
e
quac
y
(
MS
A
)
s
ign
i
fie
s
t
he
c
orre
lat
i
o
n
s
tre
ngt
h
of
a
n
i
n
d
i
c
a
tor
aga
i
nst
a
n
o
t
her
.
T
he
f
ea
sibi
l
i
t
y
of the
fa
c
t
or-l
o
a
di
n
g
val
ue
s
h
o
u
l
d
a
t
leas
t me
et the
req
uire
d
s
ta
ndar
d
s,
w
hic
h
m
u
s
t
ha
ve
a va
l
ue of > 0.
5 [4
4
]
.
It
c
an
b
e
se
en
fro
m
Tab
l
e
3
th
at
i
n
th
e
l
a
t
e
nt
v
a
r
i
a
bl
e
of
P
BC
,
it
ca
n
be
s
e
e
n
t
h
a
t
t
he
f
a
c
t
or
l
oa
din
g
v
a
l
ue
i
n
the
P
B
C_
6
variab
les
is
b
e
l
o
w
0
.50.
T
her
e
fore
,
the
varia
b
le
c
a
n
be
d
isc
a
r
d
ed,
bec
a
u
se
it
i
s
c
o
n
s
i
dere
d
less
su
i
t
a
b
le
for
use
i
n
me
asurin
g t
h
e
late
n
t
var
i
a
ble
s
.
5.2.
Good
n
e
ss-
o
f-fi
t
mod
e
l in
d
e
x
S
a
m
p
le
s
ize
e
x
c
eed
i
n
g
4
0
0
r
espo
nde
n
t
s
ma
kes
the
Ch
i-S
q
u
a
re
(
C
M
I
N
)
a
n
d
C
M
I
N
/
D
F
v
a
l
u
e
s
uns
ui
tab
l
e
f
o
r
me
asurin
g
t
h
e
suita
bil
ity
o
f
model
s
w
it
h
the
ex
i
sti
n
g
da
t
a
[
4
4
]
as
s
how
n
i
n
T
a
b
le
4
.
Root
Mea
n
s S
quar
e
Re
s
id
ua
l (R
MR) me
as
ur
e
s
th
e
bad
nes
s
-
o
f
-
f
i
t
o
f a m
o
de
l wher
e
the
sm
al
l
e
r t
h
e
R
M
R
v
a
l
u
e,
t
he
me
asure
d
m
od
el
i
s
r
a
ted
be
tt
er
a
nd
t
h
e
RM
R
va
l
u
e
ha
s
n
o
m
axim
um
v
al
ue.
The
mode
l
of
t
h
i
s
r
e
sea
r
ch
h
as
a
val
u
e
o
f
R
M
R
0
.
09
w
h
ic
h
is
r
elati
v
e
l
y
sm
all
a
nd
c
l
ose
to
0
,
thu
s
the
mode
l
i
s
i
n
acc
o
r
danc
e
w
i
th
t
h
e
d
ata
repr
esenta
t
i
o
n
. G
o
o
dne
ss-of-
F
it
In
d
ex (G
F
I) in
d
i
c
a
t
es a g
o
od mo
de
l
in
r
e
p
rese
nti
n
g
t
h
e data o
bt
ai
ne
d
i
f
i
t has
a
va
l
u
e
a
b
ove
0
.9.
The
m
o
de
l
s
how
s
t
h
e
re
sults
o
f
G
F
I
a
nd
A
d
ju
s
t
e
d
G
o
od
ness-o
f
-F
it
I
nde
x
(
A
G
F
I)
v
alue
s
clo
s
e
to
1
,
al
th
oug
h
s
l
igh
t
l
y
b
elow
0
.9.
S
o
i
t
is
c
onc
l
ude
d
t
h
a
t
the
a
b
o
v
e
mode
l
is
q
uite
g
o
o
d
i
n
r
e
pre
s
ent
i
n
g
t
h
e
d
a
t
a
obt
a
i
ne
d
i
n
th
i
s s
t
u
dy.
Table
4.
G
ood
ness-o
f
-fit
Ind
i
cator
C
h
i
-
s
q
u
a
r
e
(
C
M
I
N
)
N
P
AR
C
M
I
N
D
F
P
C
M
I
N
/
DF
De
f
a
ult m
o
d
e
l
51
1746.
9
4
1
1
8
0
.
000
9
.
705
Sa
t
u
r
a
t
e
d m
o
d
e
l
231
.
000
0
I
nde
pe
nde
n
c
e m
o
d
e
l
21
1499
0.
477
2
10
.
000
71.383
RM
R
RM
R ≤
0
,
0
8
G
FI
≥ 0
,9
AGF
I
P
G
F
I
De
f
a
ult m
o
d
e
l
.
090
.
844
.
800
.
658
Sa
t
u
r
a
t
e
d m
o
d
e
l
.
000
1
.
000
I
nde
pe
nde
n
c
e m
o
d
e
l
.
537
.
174
.
091
.
158
N
F
I
, R
FI,
C
F
I
, T
L
I
, IF
I
N
FI
≥ 0
.
9
R
FI
I
FI
≥ 0
.9
TLI
≥
0
.9
C
FI
≥
0
.9
De
f
a
ult m
o
d
e
l
.
883
.
864
.
894
.
876
.
894
Sa
t
u
r
a
t
e
d m
o
d
e
l
1.
000
1.
0
0
0
1
.
000
I
nde
pe
nde
n
c
e m
o
d
e
l
.
000
.
000
.
000
.
000
.
000
R
M
SE
A
R
M
SE
A
≤
0.
08
L
O
90
H
I
90
PCL
O
SE
De
f
a
ult m
o
d
e
l
.
097
.
093
.
101
.
000
I
nde
pe
nde
n
c
e m
o
d
e
l
.
276
.
272
.
280
.
000
The
th
i
r
d
m
e
a
s
ure
m
e
n
t
uses
t
he
N
orma
tiv
e
F
it
I
nde
x
(N
F
I)
i
n
d
i
c
a
tor
,
R
e
l
a
t
i
v
e
Fi
t
Inde
x
(RFI)
,
Com
p
ar
ative
F
i
t
Ind
e
x (
C
F
I), Tuc
ker Lew
i
s I
nde
x (
TLI),
a
n
d
Inc
r
em
enta
l F
i
t
In
dex
(IF
I). The
se
m
ode
ls sho
w
a
g
o
o
d
m
o
d
e
l
i
f
t
h
e
va
lue
is
c
lo
se
t
o
1.
T
he
r
e
s
ult
of
t
he
m
eas
u
r
emen
t
i
n
T
abl
e
s
h
o
w
s
th
a
t
t
h
e
v
al
u
e
o
f
th
e
i
n
d
i
ca
to
r
i
s
c
lo
se
t
o
1
,
e
v
e
n
th
oug
h
i
t
i
s
be
l
o
w
th
e
st
an
da
rd
0
.
9
;
t
h
is
m
e
a
ns
t
ha
t
t
h
e
a
b
o
v
e
m
o
d
e
l
is
g
oo
d
eno
u
gh t
o
r
epre
sen
t
data
an
d
t
h
e
o
ry.
R
o
o
t
M
ea
n
S
q
uare
E
rror
of
A
ppro
x
i
m
a
ti
on
(
RMS
E
A
)
a
t
t
em
pts
t
o
f
ix
t
he
m
ode
l
mis
m
atch.
The
RMS
E
A
va
l
u
e
b
e
tw
ee
n
0.0
5
and
0.0
8
i
nd
ic
ate
s
a
g
ood
i
n
d
e
x
f
or
a
c
cept
i
ng
t
h
e
s
u
i
t
a
b
il
i
t
y
o
f
a
m
odel.
H
o
w
e
ve
r,
i
f
th
e
R
M
S
E
A
va
l
u
e
o
f
a
m
o
d
e
l
i
s
be
low
0.1,
t
he
n
t
h
e
m
od
el
c
an
b
e
ac
ce
pt
e
d
a
s
a
g
ood
m
o
d
e
l
[
4
4].
As per Table
6
, this
m
o
de
l can
be sum
m
a
rize
d a
s
a g
oo
d
e
n
o
u
gh m
ode
l
t
o
re
p
r
e
sent i
ts data, becaus
e
the
val
u
e
i
s
c
l
o
se t
o
0, de
s
p
i
te
t
he
num
ber
of
s
a
m
ple
s
a
n
d
l
a
r
g
e
d
a
ta
d
istr
ib
u
tio
n.
5.3.
Hypoth
esis
t
es
t
i
n
g
5.
3.1.
T
h
e
pr
ese
n
ce of
E
E h
y
poth
e
s
is
Base
d
o
n
t
he
h
yp
o
t
he
sis
te
st,
t
h
e
resu
l
t
s
va
ry
a
s
s
how
n
in
T
ab
l
e
5.
A
TT
and
P
B
C
va
ria
b
le
s
s
how
a
pos
it
ive
a
n
d
si
gn
i
f
ica
n
t
rela
t
i
ons
h
i
p
t
o
i
ts
e
ndo
ge
no
u
s
varia
bl
e
s
.
H
e
nce
,
H
yp
o
t
he
ses
H
a
1,
H
a2,
H
a
5,
a
nd
H
a6
a
r
e
ac
ce
p
t
ed
,
b
e
ca
use
t
h
e
v
a
ri
a
b
l
e
m
ee
t
s
t
he
m
i
n
i
m
u
m
r
eq
u
i
re
d
s
ta
n
d
a
r
d
a
t
t
h
e
99.9%
c
o
n
fi
denc
e
l
e
vel
(
P
<0.
0
0
1
).
T
h
e
S
N
variable
i
n
d
ica
t
es
t
he
s
i
t
u
a
t
i
o
n
a
s
op
pos
e
d
t
o
it
s
en
doge
n
o
u
s
v
a
r
i
a
b
l
es.
In
r
e
l
a
t
io
n
to
I
VC,
SN
i
s
capa
b
le
o
f
sh
o
w
in
g
t
h
e
op
p
o
site
r
e
l
at
ion
s
h
i
p
b
u
t
w
i
t
h
a
c
er
t
a
i
n
s
ig
n
i
fica
nc
e.
S
N
can
c
o
n
t
r
ib
ut
e
sign
ifica
n
tl
y
t
o
I
V
C
v
ar
iab
l
e
s
w
hen
us
ing
a
5
%
c
o
n
fi
denc
e
w
i
ndo
w
(P
<
0.
05)
.
H
a
3
i
s
a
c
c
e
pte
d
w
it
h
a
c
e
r
tai
n
Evaluation Warning : The document was created with Spire.PDF for Python.
Int.
J
. Eva
l
. & Re
s
. Educ
.
IS
S
N
:
2252-
88
22
T
h
e
presenc
e
a
n
d
pe
rsiste
n
ce of
en
tre
p
re
ne
u
r
sh
ip
e
d
uc
at
io
n…
(
A
m
b
a
r
a
P
u
ru
sot
t
am
a)
77
degre
e
o
f
co
nfide
n
ce
.
H
o
w
e
v
e
r,
t
he
r
e
l
atio
n
s
h
i
p
b
e
tw
ee
n
S
N
a
nd
PA
s
how
s
the
c
o
rre
la
tio
n
re
lat
i
on
s
h
i
p
a
n
d
i
s
n
ot
s
ign
i
fi
can
t
b
e
c
a
u
s
e
it
c
a
n
not
m
ee
t
th
e
l
e
v
e
l
of
t
ru
st
a
t
w
hi
ch
t
h
e
v
a
l
u
e
i
s
0
.
332
.
Hy
po
t
h
esi
s
t
e
s
t
i
n
g
on
SN
’s
r
el
ati
o
n
t
o
PA
i
s
u
n
a
cc
ep
t
a
bl
e
,
o
r Ha
4
i
s
re
j
ec
t
e
d
.
Ta
ble
5.
The
presenc
e
o
f e
e
hy
pothesis test
i
ng re
sult
Hy
pothe
sis
Re
l
a
tionship
Est
i
m
a
te
S
.E
.
C
.
R.
P
D
e
c
isi
on
Ha1
AT
T
-
-
-
>
IVC
.
825
.
069
15.
626
***
S
***
Ha2
A
T
T
-
-->
P
A
.
836
.
063
18.
216
***
S
***
Ha3
S
N
---
>
I
V
C
-.
119
.
046
-
2.
393
.
017
S
*
Ha4
SN
-
-
-
>
P
A
-
.
045
.
044
-
.
971
.
332
N
S
Ha5
PBC
-
-->
I
V
C
.
190
.
035
4
.
323
***
S
***
Ha6
PBC
---
>
PA
.
177
.
034
4
.
334
***
S
***
(
S
)
Supporte
d; (
N
S
)
N
o
t Supporte
d
* Signific
ant at 0.05 (
t
w
o
-
t
a
i
le
d
)
or 95
%
c
onfide
n
c
e
lev
e
l
; ** signifi
c
ant a
t
0.01 (
t
w
o
-taile
d
)
or 99
%
c
onfid
e
n
ce
lev
e
l
;
*** signif
i
c
ant at 0.
001 (
t
w
o
-taile
d
)
or 99.
9
%
c
o
n
f
i
d
e
n
ce
l
e
ve
ls
The
resu
lt
of
s
t
r
uc
tura
l
eq
ua
t
i
o
n
t
es
t
al
so
s
how
s
tha
t
t
he
A
TT
v
a
r
i
a
b
l
e
p
l
a
y
s
a
d
o
m
i
n
a
n
t
r
o
l
e
i
n
rela
tio
n
to
b
o
t
h
i
t
s
e
n
d
o
g
e
nous
v
aria
b
l
es.
Base
d
on
the
data
,
t
he
v
al
u
e
o
f
r
e
gress
i
o
n
c
oe
ffic
ie
n
t
on
t
h
is
equa
t
i
o
n
A
TT
t
o
IV
C
i
s
0
.82
5
a
nd
A
T
T
to
P
A
i
s
0
.8
36.
T
he
P
BC
va
ria
b
le
p
la
ys
a
p
os
i
tive
a
n
d
sig
n
i
fican
t
role,
b
u
t
t
he
c
o
e
fficie
nt va
l
ue
appea
r
s
sm
alle
r
tha
n
A
TT
;
t
h
at
is,
P
BC
to
I
V
C
(
0.
1
51)
a
n
d
P
BC
t
o
P
A
(0.
147)
.
S
N
a
nd
t
h
e
ex
oge
n
o
u
s
v
ariab
l
e
s
h
a
v
e
a
ne
g
a
t
i
ve
r
e
l
at
i
o
n
s
hi
p
i
n
whi
c
h
the
SN
i
s
against
IVC
(-0.119)
and
(-
0.45).
This si
t
u
atio
n
ill
us
t
r
ates
the
re
l
a
t
i
o
ns
h
i
p betw
e
e
n
S
N w
i
t
h bo
t
h
e
nd
o
g
en
o
u
s var
i
a
b
le
s, IV
C
and
PA
.
5.
3.2.
T
h
e
pe
rsist
e
nce
of EE hyp
o
th
esis
Base
d
on
the
st
ude
n
t
’s
l
e
v
e
l
o
f
st
udy,
t
he
r
e
s
ul
ts
o
f
t
h
e
hy
p
o
t
he
sis
t
e
s
t
t
e
nd
t
o
v
ary,
a
s
sh
ow
n
in
Tab
l
e
6
w
h
e
n
u
s
i
n
g
c
las
s
i
f
i
c
ati
o
n
w
i
t
h
t
he
c
on
tro
l
v
ar
iab
l
es
o
f
t
he
s
tu
dy
l
e
v
e
l
.
I
V
C
a
nd
P
A
h
ave
a
p
o
s
i
t
i
v
e
and
si
g
n
if
ican
t
cor
r
elat
i
on,
b
e
c
a
u
se
t
he
y
m
eet
t
he
e
sta
b
lishe
d
fea
s
ibi
l
i
t
y
s
tan
d
a
r
d
(P
<
0.
00
1).
Wi
thi
n
t
h
e
rela
tio
ns
hip
be
tw
ee
n S
N
a
nd bo
t
h
e
nd
oge
n
ous var
iab
l
es
t
h
e
re ar
e
va
r
iati
o
n
s be
tw
ee
n le
v
e
l
s
o
f s
t
u
d
y
. In S
N
to
IVC,
p
o
s
i
tiv
e
an
d
sign
ifi
c
a
n
t
rel
a
ti
o
n
s
hi
ps
o
nl
y
o
c
cu
r
i
n
f
i
r
st
-de
g
ree
s
t
u
d
en
ts
o
nly.
A
t
l
e
vel
tw
o
a
n
d
t
h
ree
,
d
e
sp
it
e th
e
p
o
s
i
tiv
e
re
l
a
ti
on
shi
p
, t
h
ey
mi
ght
n
ot
b
e
a
s
i
gni
fic
ant
rela
ti
o
n
s
h
ip.
Th
e
SN
v
ari
a
bl
e
h
a
s
a
po
sit
i
v
e
re
l
a
tio
n
s
hi
p
a
t
e
ach
l
e
v
el
o
f
st
u
d
y
,
bu
t
it
doe
s
n
o
t
h
ave
a
si
gn
i
f
ica
n
t
rela
tio
ns
hip
be
c
a
use
it
i
s
u
na
bl
e
to
m
ee
t
th
e
r
e
quired
cri
t
e
ria
(
P
<0.0
5,
P
<
0.
01,
a
n
d
P
<
0.00
1).
In
t
he
l
a
s
t
exo
g
e
n
o
u
s
vari
able
,
P
B
C,
a
ga
in
st
b
ot
h
e
x
o
g
e
no
us
v
ar
i
a
b
l
e
s
,
has
va
rie
d
r
e
l
a
t
i
o
n
s
h
i
ps
a
t
va
rio
u
s
l
e
ve
l
s
.
P
BC’s
rela
tio
ns
hip w
i
th
I
V
C
is o
n
ly sign
i
fica
nt i
n
fir
s
t-ye
ar stu
de
n
t
s w
i
th
P
<
0.00
1, w
hil
e
ot
h
er
s have
n
o sig
n
i
fica
nt
rela
tio
ns
hip.
T
he
r
e
l
a
t
i
o
nsh
i
p
betw
ee
n
P
B
C
and
P
A
i
s
co
ns
iste
nt
ly
p
o
s
it
i
v
e
and
sign
ific
a
n
t
a
t
e
ach
l
ev
el
o
f
stud
y
w
ith
P
<
0.
05.
Tab
l
e
6.
T
he
p
ersist
a
n
ce
of
h
ypo
the
s
is te
s
t
i
ng re
sult
H
ypot
he
sis
Re
l
a
ti
onship
C
.
R
P
D
e
c
i
sion
1
st
Y
ear
2
nd
Ye
a
r
3
r
d
Ye
a
r
1
st
Y
ear
2
n
d
Year
3
rd
Y
ear
1
st
Year
2
nd
Ye
a
r
3
rd
Year
Ha
1
A
T
T
---
>
I
V
C
10.
763
7
.
738
8
.
548
***
***
***
S
***
S
***
S
***
Ha
2
A
TT
-
-
-
>
P
A
12.
077
9
.
630
9
.
800
***
***
***
S
***
S
***
S
***
Ha
3
SN
-
-->
I
VC
-
3.
02
1
-
.
417
-
.
472
.
003
.
677
.
637
S
**
N
S
N
S
Ha
4
SN
-
-->
P
A
-.
689
.
045
-
.
780
.
491
.
964
.
435
N
S
N
S
N
S
Ha
5
P
B
C
--
->
IVC
4
.
187
1
.
550
1
.
532
***
.
121
.
125
S
***
N
S
N
S
Ha
6
P
B
C
--
->
P
A
2.
476
2
.
400
1
.
989
.
013
.
016
.
047
S
*
S*
S
*
Re
la
tionshi
p
E
s
tima
t
e
S
.
E
1
st
Ye
a
r
2
n
d
Year
3
rd
Y
ear
1
st
Ye
a
r
2
nd
Ye
a
r
3
rd
Year
A
T
T
---
>
I
V
C
.
113
.
113
.
133
.
113
.
113
.
133
AT
T
-
-
-
>
P
A
.
096
.
112
.
120
.
096
.
112
.
120
SN
-
-->
I
VC
.
090
.
074
.
069
.
090
.
074
.
069
S
N
---
>
PA
.
072
.
085
.
071
.
072
.
085
.
071
P
B
C
--
->
I
VC
.
061
.
063
.
055
.
061
.
063
.
055
PB
C
-
-->
P
A
.
049
.
072
.
056
.
049
.
072
.
056
(
S
)
Supporte
d; (N
S
)
N
o
t
Supp
or
te
d
* Signific
ant at 0.05 (
t
w
o
-
t
ai
le
d
)
or 95
%
c
onfide
n
c
e
lev
e
l
; ** signific
ant a
t
0.01 (
t
w
o
-taile
d)
or 99
%
c
onfid
e
n
ce
l
e
v
e
l
;
*** signific
ant at 0.001 (
t
w
o
-
t
ai
le
d
)
or 99.9
%
c
o
n
f
id
e
n
c
e
lev
e
l
s
T
h
e
co
e
f
f
i
ci
en
t
o
f
t
h
e
v
a
r
i
a
b
l
es
c
o
n
s
i
s
t
e
n
t
l
y
d
e
m
o
n
s
t
r
a
t
e
s
a
p
o
sit
i
ve re
l
a
t
i
ons
h
i
p i
n
a
ll
v
a
r
iab
l
es. The
A
TT
t
o
w
a
rd
b
oth
i
t
s
e
n
d
o
g
e
n
o
u
s
varia
b
le
s,
I
V
C
a
n
d
P
A
,
c
ons
iste
n
t
l
y
a
p
p
e
ars
as
t
h
e
d
o
m
i
n
a
n
t
co
eff
i
ci
ent
w
ith
c
oeffi
c
i
e
n
t
va
lue
s
o
f
A
T
T
to
I
V
C
(
0.
113)
a
n
d
A
TT
t
o
P
A
(
0.
096)
i
n
the
first
year
,
A
TT
t
o
I
V
C
(
0.11
3)
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
S
N: 2
2
5
2
-
88
22
In
t
.
J
.
E
v
a
l
.
&
R
e
s
.
E
d
u
c
.
V
o
l.
8
,
N
o
.
1
,
M
ar
c
h
2
0
1
9
:
7
1
-
8
0
78
a
nd
A
TT t
o
P
A
(
0
.
112)
i
n
th
e
seco
nd yea
r
,
and
A
TT to
I
V
C
(
0.
1
3
3
)
a
nd A
TT
to
P
A
(
0
.
1
2
0
)
i
n
t
he
t
hir
d
y
ear
.
I
n
t
he r
e
l
at
i
o
n
s
hip
be
tw
ee
n
S
N
w
it
h
I
V
C an
d P
A
,
va
r
i
ab
le
s
a
l
so
c
o
n
s
i
s
t
e
n
t
ly
h
a
v
e
a
po
si
tiv
e
re
l
a
tio
n
s
hi
p
wi
th
c
o
effi
c
i
e
n
t
va
l
u
e,
S
N
agains
t
IVC
(
0
.0
90)
a
nd
S
N
agai
ns
t
PA
(
0.
072
)
in
t
he
f
ir
st
y
e
a
r
,
S
N
aga
i
ns
t
I
V
C
(
0
.
0
7
4
)
a
nd
S
N
a
gai
n
st
P
A
(
0
.
0
8
5
)
i
n
t
he
s
ec
on
d
yea
r
,
a
nd
S
N
t
o
I
V
C
(
0.
06
9)
a
n
d
S
N
t
o
P
A
(
0
.
071)
i
n
the
th
ird ye
ar.
S
i
m
i
l
a
r
r
e
sul
t
s
w
e
r
e
a
lso
f
o
u
nd
i
n
t
he
r
e
l
a
tio
ns
h
i
p
be
tw
e
e
n
P
B
C
w
i
t
h
bo
t
h
e
n
doge
n
o
u
s
var
i
a
b
l
e
s,
I
V
C
a
n
d
P
A
,
whic
h
c
o
n
s
iste
nt
ly
h
a
d
a
posi
t
i
v
e
rela
t
i
o
n
s
h
ip
w
it
h
c
oe
f
f
i
c
i
ent
val
u
es,
P
B
C
t
o
I
V
C
(
0.
06
1)
a
n
d
P
B
C
to
P
A
(
0
.
0
4
9
)
i
n
t
he
f
ir
s
t
y
e
a
r
,
P
B
C
t
o
I
V
C
(
0
.
0
6
3
)
a
n
d
P
B
C
t
o
P
A
(
0.
07
2)
i
n the
s
e
con
d
y
e
a
r
,
a
nd
P
BC
to
I
V
C
(
0.
055)
a
nd
P
BC
t
o
P
A
(
0
.
056)
i
n
t
h
e
thir
d
ye
ar
.
F
i
gur
e
2
r
e
ve
a
l
s
m
o
r
e
a
bo
ut
t
he
c
o
n
t
r
i
but
io
n
base
d
o
n
t
he
v
a
l
ue
o
f
r
e
gr
e
s
si
on
c
oe
ff
i
c
i
e
nt
s
how
n
i
n
the
A
TT
r
e
l
a
ti
ons
h
i
p
w
i
t
h
e
n
d
o
g
e
n
o
u
s
va
r
i
a
b
le
s,
n
am
ely
I
V
C
a
n
d
P
A
.
The
da
ta
f
r
o
m
t
h
e
stu
dy
le
vel
in
dic
a
t
e
a
n
i
n
c
r
e
a
s
i
n
g
t
r
e
n
d
,
A
T
T
t
o
w
a
r
d
I
V
C
,
i
n
t
h
e
f
i
r
s
t
y
e
a
r
(
0
.
1
1
3
)
,
s
ec
on
d
ye
a
r
(
0.
113)
,
an
d
la
st
y
ea
r
(
0
.
1
3
3
)
an
d
the
rela
t
i
o
n
s
h
ip
b
etwe
e
n
ATT
towa
rd
P
A
in
th
e
f
irst y
ear (
0
.0
96
)
,
s
ec
ond
yea
r
0
.
1
1
2
,
a
nd
la
st
y
ear
(
0.
12
0)
.
F
i
gur
e
2.
R
e
g
r
e
ssio
n
c
o
e
f
fi
cie
n
ts b
ase
d
on
st
udy
l
ev
el
Wh
i
l
e
the
re
l
a
t
i
o
n
s
h
i
p
o
f
SN
w
it
h
en
d
oge
n
ous
v
aria
b
l
es,
IVC
t
o
w
a
r
d
P
A
,
tends
t
o
de
c
r
ea
se,
S
N
t
o
ward
I
VC
,
f
i
rst
y
e
a
r
(
0
.
090),
se
co
n
d
y
e
a
r
(0
.
0
74
),
a
n
d
thi
r
d
ye
ar
(
0.
0
6
9
)
;
S
N
t
ow
ar
d
P
A
i
n
the
f
i
r
s
t
ye
a
r
(
0
.
0
7
2
)
,
s
e
c
on
d
yea
r
(
0.
0
8
5
)
,
a
nd
t
h
ir
d
y
e
ar
(
0.
071)
.
Fina
l
l
y,
t
h
e
r
e
l
a
ti
ons
hi
p
betw
ee
n
P
B
C
an
d
ot
h
e
r
v
a
ri
ab
l
e
s
t
e
nd
s
t
o
i
nt
e
r
p
r
e
t
r
el
at
iv
el
y
rando
m
resu
l
t
s
wh
ere
PB
C
tow
a
r
d
I
V
C
,
fir
s
t
ye
ar
(
0.
06
1)
,
se
cond
yea
r
(
0
.
0
6
3
)
,
a
nd
t
h
ir
d
yea
r
(
0.
0
55)
;
P
BC
to
w
a
r
d
P
A,
f
ir
st
y
e
a
r
(
0
.
0
4
9
)
,
s
ec
ond
ye
ar
(
0.
072)
,
a
n
d
th
ir
d
ye
ar
(
0.
056)
.
5.
4.
Discu
ssi
on
The
st
u
dy
f
o
u
n
d
the
pr
ese
n
c
e
of
EE
i
n
I
nd
o
n
e
s
i
a
h
a
d
a
p
o
s
it
i
v
e
in
f
l
ue
n
c
e
on
the
i
n
te
nt
ion
t
o
w
a
r
d
e
n
t
r
e
p
r
e
neur
s
h
ip.
The sa
me
e
ffe
c
t
w
as
a
lso
f
e
lt
by
s
t
u
d
e
n
t
s’
f
o
r
a
c
a
r
e
er as an entr
e
pr
ene
u
r
.
EE has a po
si
ti
ve
in
f
l
ue
nc
e
on
i
n
d
i
vi
dua
l
s
t
o
w
ar
d
e
n
tr
epr
e
neur
ial
i
n
t
e
n
t
i
on
[5]
,
[7]
.
T
he
se
f
i
n
d
i
ngs
a
ls
o
sup
por
t
p
r
e
v
iou
s
r
e
sea
r
ch;
s
t
u
d
e
n
t
s
h
a
d
m
or
e
p
o
te
n
tia
l
to
c
o
n
tin
ue
t
he
i
r
car
e
e
r
s
i
n
th
e
fi
e
l
d
o
f
e
n
t
rep
r
en
e
u
rshi
p
[
1
1
]
-[
12
].
EE
pr
ovi
des
a
n
i
n
f
l
u
e
n
ce
f
r
o
m
pe
r
s
pec
t
i
v
e
a
t
t
itu
de
a
nd
b
e
h
avi
o
r
a
l
co
n
t
r
o
l
.
E
ntr
e
pr
e
n
eur
s
h
i
p
ed
uca
t
i
o
n
w
a
s
c
o
n
s
i
d
er
ed
t
o
pr
ovi
de
a
posit
i
v
e
co
ntr
i
b
u
ti
on
to
s
t
ude
nt
s
a
n
d
a
l
s
o
co
ns
id
ere
d
c
a
p
a
b
l
e
o
f
c
onve
r
t
ing
c
h
al
le
ng
es
i
n
t
o
opp
or
t
u
ni
tie
s
f
o
r
st
u
d
e
n
t
s
’
en
tr
e
p
r
e
ne
ur
ship
i
n
t
he
f
utur
e.
P
e
r
s
iste
nce
pe
r
s
pect
ive
s
h
o
w
s
tha
t
EE
c
ons
is
t
e
ntl
y
g
i
v
es
a
n
in
c
re
asi
n
g
st
u
d
en
ts’
at
tit
ude
o
n
en
t
r
ep
ren
e
u
r
i
a
l
i
n
t
e
n
tio
n
.
T
h
e
l
ong
e
r
t
h
e
s
tud
e
nt
s
are
e
xpose
d
tow
a
r
d
e
ntr
e
pr
e
n
eur
s
h
i
p,
t
he
m
or
e
c
o
n
f
i
d
e
n
t
a
nd
e
n
co
ura
g
i
ng
t
h
e
y
a
re.
This
s
itua
tio
n
al
so
a
p
p
lies
to
t
he
p
r
o
f
e
ssio
n
o
f
be
i
ng
a
n
e
n
t
r
e
pr
e
n
e
u
r
.
O
ppos
i
t
e
w
i
t
h
[
6]
,
en
tr
e
p
r
e
ne
ur
sh
ip
e
d
u
ca
t
i
on
o
n
l
y
h
a
s
a
n
i
m
p
ac
t
w
h
en
i
n
di
vid
u
a
ls
w
e
r
e
exp
o
s
ed
E
E
at
t
h
e
b
eg
inn
i
ng
of
t
he
i
r
e
d
u
c
a
t
i
o
n.
W
h
i
le
f
r
o
m
sub
j
ec
ti
ve
n
or
ms
a
nd
beha
vi
or
a
l
cont
r
o
l
,
t
h
e
s
t
udy
f
ound
d
yn
a
m
i
c
s
and
t
e
n
d
to
f
luc
t
ua
te.
S
t
r
o
n
g
i
nf
l
u
e
n
ce
o
n
l
y
fe
l
t
w
he
n
the
stu
d
e
n
t
s
w
e
r
e
i
n
t
h
e
i
r
f
i
r
s
t
y
e
a
r
a
n
d
t
h
e
r
e
s
t
t
e
n
d
t
o
w
e
a
k
e
n
.
N
e
ver
t
he
le
ss,
entr
e
p
r
e
neur
s
h
ip
e
duca
tio
n
w
a
s
able
t
o
pr
o
v
i
de
a
st
rong
a
nd
p
e
r
si
st
e
n
t
i
n
fl
u
e
n
c
e
on
b
e
h
av
io
ra
l
co
nt
rol
t
o
b
e
c
ome e
n
t
r
ep
re
n
e
u
r
s.
0.
1
1
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0
.
113
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Evaluation Warning : The document was created with Spire.PDF for Python.
Int.
J
. Eva
l
. & Re
s
. Educ
.
IS
S
N
:
2252-
88
22
T
h
e
presenc
e
a
n
d
pe
rsiste
n
ce of
en
tre
p
re
ne
u
r
sh
ip
e
d
uc
at
io
n…
(
A
m
b
a
r
a
P
u
ru
sot
t
am
a)
79
6.
CONCL
U
S
ION
A
l
t
h
o
u
gh
t
h
e
prese
n
ce
of
E
E
i
n
I
nd
o
n
es
ia
p
ro
vide
s
a
go
od
e
n
trep
r
e
ne
u
r
ia
l
in
fl
ue
nce
,
i
t
is
n
ot
y
e
t
persis
te
nt
e
n
o
u
g
h
t
o
e
n
c
our
age
s
t
ude
n
t
’
s
e
ntre
pr
eneurs
h
i
p.
C
urr
ent
l
y,
EE's
c
o
n
t
ri
bu
t
i
on
i
s
s
t
i
ll
l
i
mi
ted
t
o
att
itu
des,
b
ot
h
the
e
n
t
r
epre
n
e
uria
l
i
n
te
n
t
i
on
an
d
pr
ofess
i
on
a
l
at
trac
t
i
on
.
S
t
ude
n
t
e
n
t
repre
n
e
u
rsh
i
p
i
s
m
ore
dri
v
en
b
y
i
n
t
e
rnal
f
a
c
t
o
rs
c
o
m
pare
d
t
o
e
xt
e
r
nal
fa
c
t
ors
d
u
e
t
o
the
i
n
a
ppr
opr
iate
e
nv
i
r
on
m
e
nta
l
i
n
f
lue
n
c
e
a
nd
stude
n
t
s-pe
rce
p
t
i
on
s
rega
rd
i
n
g
e
n
t
r
epre
neu
r
shi
p
.
EE
pers
is
tence
b
a
s
e
d
o
n
th
e
du
rat
i
on
o
f
th
e
st
ud
y
p
e
ri
od
ten
d
s
to
b
e
que
stio
ne
d
espec
i
a
l
l
y
i
n
the
t
h
ird
year
e
ve
n
t
h
o
u
g
h
t
he
i
nfl
u
ence
f
r
o
m
ou
ts
ide
is
q
u
i
te
a
l
o
t
f
or
stude
n
t
s
bu
t
thi
s
ga
p
c
an be
a
lesso
n for
cur
r
icul
um
d
eve
l
op
m
e
n
t for
the
i
n
st
itu
ti
o
n
conc
e
r
ne
d.
6.1.
Prac
tic
a
l imp
licat
i
o
n
Th
is
s
tud
y
p
ro
vi
des
m
a
ny
be
ne
fi
ts
f
or
s
t
a
ke
ho
l
d
ers
re
la
ted
t
o
E
E.
F
or
U
n
i
vers
ita
s
Pr
aset
iya
M
u
l
y
a
,
the
fin
d
in
gs
c
a
n
a
c
t
a
s
i
n
put
t
o
t
h
e
deve
lop
m
ent
of
a
ca
d
e
mic
in
st
itu
t
i
o
n
s
a
nd
re
late
d
fa
cul
t
y,
e
spec
i
a
ll
y
in
t
he
deve
l
opm
en
t
o
f
its
l
e
a
rni
n
g
m
odel
s
a
n
d
c
urric
u
l
u
m
.
F
or
s
i
m
il
ar
educa
t
i
o
nal
i
n
s
tit
ut
i
ons,
pr
ove
n
p
o
s
i
t
i
v
e
resul
t
s
c
a
n b
e
u
se
d
as
a
r
e
f
er
ence
i
n
ma
k
i
n
g
t
h
e
c
u
rricu
lum
of
EE
a
nd t
e
a
c
hi
n
g
m
e
t
h
o
d
s.
F
ur
t
h
e
r
m
o
re,
po
l
i
cy
ma
kers
c
a
n
s
e
r
ve
a
s
a
ba
sis
for
im
p
r
o
v
em
ent
a
n
d
de
ve
l
o
p
m
e
n
t
to
enh
a
nce
t
h
e
ro
le
o
f
hi
gh
er
e
du
c
a
t
i
on
i
n
the
deve
l
opm
en
t
or
f
orm
a
ti
on
o
f
su
peri
or
e
ntre
p
r
eneur
s
,
bo
t
h
i
n
t
e
r
m
s
o
f
qua
n
tit
y
a
n
d
q
u
a
l
i
t
y
[
14]
.
F
o
r
entre
p
reneur
i
a
l
act
iv
ists,
en
trepre
ne
ursh
ip-b
ase
d
e
duc
a
t
i
o
n
bec
ome
s
t
h
e
m
ost
prom
i
s
i
ng
m
e
a
n
s
to
f
or
m
entre
p
reneur
c
and
i
d
a
te
s.
6.2.
R
e
se
arch
limi
t
ations
Th
is
s
tu
d
y
h
a
s
s
eve
r
al l
i
m
ita
t
i
ons.
F
i
r
s
t
l
y,
t
h
i
s
rese
arc
h
i
s
c
o
nduc
ted
i
n
U
n
i
ve
rsi
t
a
s
P
rase
t
i
ya Mu
l
ya
.
Future
r
esear
ch
can
b
e
ex
pe
cted
t
o
ex
pa
nd
t
h
e
are
a
o
f
wi
de
r
are
a.
S
e
c
on
d,
t
h
e
c
r
o
ss
secti
o
na
l
me
t
h
o
d
there
f
ore
the
im
pac
t
c
a
n
n
o
t
p
ro
vi
de
a
n
o
v
e
r
view
o
f
the
pr
oc
ess
of
EE
in
terve
n
ti
on
o
n
s
tu
de
nt
d
e
v
e
l
o
p
m
ent.
F
u
ture
r
e
s
e
a
rc
h
w
i
ll
poss
i
b
l
e
to
c
o
n
d
u
c
t
a
l
on
g
i
t
u
di
na
l
s
t
u
dy
t
o
g
i
ve
a
m
ore
com
p
re
he
n
s
ive
per
s
pe
ct
i
v
e
th
e
role
o
f
EE
in entre
preneu
ri
a
l
p
ro
ce
ss l
e
arning
.
REFE
RENCES
[1]
P.
S
ahlberg
and
D.
O
l
d
royd
.
,
"
Pe
dagogy
f
or
econo
mic
compe
titi
ve
nes
s
a
n
d
s
ustai
n
ab
le
d
evelo
p
m
e
n
t
,"
European
Jou
r
n
a
l
o
f
Ed
ucat
io
n
R
e
sea
r
ch,
Devel
op
ment
and P
o
l
i
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l
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2), p
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28
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9
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20
10
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[2]
W.
J
.
Ma
th
is.,
"
Is
e
d
u
c
a
t
io
n
the
ke
y
to
g
lo
ba
l
e
c
on
omic
c
omp
e
ti
tiven
ess
?
,"
Jou
r
n
a
l th
e
T
e
a
c
he
r
Ed
uca
t
or
,
vo
l.
4
6
(2
), pp
. 8
9-9
7
, 2
01
1.
[3]
T. L. Breton., "
The
ro
le o
f
ed
ucati
o
n
i
n
eco
no
m
i
c
g
r
owt
h
:
t
h
eor
y,
h
istory
a
nd
c
urre
n
t
r
e
t
urn
s
,"
Jour
nal Educational
Research
,
p
p
.
121-13
8,
201
3.
[4]
M
.
R
ap
os
o
a
n
d
A.
d
.
P
aço,
"En
t
repren
eursh
i
p
ed
uc
ati
o
n
:
r
elati
o
n
ship
b
e
t
we
en
e
d
u
cati
o
n
an
d
en
trep
reneuri
a
l
acti
v
ity,
"
Psi
c
othem
a
,
v
o
l
.
2
3
(3),
p
p
.
4
53-4
5
7
,
2011
.
[5]
F.
L
i
ñ
án,
J.
C
.
Rod
r
ígu
ez-Coh
a
rd
,
&
J.
M
.
Ru
ed
a-Cantuc
he.,
"Fac
tors
a
ff
ecting
entrepren
e
ur
ial
intention
l
e
vel
s
:
a
ro
le
f
o
r
e
du
c
a
t
io
n,"
Int
e
rn
ation
a
l Entr
epr
e
neur
ship
an
d
M
a
n
a
g
e
ment
Jou
r
n
a
l
,
vol.
(
2),
pp.
1
9
5
–
218,
2
01
1.
[6]
A.
F
ayol
le
a
nd
B
.
Gailly.,
"The
i
mpact
o
f
entre
p
reneurshi
p
e
duc
at
ion
on
e
ntrep
r
eneuri
al
a
t
titud
e
s
and
i
n
tenti
on:
hy
st
eres
is
and
pers
i
sten
ce,"
Jour
na
l of Sma
l
l
Bu
si
nes
s
M
ana
gem
e
nt
,
v
o
l
.
5
3(1
)
, pp
.
7
5-
93
, 2
01
5.
[7]
L.
P
itt
a
way
an
d
J.
C
o
p
e.,
"Entrep
r
e
n
eurs
hi
p
ed
u
catio
n:
a
s
ystem
ati
c
r
ev
iew
t
h
e
evi
d
en
ce,"
In
t
e
r
nat
io
nal S
m
all
Bus
i
n
e
ss J
o
urna
l
,
v
o
l.
2
5
(
5),
pp
.
47
9–
51
0,
2
00
7.
[8]
T
.
J
.
B
a
e
,
S
.
Q
i
a
n
,
C
.
M
i
a
o
&
J
.
O
.
F
i
e
t
.
,
"
T
h
e
r
e
l
a
t
i
o
n
s
h
i
p
b
e
tw
e
e
n
en
trep
ren
e
urs
h
ip
e
d
u
cati
o
n
and
en
trep
reneuri
a
l
intention
s
:
a met
a
-anal
y
t
i
c revie
w
,
"
E
n
t
r
ep
reneu
r
s
h
i
p
T
h
eory
and P
r
ac
t
i
ce
,
vol.
3
8
(2
),
p
p
.
2
17
–254,
2
0
1
4
.
[9]
R.
G
.
Ro
dri
gue
,
A.
D
i
n
is,
A
.
d
.
P
aço,
J.
F
erreira
&
M
.
R
apo
s
o
.
,
"
T
h
e
eff
e
ct
o
f
an
e
n
t
rep
r
eneuri
al
t
raining
pro
g
ram
m
e
o
n
entrep
reneu
r
i
a
l
trai
ts
a
nd
i
n
t
ention
o
f
s
econd
ary
st
uden
t
s
,
"
i
n
Ent
r
ep
reneu
r
s
h
i
p
Bor
n
,
M
a
d
e and
Educated
,
Ed.
T.
B
urg
e
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c
hen,
R
j
e
ka:
InT
ech,
p
p.
7
7
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92,
2012
.
[10]
Y.
Z
ha
n
g
,
G.
D
u
y
ste
r
s
&
M.
C
lo
od
t.
,
"
T
he
r
ole
of
e
ntre
pre
n
e
u
rsh
ip
e
du
c
a
t
ion
a
s
a
p
re
dic
t
or
o
f
un
i
v
e
r
sity
s
tu
de
n
t
s’
ent
r
epreneurial
i
n
tent
ion,
"
In
terna
t
i
onal Entrepren
e
ur
shi
p
and
M
ana
gem
e
nt Jou
r
na
l
,
vol.
10
(3
),
p
p.
6
2
3
–
641
,
20
14
.
[11]
Do
h.
S
.
and
M
c
Neel
y.
C
.
L
.
,
"
A
m
u
l
ti-d
i
m
e
nsional
p
e
rs
pect
iv
e
on
s
oci
a
l
capit
a
l
,"
T
h
e Ann
a
l
s
o
f
R
e
gio
nal Sci
e
nce
,
4
9
(3
), pp
. 8
21
–8
4
3
, 20
1
2
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T.
B
eliaev
a,
A
.
Lask
ov
aia
&
G.
S
h
i
ro
ko
va.,
"
E
n
t
r
epreneu
r
ial
lea
rn
in
g
a
n
d
en
tre
p
re
n
e
uria
l
in
te
n
tio
ns
:
a
c
r
oss-
cul
t
u
r
al
s
t
udy
of
u
n
i
vers
it
y
st
ud
ents
,"
Eu
ro
pe
a
n
J
o
u
r
na
l
o
f
In
te
rna
tio
na
l
Ma
na
ge
me
n
t
,
vo
l.
11(5
)
,
p
p
.
6
0
6-63
2,
201
7.
[13]
O
o
s
t
e
r
b
e
e
k
H
.
,
P
r
a
a
g
.
M
.
v
.
,
&
I
j
s
s
e
l
s
t
e
i
n
.
A
.
,
"
T
h
e
i
m
p
a
c
t
o
f
en
trepren
e
urs
h
ip
e
ducat
io
n
on
e
n
t
rep
r
eneurs
hi
p
sk
il
ls
,
"
Eu
ro
pe
a
n
Ec
on
om
ic
Re
v
i
e
w
,
vo
l.
5
4(3
)
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4
42
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,
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009.
[14]
V
e
c
i
a
n
a
.
J
.
M
.
,
A
p
o
n
t
e
.
M
.
S
.
,
&
U
r
b
a
n
o
.
D
.
,
"
U
n
i
v
e
r
s
i
t
y
s
t
u
d
e
n
t
s
a
t
t
i
t
u
d
es
t
ow
ards
e
ntrep
r
e
n
eu
rshi
p:
a
t
w
o
cou
n
t
r
ies
co
mp
aris
on,"
In
ter
natio
nal Entr
epr
e
neur
ship an
d M
a
n
a
g
emen
t Jou
r
n
a
l
,
vol
.
1
(2
),
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1
65–
18
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Gh
in
a.
A
.,
S
im
atup
ang
.
T
.
M
.
,
&
Gust
o
m
o.
A
.,
"
A
s
ystematic
fram
ework
fo
r
ent
r
epreneu
r
sh
ip
e
d
u
cati
o
n
w
i
t
h
i
n
a
u
n
iversi
t
y
con
t
e
x
t
," I
n
t
erna
ti
on
a
l
Ed
ucatio
n
Stu
d
i
e
s
,
v
o
l
. 7(1
2)
, p
p. 1-1
9,
2
01
4.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
Int.
J
.
Eval. & R
es. Educ.
Vol.
8
, No. 1, March 2019:
71 -
80
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[16]
Ab
du
h.
M
.
,
"
A
n
ev
a
l
uat
i
o
n
o
f
entrep
reneu
r
s
h
i
p
e
d
u
cati
o
n
in
I
nd
o
nes
i
a:
a
case
st
ud
y
of
b
engku
lu
univ
e
rs
it
y,"
In
te
rn
at
io
na
l J
o
urna
l o
f
Org
a
n
i
za
tion
Inn
o
v
a
tio
n
, vo
l
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4,
p
p.
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4
7
, 20
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2
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[17]
Ar
d
i
ant
i
.
R
.,
"E
n
t
r
ep
r
e
neur
s
h
i
p
e
d
u
cat
i
o
n
i
n
I
n
don
esi
a
’
s
h
i
g
her
ed
u
cati
o
n
in
st
it
u
t
io
n
s
:
a s
o
l
u
ti
on
f
or prob
l
em
s
f
ace
d
by
t
h
e
n
ex
t
g
e
nerat
i
on
,
"
L
o
n
d
o
n
In
ter
natio
nal
Conf
erence on Educat
io
n
,
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p
. 1
20
-
1
2
3
,
2
00
9.
[18]
T.
K
a
u
to
ne
n
.
M
.,
v
.
G
e
l
d
e
re
n
&
M.
F
in
k.
,
"
R
ob
ustne
s
s
o
f
t
he
t
he
ory
of
p
lanned
b
ehavior
in
p
re
dicting
ent
r
epreneu
r
ial
in
ten
t
io
ns
a
nd
acti
o
n
s
,
"
E
n
t
r
epr
e
neu
rsh
ip
an
d
Practi
ce
,
vol.
3
9
(
3),
p
p
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65
5-67
4
,
2015
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[19]
I.
A
j
zen.,
"
T
h
e
t
h
eo
ry
o
f
p
l
an
ned
b
e
hav
i
ou
r:
R
eact
ion
s
a
n
d
r
ef
l
ect
ions
,"
Psych
ol
ogy a
n
d
Hea
lth
,
vo
l.
26(9
)
,
p
p
.
1
1
13–
11
27
,
2
0
1
1
.
[20]
P
.
A
.
P
a
vl
ou
and
M
.
F
yg
ens
o
n
.,
“
U
nd
erst
anding
and
pred
ict
i
ng
e
l
ectro
ni
c
co
mm
e
r
ce
a
d
o
p
ti
on:
a
n
ext
e
nsi
o
n
of
t
he
The
o
ry
o
f
Pla
n
n
e
d Be
h
a
vior,”
MIS
Qu
arter
l
y
,
v
o
l.
3
0(1),
p
p
.
1
15
-143
,
2
00
6.
[21]
L
.
C.
T
ung
.,
"T
h
e
i
m
pact
o
f
en
t
r
ep
r
e
neu
r
s
h
i
p
ed
u
cat
i
o
n
o
n
e
n
t
r
e
p
r
eneuri
al
i
nt
ention
o
f
e
ng
in
eering
s
t
u
d
ent
s
,"
Ho
ng
Kong: City U
n
i
v
ers
ity
of
Ho
ng
K
o
n
g
, 20
1
1
.
[22]
M
.
M
an
n
i
ng.
,
"Th
e
e
ff
ect
s
of
s
u
b
jecti
v
e
no
rms
on
beh
a
vi
our
i
n
t
he
t
heo
r
y
of
p
lan
n
ed
b
ehavi
o
u
r
:
A
m
e
t
a
‐analy
si
s,"
British Journal
of
Social
P
s
ychol
ogy
,
vol.
4
8
(
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)
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p.
6
4
9
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5
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2010.
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R.
E
.
Rho
d
es
a
nd
K.
S
.
Co
urn
e
y
a
.
,
"
Inv
e
sti
g
a
t
ing
m
u
l
t
iple
c
om
po
n
e
nts
of
a
t
t
itu
d
e
,
su
b
j
ecti
v
e
norm
,
a
n
d
p
erceiv
e
d
con
t
ro
l:
A
n
ex
am
in
a
tio
n
o
f
t
h
e
t
heo
r
y
o
f
p
l
a
n
n
e
d
b
ehav
io
ur
i
n
t
he
e
xercis
e
d
o
m
a
in
,
"
Bri
t
i
s
h Jo
urn
a
l
o
f
So
cial
Ps
ychol
og
y
,
v
o
l
.
42
,
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p
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129
–1
46,
2
0
0
3
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[24]
I.
V
erm
e
ira
an
d
W.
V
erbek
e
.
,
"Sust
a
in
ab
l
e
f
o
o
d
cons
um
p
t
io
n
amo
n
g
y
o
u
n
g
ad
ul
ts
i
n
Bel
g
i
u
m:
t
h
e
o
r
y
of
p
lann
ed
beh
a
vi
our
a
n
d
t
h
e
r
ole
o
f
c
o
n
f
i
d
e
nce
an
d
v
a
lu
es,
"
Ec
o
l
og
ic
a
l
Ec
on
omic
s
,
vo
l
.
6
4(3
)
,
p
p
. 5
42
–
5
53
,
2
0
0
8
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[25]
A.
T
ark
i
ain
e
n an
d
S.
S
un
dq
v
i
st.
,
"
Su
bje
c
t
iv
e
no
rms,
a
tti
tu
de
s
a
n
d
i
nt
en
t
i
ons
o
f
f
i
n
n
ish
co
nsum
ers in
buy
in
g o
r
gan
i
c
fo
od
,
"
B
r
itis
h
Foo
d
Jour
na
l
,
vo
l.
1
07
(11),
p
p
.
8
0
8
-822
.
2
00
5.
[26]
J.
R
is
e,
P
.
S
h
eeran
&
S
.
Hu
kkel
b
erg
.,
"Th
e
r
o
l
e
of
s
elf
-
id
ent
i
t
y
i
n
t
h
e
t
h
e
ory
of
p
l
a
nn
ed
b
ehav
ior:
a
m
et
a‐anal
ys
i
s
,
"
J
o
urna
l o
f
App
l
i
e
d
S
o
c
ia
l
Psy
c
h
olog
y
, vo
l
.
40
(5
)
,
p
p.
10
0
3
-1
29
1,
2
01
0.
[27]
C.
L
.
S
h
ook
,
R.
L
.
P
r
iem
& J
.
E. McG
ee.,
"Ven
tu
re
c
re
ati
on and
th
e
ent
r
epri
sin
g
in
d
iv
iu
a
l
:
a
rev
i
ew and sy
nth
e
sis,"
J
o
urna
l o
f
Man
a
g
e
m
e
n
t
,
v
o
l
.
23
(
23
), pp
. 3
79
-3
99
,
2
0
0
3
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[28]
L.
K
o
l
vereid
a
nd
E
.
Is
aksen
.
,
"New
bus
in
ess
start
-
up
a
nd
s
u
b
s
eq
uent
e
nt
ry
i
n
t
o
sel
f-e
m
p
lo
y
m
ent
,
"
Jour
na
l o
f
Bu
si
ness
Ven
t
uring
,
vol.
2
1
(
6),
866
–8
85
,
2
0
0
6
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[29]
J.
J
.
Fer
r
ei
ra,
M
.
L
.
Rapo
so
,
R
.
G
.
Ro
dr
igu
e
s,
A
.
D
i
n
i
s,
&
A
.
d
.
P
aço
.,
"M
od
el
o
f
ent
r
epren
e
u
r
ial
inten
t
i
on:
A
n
app
l
i
c
at
io
n
of
t
h
e
p
s
y
cho
l
o
g
i
c
al
a
nd
b
eh
avi
o
ral
ap
pro
aches,
"
Jo
ur
nal
of Sm
all B
u
sines
s
a
n
d
Enterp
rise
Devel
opm
ent
,
vol.
1
9
(
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pp.
4
2
4
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40,
2
0
1
2
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[30]
E
.
A
.
H
o
o
f
t
,
M
.
P
.
B
o
r
n
,
T
.
W
.
T
a
r
i
s
,
&
H
.
v
.
F
l
i
e
r
,
"
J
o
b
s
e
a
r
c
h
and
th
e
th
eory
o
f
plan
ned
behav
i
o
r
:
Mi
nori
t
y
–
major
ity gr
o
up di
f
f
e
ren
ces
in
Th
e
Net
h
erlan
d
s,"
J
o
urn
a
l
o
f
Voc
a
tio
na
l
Be
ha
v
i
o
r
,
v
o
l
.
65,
p
p
.
3
66
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9
0
,
20
04.
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J.
Z
ik
i
c
a
nd
A
.
M.
S
aks.
,
"
J
ob
s
earch
a
nd
social
c
ognitive
theo
r
y
:
the
role
o
f
car
eer-rel
e
vant
act
i
v
ities,
"
J
o
urna
l of
Vocational Beha
vi
or
,
vo
l.
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4
(
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M
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oles
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k
,
P
.
W
e
st
head,
L.
K
olv
e
reid
&
H
.
Mat
l
ay
.
,
"
S
tu
dent
i
n
t
entio
ns
t
o
becom
e
s
elf
e
m
p
lo
y
e
d:
T
he
U
krai
nian
con
t
ex
t,"
Jou
r
n
a
l
o
f
S
m
all B
u
sin
e
ss
an
d
E
n
t
e
rprise Devel
op
ment
,
1
9
(3),
p
p
.
4
41–
4
6
0,
201
2.
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V.
S
ou
t
a
ris,
S
.
Z
e
rbi
n
at
i
&
A.
A
l
-
laham
,
"
D
o
e
ntrepreneurs
hip
p
r
o
g
r
a
mme
s
r
a
is
e
e
n
t
r
e
p
r
e
ne
u
r
ia
l
i
n
t
e
nt
io
n
o
f
sci
e
nce
an
d
en
gi
neerin
g stu
d
en
ts?
Th
e ef
f
ect
o
f
learnin
g
,
in
spi
ration
a
n
d
r
es
ources
,
"
Jou
r
n
a
l
of
Busi
nes
s
V
e
nt
u
r
ing
,
v
o
l.
2
2
(4
)
, pp
.
5
66
– 5
91
, 2
00
7
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[34]
G.
v
.
G
r
aeven
itz
,
D
.
H
arho
ff,
&
R
.
W
e
b
e
r.,
"
T
he
e
ff
ects
of
e
n
t
r
ep
ren
e
urs
h
i
p
e
du
ca
t
i
o
n
,
"
Jou
r
na
l of
Econ
om
ic
Be
ha
v
i
or &
O
r
g
a
niza
tion
, vo
l
. 7
6
(1), pp
. 90
-
11
2
, 2
01
0.
[35]
M.
M
i
n
itti
,
P.
A
reni
us
&
N
.
Langow
i
t
z.,
"
R
eport
on
w
omen
a
nd
e
n
trepreneurship,"
B
a
b
s
o
n
P
a
r
k
,
M
A
an
d
L
ond
on
:
Babs
on
Coll
ege
and
Lon
d
o
n
B
usi
n
ess
S
c
ho
ol,
2
0
0
5.
[36]
D.
T
u
r
ker
and
S
.
S
.
S
e
l
c
uk
.,
"Wh
i
ch
f
act
ors
a
f
f
ect
e
ntrep
r
ene
u
r
ial
inten
t
i
on
of
u
n
i
v
e
rsit
y
st
udent
s?"
J
o
u
r
na
l of
Eu
ro
pean
Ind
u
str
i
al
T
r
a
i
nin
g
,
vol.
33(2
)
,
p
p
.
142
-15
9
,
2
00
9.
[37]
P
e
ratu
ran
P
e
rmerint
a
h
In
do
nesia,
"
S
t
and
a
r
nas
i
o
n
al
p
end
i
d
i
kan,
No
.
19
,"
Gov
e
rnment o
f
Indo
nesian
R
e
publ
ic
,
Jak
a
rta,
2
00
5.
[38]
T.
S
.
Im
aroh.
,
"P
end
i
d
i
k
a
n
e
n
trep
reneu
r
hsi
p
s
eb
agai
s
t
r
a
t
eg
i
p
e
n
i
ng
kat
a
n
daya
s
ai
ng
b
a
ng
sa
d
alam
m
eng
h
ada
p
i
AE
C,"
Jakart
a:
L
e
m
h
a
nas
,
20
14
.
[39]
Min
i
stry
o
f
Ed
u
c
a
t
io
n.,
"
P
e
n
g
e
mba
n
ga
n
pe
ndidika
n
ke
wira
us
a
h
a
n
.
Bah
a
n
p
e
l
a
tih
an
p
engu
a
t
an
m
e
t
od
ol
og
i
pem
b
elajaran
b
e
r
dasark
an
n
i
l
ai
-nil
a
i
b
u
d
ay
a
u
n
t
uk
m
e
m
b
en
tu
k
day
a
sa
in
g
da
n
k
a
ra
kte
r
b
a
n
gsa
,
"
B
a
dan
Penel
i
t
i
an
da
n P
e
ng
emba
n
g
an
Pu
sat Ku
riku
lu
m
,
201
0.
[40]
I.
A
jzen.
,
"
Consumer
a
ttit
udes
a
n
d
behavior:
t
h
e
the
o
ry
o
f
plan
ned
beh
a
vi
or
a
p
p
l
ied
to
c
on
su
m
p
t
i
on
d
ecisi
ons,
"
Ri
v
i
sta
d
i
Eco
nom
ia
Ag
rari
a
,
LXX
vo
l.
(
2),
pp
.
1
2
1-1
38,
2
0
1
5
.
[41]
N.
F
.
K
r
ueger,
M
.
D
.
R
eil
l
y,
&
A
.
L.
C
ars
r
ud.
,
"Com
pe
t
i
n
g
m
o
d
el
o
f
entrepreneurial
intenti
o
n,"
Jo
ur
na
l of
Bu
si
ness
Ven
t
uring
, vol. 15
(
5)-(6),
pp
.
41
1
-4
32
, 2000
.
[42]
P
.
D
.
Reyno
ld
s,
W
.
D.
B
yg
rave,
E
.
A
u
t
i
o
&
M
.
H
a
y.
,
"Gl
o
b
a
l
en
tr
epren
e
urs
h
ip
m
on
it
or
2
0
02,
e
xecu
ti
ve
r
epo
r
t,
"
Ewi
n
M
a
rion
Ka
u
ffma
n
F
o
u
nda
tion
, Kan
sas Ci
t
y
, 2
00
2.
[43]
F.
L
i
ñ
án
a
nd
Y
.
C
h
en.
,
"
T
e
s
ting
the
entrepre
neuri
a
l
intent
i
o
n
m
odel
on
a
t
w
o-coun
try,
"
D
e
partamen
t
d'E
c
ono
mia
de l
'
Em
pres
a
,
2006
.
[44]
J
.
H
a
i
r
,
W
.
B
l
a
c
k
,
B
.
B
a
b
i
n
,
R
.
A
n
d
e
r
s
o
n
,
&
R
.
T
a
t
h
a
n
.
,
"
M
u
l
t
i
v
ari
a
t
e
d
ata
anal
ys
is
(
S
e
v
e
nt
h
E
d
iti
on
ed.)",
Pearson Prenti
c
e
Hal
l
,
New
J
e
rsey,
20
10.
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