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PurposeThe present study undertook an empirical investigation of entrepreneurship education, self-efficacy, need for achievement and entrepreneurial intention among Pakistan's commerce students.Design/methodology/approachThe authors applied quantitative methods based on cross-sectional data. The commerce students of the different public sector universities are targeted through a random sampling technique. The authors used a survey questionnaire to attain the responses from respondents. Finally, 184 usable cases are utilized to assume the hypothesized paths.FindingsBy applying the structural equation modeling (SEM), the findings of the study demonstrate a significant positive effect of constructs of entrepreneurship education (EE), that is, opportunity recognition (OR) and entrepreneurship knowledge acquisition (EKA) on entrepreneurial self-efficacy (ESE), entrepreneurial intention (EI) and need for achievement (NFA). Besides, ESE and NFA are found to be the robust predictors of EI.Practical implicationsThe findings provide significant guidelines to policy-makers and university authorities for developing useful EE courses to uplift and boost students' skills to face today's considerable business and entrepreneurship challenges. The study also helps to generate eagerness among students in selecting entrepreneurship as a career option.Originality/valueThis study suggests the confirmation of EE's significant role in developing ESE, NFA and EI among commerce students.

Purpose The purpose of this paper is to reflect on the data collected from Malaysian students to investigate the effects of students’ entrepreneurial characteristics (need for achievement, locus of control, propensity to take risk, self-confidence, tolerance of ambiguity and uncertainty, and leadership) on their propensity to become entrepreneurs in Malaysia. Design/methodology/approach As a quantitative study, various analyses, such as exploratory factor analysis, confirmatory factor analysis and structural equation modelling, were conducted to analyze the data collected from 257 students known to have participated in entrepreneurship course and programmes. Findings The results show that leadership skill, need for achievement, tolerance of ambiguity, and risk-taking propensity are positively and significantly associated with students’ intention to initiate entrepreneurial activities in Malaysia. Originality/value The researchers have used data from the perspective of Malaysian students to increase the readers’ understanding on students’ entrepreneurial characteristics that could enhance their likelihood to become entrepreneurs in Malaysia.

Background Career calling, professional identity and the need for achievement are believed to affect the students’ learning engagement and effect. However, their regulatory relationship with medical students remains unclear. Methods Our study surveyed 1250 medical students through a questionnaire, and the correlation of the study variables was analysed. Harman’s Single-Factor test was performed on the data to rule out significant common method biases. The mediation effect was determined using the percentile Bootstrap method with deviation correction. Results Career calling was positively correlated with professional identity ( r  = 0.51, p  < 0.001) and positively correlated with the need for achievement ( r  = 0.49, p  < 0.001). Learning engagement was positively correlated with professional identity ( r  = 0.56, p  < 0.001) and positively correlated with the need for achievement ( r  = 0.55, p  < 0.001). Professional identity was positively correlated with the need for achievement ( r  = 0.51, p  < 0.001). In addition, professional identity plays a mediating role in the relationship between career calling and learning engagement (β = 0.36, p  < 0.001). Additionally, the need for achievement influences how career calling affects learning engagement through professional identity (β = -0.06, p  < 0.001). Conclusions Career calling, professional identity and the need for achievement were positively associated with learning engagement in medical students. Professional identity and the need for achievement act as intermediaries between career calling and learning engagement. This study found that strengthening the professional guidance of medical students and enhancing their sense of professional mission could promote their acceptance and identification of their major, enhance their professional identity, create a positive professional atmosphere, and improve learning engagement.

PurposeThis study focussed on investigating the impact of entrepreneurial characteristics on the entrepreneurial intention of university students in Nigeria.Design/methodology/approachThis research adopted a survey research design via a well-constructed questionnaire. The study's sample size consisted of 354 aspiring student entrepreneurs.FindingsThe result from the statistical analysis revealed that the entrepreneurial characteristics, especially risk tolerance, the need for achievement and the locus of control (LoC) significantly influence students' entrepreneurial intentions.Research limitations/implicationsOne implication of this study is that risk tolerance has a positive influence on the ability to identify business opportunities. Thus, when persons pay adequate attention to tolerating risks, they have more chances of identifying business opportunities. Despite the valuable contribution made by this research, an important area of future research is to carry out investigations that use a more robust sample size and a multivariate analysis to identify the impact of entrepreneurial competencies on entrepreneurial intentions of university youths from a cross-country perspective amongst developing economies.Originality/valueThere are very little understanding and empirical evidence about how the entrepreneurial characteristics of the youths, especially those in the formal university system of developing countries like Nigeria, can determine and direct their intentions to venture into entrepreneurship endeavours. This study, therefore, undertakes an interventionist role to investigate the relationship between entrepreneurial characteristics and entrepreneurial intentions of university students in Nigeria.

PurposeEntrepreneurial identity aspiration refers to the desire to occupy an entrepreneurial role in the future and is an essential impetus for initially engaging in entrepreneurial activities. Building on identity theory, the article investigates the effects of personal attitudes, experiences and inclination towards specific practices on the strength of entrepreneurial identity aspiration.Design/methodology/approachThis article applies multiple linear regression analysis to test the developed hypotheses on an original sample of 127 vocational college students in Austria.FindingsResults show that risk-taking propensity, proactiveness, entrepreneurial self-efficacy and competitiveness drive entrepreneurial identity aspiration. The effects of innovativeness and need for achievement motivation are nonsignificant. Data further suggest that entrepreneurial identity aspiration is related to gender, while entrepreneurial exposure and previous entrepreneurship education show no or adverse effects.Practical implicationsBased on our findings, the authors argue that education should focus on teaching and discussing the identified attitudes and inclinations to foster the formation of entrepreneurial identities. Doing so increases students' aspirations and provides them with the necessary cognitive underpinnings for subsequent entrepreneurial action. The article suggests action-based teaching to achieve this goal.Originality/valueThis article is the first to investigate antecedents of entrepreneurial identity aspiration by connecting it to essential concepts of entrepreneurship research. The authors extend previous work on entrepreneurial identity and add to the theoretical approaches for research in entrepreneurship education. Furthermore, the article points out central aspects that should receive additional attention in educational settings.

Entrepreneurship has emerged a prominent of concern during Covid-19 pandemic, making essential contribution toward unemployment as a result of the pandemic. The purpose of this research is to look at the entrepreneurial intentions of students in Indonesia's East Java Province. The research focuses on how students' entrepreneurial intentions are influenced by their perception of their own abilities as entrepreneurs, as well as subjective criteria, role models, and success needs. To further understand the connections between these variables, this quantitative study used the Structural Equation Modeling (SEM) equation model based on Partial Least Square (PLS) variance. The research involved 340 East Java economics students who were polled. The findings indicate that subjective norms, role models, and needs for achievement affect students' entrepreneurial intention. Additionally, the relationship between subjective norms, role models, achievement demands, and entrepreneurship intention is mediated by entrepreneurial self-efficacy. These results provide recommendations for Indonesian institutions and governments to improve their entrepreneurial education approach, emphasizing practice over theory. This research contributes to the scientific knowledge about students' entrepreneurial intentions.

This study aims to find out the effect of the Google SketchUp application and the need for achievement on students’ learning achievements of building interior design. Quasi-experimental research was conducted at the Vocational High School (VHS) with a 2 x 2 factorial design. The Google SketchUp application was used in the experimental group, while the PowerPoint Slides were used in the control group. The sample consisted of 56 VHS students, study program of modeling design and building information. The instruments used are need for achievement tests and learning achievement tests with reliability coefficients of 0.916 and 0.671. To test the hypothesis using multiple variance analysis techniques and the Tukey test. The results show that the Google SketchUp application is more effective than the PowerPoint in the learning of building interior design. Students who classified with a high need for achievement earn higher learning achievement compared to the lower one. There is an interaction between the Google SketchUp application and the students’ need for achievement. For students who have a high need for motivation, using the Google SketchUp application is more effective than using PowerPoint Slides. On the other side, the students who have a low need for motivation, the use of the Google SketchUp application does not differ significantly compared to the use of PowerPoint Slides. This finding is very useful for vocational teachers as an effort to improve the learning process of building interior design. However, it is also possible that these findings can apply more broadly to student learning in other skills competencies in VHS. These findings contribute to the management of vocational education as an effort to implement VHS revitalization. Furthermore, it also can be used as a consideration by the Head of VHS and decision-makers in the Ministry of Education and Culture.

Students' self-determined motivation (acting out of interest, curiosity, and abiding values) is associated with higher academic well-being, persistence, and achievement. Self-determination theory posits that self-determined motivation is dependent on the satisfaction of three psychological needs (relatedness, competence, and autonomy), which are in turn facilitated through need-supportive behaviors from notable others. In this meta-analysis, conducted over 144 studies and more than 79,000 students, we sought to overview pathways to student motivation in order to verify (1) how do psychological needs rank in the strength of their prediction of self-determined motivation and (2) which autonomy-support providers (parents or teachers) are the most relevant for psychological need satisfaction in students and self-determined motivation. Results show that teacher autonomy support predicts students' need satisfaction and self-determined motivation more strongly than parental autonomy support. In addition, competence is the most positive predictor of self-determined motivation, followed by autonomy and then by relatedness.

Achievement emotions are emotions linked to academic, work, or sports achievement activities (activity emotions) and their success and failure outcomes (outcome emotions). Recent evidence suggests that achievement emotions are linked to motivational, self-regulatory, and cognitive processes that are crucial for academic success. Despite the importance of these emotions, syntheses of empirical findings investigating their relation with student achievement are scarce. We broadly review the literature on achievement emotions with a focus on activity-related emotions including enjoyment, anger, frustration, and boredom, and their links to educational outcomes with two specific aims: to aggregate all studies and determine how strongly related those emotions are to academic performance, and to examine moderators of those effects. A meta-analytical review was conducted using a systematic database of 68 studies. The 68 studies included 57 independent samples for enjoyment (N = 31,868), 25 for anger (N = 11,153), 9 for frustration (N = 1418), and 66 for boredom (N = 28,410). Results indicated a positive relation between enjoyment of learning and academic performance (p = .27), whereas the relations were negative for both anger (p = - 35) and boredom (p = -.25). For frustration, the relation with performance was near zero (p = -.02). Moderator tests revealed that relations of activity emotions with academic performance are stronger when (a) students are in secondary school compared with both primary school and college, and (b) the emotions are measured by the Achievement Emotions Questionnaires - Mathematics (AEQ-M). Theoretical and practical implications are discussed. (c) Springer Science+Business Media, LLC, part of Springer Nature 2021. (ZPID).

This study examines school climate, racial identity beliefs, and achievement motivation beliefs within a cultural‐ecological and risk and resilience framework. Data were drawn from a longitudinal study of 733 (Mage = 14.49) African American adolescent girls. A linear mixed effects model was used to determine if racial identity dimensions moderated the relationship between school climate and achievement motivation beliefs across four waves. Results revealed that racial identity (private regard and racial centrality) and ideology (nationalist) beliefs were associated with higher achievement motivation beliefs over time, while racial centrality and private regard, and a sense of belonging served as protective factors. The findings contribute to the importance of racial identity beliefs and increase the visibility of African American girls.