Fatores preditores das finanças pessoais e da educação
empreendedora na intenção de empreendedor
|
Carlos Victor Andrade de Brito |
Bacharel em Economia.
Universidade Federal do Ceará (UFC) – Brasil. carlos.brito@ufc.br |
|
Antônia Marcia Rodrigues Sousa |
Doutora em Administraç=
ão.
Universidade de Fortaleza (UNIFOR) – Brasil. pesquisadoramarciarodrigues@gmail.com |
|
Kilvia Helane Cardoso Mesquita |
Doutora em Economia.
Universidade Federal de Minas Gerais (UFMG) – Brasil. kilviacardoso@ufc.br |
|
Ruan Carlos dos Santos |
Doutorando em
Administração. Universidade do Estado de Santa Catarina (UDESC) – Brasil.=
ruan_santos1984@hotmai=
l.com |
ABSTRACT
Financial and entrepreneurial education is a
crucial mechanism for understanding financial operations and,
consequently influences individuals' entrepreneurial endeavors. The impetus=
for
intending or carrying out an entrepreneurial activity is largely related to=
the
availability of financial resources. This research aims to analyze the
influence of personal finance and entrepreneurial education on the intentio=
n to
undertake entrepreneurial ventures. The methodological design is quantitati=
ve,
and the approach to the problem is descriptive. A probabilistic sample of 4=
76
students from vocational schools in the northwest region of Ceará was selec=
ted.
Data collection was conducted using a Google Docs questionnaire that addres=
sed
personal finance, entrepreneurial education, and Entrepreneurial Intention
(QIE). The questions were closed-ended and based on a five-point Likert sca=
le.
Data analysis, performed using Stata software, allowed for correlating the =
constructs of personal finance and entrepreneurial edu=
cation
with entrepreneurial intention, assessing the degree of linear relationship
between the variables. The results indicated that personal finances and
entrepreneurial education have a direct influence on entrepreneurial intent=
ion.
However, the students still lack technical knowledge regarding the legal
process of setting up a company, despite their intention to become
entrepreneurs. The study also enables the identification of certain
advancements in the field of research on entrepreneurial within an empirical
domain that still exhibits gaps, particularly regarding the relationship of
young people with financial, educational, and future employment issues.
Keywords:
Education. Personal Financ=
e.
Entrepreneurship. Intention.
RESUMO
A educação seja no aspecto financeiro ou empreendedor é um mecanismo
crucial para o entendimento de operações financeiras e, consequentemente,
influencia na vida empreendedora dos sujeitos. O ímpeto da intenção ou da
efetivação de uma atividade empreendedora está largamente relacionado com a
disponibilidade de fontes de financiamento. Nesse sentido, esta pesquisa tem
como objetivo analisar a influência das finanças pessoais e da educação
empreendedora na intenção de empreender. O delineamento metodológico da
pesquisa é classificado como quantitativo, quanto à abordagem do problema é
descritiva. Obteve-se uma amostra probabilística de 476 estudantes de escol=
as
profissionalizantes situadas na região Noroeste do Ceará. Para a coleta de
dados considerou-se o questionário do google docs de
finanças pessoais, educação empreendedora e de Intenção Empreendedora (QIE)=
. As
questões foram fechadas fundamentadas numa escala do tipo Likert,
de cinco pontos. A análise dos dados realizadas por meio do Software Stata possibilitou uma correlação entre os construtos=
das
finanças pessoais e da educação empreendedora para a intenção empreendedora,
avaliando o grau de relação linear entre as variáveis. Os resultados aponta=
ram
que as finanças pessoais e a educação empreendedora influenciam diretamente=
a
intenção empreendedora. Contudo ainda falta conhecimento técnico sobre o
processo legal de criação de uma empresa por parte dos alunos, apesar de
existir a intenção de empreender. O estudo também permite identificar alguns
avanços no campo da pesquisa sobre intenção empreendedora em um campo empír=
ico
que ainda apresenta lacunas, especialmente no que diz respeito à relação dos
jovens com as questões financeiras, educacionais e o futuro laboral. Palavras-chave: Educação. Finanças
Pessoais. Empreender. Intenção.
Recebido em 19/11/2023. Aprovado em 12/09/2024. Avaliado pelo s=
istema
=
double blind peer review<=
/i>. Publicado conforme normas da ABNT.
https://doi.org/10.22279/navus.v14.181=
9
1 INTRODUC=
TION
The knowledge economy, characterized by
ambiguity, uncertainty, globalization, the generation of new knowledge, and
abundant information, requires entrepreneurial individuals (Julien, 2005). =
One
of the main questions in entrepreneurship research is why some people become
entrepreneurs and others do not (Mitchell et
al., 2007). This question can be addressed in terms of factors that
influence the decision, with a focus on personal finance (Veiga et al., 2018) and entrepreneurial
education (Liñán; Chen, 2009).
It is, therefore, essential to understand=
the
relationship between entrepreneurial intention and students' level of finan=
cial
knowledge, considering that business failure may result from a lack of adeq=
uate
financial education (Savoia, Saito; Santana, 2007; Ver=
dinelli;
Lizote, 2014; Verdinelli et al. 2015; Gonçalves; Poncho, 20=
18;
Vega et al., 2019).
According to Bronosk=
i
(2008), educational institutions should train and encourage entrepreneurial
initiatives to make running their own businesses profitable, as they prepare
students for their roles as social contributors and wealth creators.
A relevant issue is also to investigate t=
he
level of education and training of individuals engaged in entrepreneurial
activities, as well as the relationship between education, entrepreneurial
training, and national socioeconomic development (Henrique; Cunha, 2008;
Steffen; Kasper, 2012). According to the Global Entrepreneurship Monitor [G=
EM]
(2015), the spread of entrepreneurial activity is directly related to the l=
evel
of education and training.
For decades, studies on the development o=
f an
entrepreneurial culture in primary and secondary schools (Donckels,
1991; Gasse, 1985; Kourilsky, 1995; Peterman;
Kennedy, 2003) have shown results indicating a positive attitude towards
entrepreneurial action during childhood and adolescence (Filion, 1994; Gass=
e,
1985).
Therefore, understanding entrepreneurial
intention is extremely important for predicting behavior. Intention predicts
subsequent planned behavior (Baggozi et al., 1989), as the decision to =
become
an entrepreneur can be considered voluntary and conscious. In this context,=
the
theory of planned behavior establishes the premise that any behavior requir=
es
some degree of planning, which can be predicted by the intention to adopt t=
he
behavior (Ajzen, 1991).
Thus, the decision-making process for
developing an entrepreneurial career can be motivated or planned behavior, =
with
a strong relationship between intention and action. By understanding studen=
ts'
entrepreneurial intentions, it becomes possible to better predict whether
institutions are carrying out practical actions that encourage the promotio=
n of
entrepreneurial intentions.
According to Marques, Souza, and Barros (=
2014),
people do not always act rationally and are influenced by psychological fac=
tors
when making decisions. In addition, they are responsible for making systema=
tic
mistakes in the financial decision-making process, which can impact their
personal lives (Matsumoto et al=
.,
2013).
Achieving success in personal finance management =
is
not solely related to the amount of financial
resources accumulated by an individual throughout their life, but rather to=
the
ability to plan the availability of these resources for the realization of
personal and family projects (Saito, 2014). Supporting this idea, it is
believed that personal finance represents ways to apply financial resources,
which serve as a reference or foundation for individuals to develop their
financial planning.
In this context, this research aims to an=
alyze
the influence of Personal Finance and Entrepreneurial Education on the
Intention to Undertake of students at vocational schools in Ceará.
The article is divided into four sections=
: the
first presents the introductory aspects; the second discusses the theoretic=
al
framework; the third outlines the methodology; and the fourth includes the
analyses, results, and conclusions, along with proposals for future research
and the bibliographic references.
2 LITERATURE REVIEW
2.1 PERSONAL FINANCE AND
ENTREPRENEURIAL TRAINING
Financial education is crucial for
understanding financial operations and, consequently, for influencing indiv=
iduals'
entrepreneurial lives. The answer to overcoming and preventing debt lies in
financial education. It provides knowledge that directly contributes to the
lives of individuals and their communities, in addition to fostering econom=
ic
growth (REIS, 2016).
According to Chemman=
ur
and Fulghieri (2014), the field of entrepreneur=
ial
finance is seen as the intersection between corporate finance and
entrepreneurship. It has become a growing area of study, as it is considered
one of the most important pillars for building sustainable and perennial
businesses. This is supported by other studies and authors, who point to the
lack of adequate financial education as a contributing factor to business
failure (Savoia, Saito, and Santana, 2007; Verdinelli<=
/span>
et al., 2015). Furthermore, Rogers (2011), highlights that research shows e=
ntrepreneurs
view finance as the functional area where they are least capable
but invest the most time.
Financial education is imperative, as
entrepreneurs often lack the financial literacy skills necessary for the
complex business decisions they face and require a better understanding of
their financing and investment needs and options (World Bank, 2014). Accord=
ing
to Raifur (2013), the financial framework manag=
es the
set of tools present in business decision-making, not only during the
investment phase but also throughout all operational activities of the busi=
ness.
In a study aimed at identifying and analyzing the factors that indicate the
success of individual entrepreneurs, Brito (2016) found that, from a list o=
f 16
factors, the majority of items classified as the=
most
critical group were related to the financial sector, which is consistent wi=
th
previous research (Unger et al.=
, 2011)
and reinforces the relevance of this topic for the entrepreneur.
According to Honig (2004), solid financial
literacy is essential to increase the chances of business success.
In a study considering educational instit=
utions
in North America, Glacking et al. (2016). The f=
inding
that most finance courses emphasize the financial management of large compa=
nies
and public companies, while little is known about other types of businesses,
suggests that the teaching of finance for entrepreneurial training is still=
a
subject with little practice. In research on the factors relevant to the
performance of small and medium-sized enterprises, several finance-related
topics were considered determinants of the survival and performance of these
companies, suggesting that skills and knowledge on this area play an import=
ant
role for entrepreneurs (Raifur, 2013). The topic of teaching finance to entrepreneurs has been
gaining increasing attention, as evidenced by research conducted worldwide.=
In
an exploratory study carried out by the Association to Advance Collegiate
Schools of Business in the United Kingdom [AACSB] (2016), which addresses
corporate finance content, five different approaches to teaching finance to
entrepreneurs were proposed: Entrepreneurship Education in Finance with
Entrepreneurship Education (EEF with EE); Entrepreneurship Education in Fin=
ance
plus Entrepreneurship Education (EEF plus EE); Entrepreneurship Education in
Finance independent of Entrepreneurship Education (EEF independent);
Entrepreneurship Education in Finance plus Corporate Finance (EEF plus FC) =
and
Entrepreneurship Education with Finance Corporate (EE with FC).
According to the Global Financial Develop=
ment
Report (World Bank, 2014), emerging markets face severe financial restricti=
ons
that reduce their contribution to employment, productivity, growth, and
innovation, linking these limitations to inefficiencies in financial educat=
ion.
In a study on the same subject, Kempson, Perotti, and Scott (2013) analyzed=
a
sample of entrepreneurs from developing countries and found that the
performance of these entrepreneurs was below the general average. Sluis,
Although it still presents itself as a fe=
rtile
field, some studies confirm the importance of financial education by linking
positive business outcomes with the level of knowledge on the subject. The
impetus for entrepreneurial activity is largely related to the availability=
of
funding sources, which is one of the main challenges, as commercial credit
institutions often overlook the financing needs of entrepreneurs, primarily=
due
to their weak ability to offer fixed assets (Khan et al., 2010). William, Casey, and John (2012) observed in their
research on entrepreneurial characteristics and their effects on the types =
of
funding sources for emerging businesses that nascent entrepreneurs with hig=
her
levels of financial literacy are more likely to secure external financing. =
Furthermore,
according to the same study, companies that rely on greater third-party cap=
ital
for financing show higher levels of revenue, higher growth rates, and higher
survival rates, suggesting that robust financial frameworks increase the li=
kelihood
of making better financing decisions.
In a study of entrepreneurs and financial advisory
professionals, Anderson et al. =
(2003)
identified seven financial topics that are most relevant to entrepreneurship
education: cash flow management and forecasting; preparation of financial
statements; analysis of financial statements and indicators; the relationsh=
ip
between external investors and the entrepreneur; an overview of the main
sources and methods of financing for businesses; receivables management; and
the time value of money.
Although these themes were regarded as the most
important for entrepreneurship education by the participating groups, they =
were
not the most relevant contents in finance and entrepreneurship courses,
highlighting a gap between the needs of entrepreneurs and the approaches
employed in entrepreneurship education within the academic environment.
2.2 ENTREPRENEURIAL EDUCATIO=
N
Faced with growing social demand for stim= ulating the development of entrepreneurship-oriented projects, entrepreneurial education initiatives have emerged in recent years. By associating this dem= and with the reform of the structure of elementary, secondary, and vocational education, entrepreneurial education has become part of the current agenda = as an option to promote innovative themes and methodologies in the classroom (= Marcovitch; Saes, 2020).<= o:p>
It is observed that educational instituti=
ons
play a significant role in shaping individuals, preparing them for the labor
market, whether as self-employed individuals or as employees of a corporati=
on.
This is because entrepreneurial education can stimulate creativity, critical
thinking, and innovation, enabling individuals to utilize available resourc=
es
and their skills to contribute to society.
A topic that was practically nonexistent =
in the
curricula and syllabi of Brazilian schools and universities until the 1990s,
the promotion of entrepreneurship has increasingly been seen as a necessity=
in
response to globalization, which has triggered greater competitiveness and,
consequently, more sophisticated economies and production methods (Comassetto, 2019). Studies indicate that in recent ye=
ars
there has been growing interest in entrepreneurial education, leading to the
development of new approaches, experiments, practices, and methods that have
demonstrated greater academic rigor and market relevance (Fayolle, 2013;
Schaefer; Minello, 2020; Vilas Boas; Nascimento,
2021; Wan; Lv, 2021; Othman; Othman; Juhdi, 2022).
Considering entrepreneurship as a form of
personal, social, and economic development, the entrepreneurial spirit shou=
ld
be encouraged in individuals, allowing them to put their potential into
practice. In this sense, entrepreneurial education aims to contribute to the
development of students, preparing them for the labor market with the abili=
ty
to innovate and adapt to changes (Souza et
al., 2019).
A higher education institution defined as=
an
entrepreneurial university must go beyond the classroom and practical
laboratories, encompassing different dimensions and complementing its
activities through connectivity with research and transfer centers,
partnerships with entrepreneurs, productive arrangements, cooperatives, thi=
rd
sector organizations and extracurricular activities. These include business
incubators, technology parks, junior companies, entrepreneurial cells,
entrepreneurship clubs and centers, as well as competitions and events rela=
ted
to entrepreneurial practices (Schaefer; Minello,
2016; SOUZA et al., 2020).
The enhancement of entrepreneurial
characteristics, new teaching modalities/pedagogical techniques, and method=
s of
interactivity are necessary. In the entrepreneurial education process, the
center of learning is assumed by the student, while the catalytic and
facilitating role is assigned to the teacher. It is the responsibility of
university educators to be aware of their own educational beliefs, whose
mission is to encourage students to explore, articulate, explain, justify,
question, and inform, thereby fostering their development as conscious and
transparent citizens in the society in which they live and will engage
(Schaefer & Minello, 2016; Souza et al., 20=
20).
The university=
, as a space for life, socialization, and the formation of individua=
ls,
emerges in this context as an institution that promotes entrepreneurial
education. Within this framework, the teacher—who is an entrepreneur by nat=
ure
and a determining agent in the construction of knowledge and new
competencies—plays a fundamental role. Promoting entrepreneurial education
drives transformation and socioeconomic development (Santos, 2019). Accordi=
ng
to the author, this occurs because it enables individuals to expand their
capacity to take charge of the present and the future, as well as to awaken
creativity and innovation to build a better society.
According to Ferreira and Miguel (2020),
entrepreneurial education places students in a state of constant reflective
movement, where activities also promote cognitive development, language,
thinking, and the development of new skills, as well as leadership spirit.
Furthermore, these actions can be presented as light content when introduce=
d in
the early years, potentially perceived as “play” — playful ways to further
stimulate students, after all, doesn’t every child enjoy pretending to be an
“adult”? Entrepreneurial education should train students with innovative sk=
ills
and attitudes as professional tool and business opportunities, fostering
collective values and actions for societal development (Marcovitch;
Saes, 2020).
At this threshold, the studies by Monico =
et al. (2021) and Wan and Lv (2021) argue that entrepreneurial education has bo=
th a
direct and indirect positive influence on students' entrepreneurial motivat=
ions
and intentions, fostering the identification of niches with potential for n=
ew
business creation.
There is a difference between entrepreneu=
rial
education and other methodologies aimed at teaching business; the former
focuses on identifying opportunities through creative ideas and on how to
implement them, regardless of whether they ultimately become a business. In
contrast, the latter aims to teach management tools. Teaching entrepreneurs=
hip,
especially during times of crisis, prepares students for change and periods=
of
uncertainty (Castro Junior, 2019). Entrepreneurial education serves as a
provider of creativity and learning, empowering entrepreneurs to apply the
knowledge gained to address problems and find different solutions (Barbosa =
et al., 2020).
According to Othman, Othman, and Juhdi (2022), entrepreneurial education, when impleme=
nted
in the early years and associated with general and specific knowledge in
individual development, can enhance students' entrepreneurial skills and, in
turn, influence them to choose an entrepreneurial career. The primary quali=
ty
of entrepreneurial education is its ability to connect students between the
theory learned in the classroom and the practice developed in various compa=
nies
and institutions across different fields of action (Ferreira; Miguel, 2020)=
.
Still, in the authors' view, the different
methodologies for teaching entrepreneurship stimulate innovation, creativit=
y,
reflections, and actions developed in the most diverse environments, causing
concern and generating attitudes that result in the construction of a
leadership profile in students. This also represents an authentic way of
promoting an education that closely aligns with the real-world experiences =
in
which each student is immersed (Ferreira; Miguel, 2020).
The understanding that universities should
contribute more concretely to the country's technological and economic
development is gaining strength in the academic environment. In addition to
emphasizing an entrepreneurial culture, the most prominent Brazilian
institutions have also made efforts to promote closer ties with the product=
ive
sector, which generates benefits for both sides (Comas=
setto,
2019).
Considering the needs of these courses, t=
he
importance of an education that provides students with more meaningful
experiences in the business realm becomes evident. Therefore, it is essenti=
al
to tackle the challenge of reformulating the curricula to include the subje=
ct
of entrepreneurship as a complementary component (Souza et al., 2019).
2.3 ENTREPRENEURIAL INTENT
Entrepreneurial intention is a rapidly ev=
olving
field of research; a growing number of studies in different scenarios point=
to
a robust theoretical framework found in the works of Shapero and Sokol (198=
2),
Davidsson (1995), Teixeira and Devey (2010), Bae, Qian, Miao and Fiet (2014=
), Liñán, Fayolle, (2015), Nabi, Li=
ñán,
Fayolle, Krueger and Wlamsley (2017), Krüger, B=
ürger
and Minello, (2019), Paiva et al., (2020), de S=
antos,
Lustosa and Silveira (2021), Krüger, Borré, Lop=
es,
Michelin (2022), Valencia-Arias, Berrio-Calle, Juan-Esteban and
Arango-Botero(2023). Among these studies, there is a concern about
entrepreneurial intentions, aiming to map and understand the environmental =
and
individual factors that lead a person to develop entrepreneurial intentions=
, as
well as the role of the university environment as a space for encouragement=
. This
is due to the increasing prominence of entrepreneurship in the economic
landscape. Entrepreneurial intention is shaped by a variety of motivations =
and
behaviors inherent to the diverse specificities of an individual’s daily li=
fe.
In the literature, the seminal studies of Fishbein and Ajzen (1963, 1967) and Ajzen's TBP (Theory of Planned Behavior= (1985, 1991) present determining factors that predict an individual's behavioral intention in different situations. However, in the context of entrepreneurs= hip, entrepreneurial intention became a reality on the academic scene with the publication of Shapero and Sokol´s (1982) Entrepreneurial Event Theory (EMM= ), which brought the variables desirability, feasibility, and the propensity to act as the driving force behind an individual's entrepreneurial intention.<= o:p>
The sequence of studies by Ajzen (1988, 1=
991,
2001, 2002) proposes that beliefs influence attitudes, norms, and perceived
behavioral control, and that these interconnected factors generate an
individual's entrepreneurial intention to engage in specific entrepreneurial
actions. With a proposal linked to the initial models, Krueger and Brazeal
(1994) argue that desirability and perceived feasibility influence credibil=
ity
and that, when integrated with the propensity to act, they stimulate the
individual's potential, forming entrepreneurial intention based on anticipa=
ted
events.
Davidsson (1995) postulates that general
attitudes, when congruent with entrepreneurial attitudes, influence
entrepreneurial intention. In alignment with the ideas presented in previous
studies, Autio et al. (1997) ad=
vocate
those personal antecedents influence attitudes and the image of
entrepreneurship, which in turn affects the conviction formed from
representations of the social context, thereby promoting entrepreneurial
intention.
In his study, Carvalho (2006) proposes a =
set of
variables: personal background, business knowledge, entrepreneurial
motivations, entrepreneurial self-efficacy, and the institutional environme=
nt
as a guide to forming entrepreneurial intention.
Revisiting the initial model of entrepren=
eurial
intention, Liñán and Chen (2009) postulate that=
the
premises forming human capital and demographic variables influence personal
attitude, subjective norm, and perceived behavioral control, thereby motiva=
ting
the individual's entrepreneurial intention.
The study by Silveira et al. (2016) indicates that literature reviews on entrepreneur=
ial
intention, as analyzed in the studies by Schlaegel and Koenig (2014), Lortie
and Castogiovanni (2015), =
Liñán
and Fayolle (2015), and Souza (2015), conducted at a Federal University in
Brazil and published between 2014 and 2015, highlighted the need for a
reexamination of this construct. This need led to another review, with a
timeframe covering the years 2013 to 2016, which resulted in the identifica=
tion
of 17 more specific approaches linked to behavior, evolution, and trends wi=
thin
the topic. Moreover, other studies demonstrate the advancement of the const=
ruct
of intention in the context of the university environment as a favorable
setting. Maciel et al. (2019), =
Ovallos-Gazabon et al.
(2021), Ekemen (2020), and Ndofirepi
(2020) found significant relationships between locus of control and the
entrepreneurial intentions of university students, with self-efficacy playi=
ng a
fundamental role in this intention. Furthermore, family influences nascent
entrepreneurs (Moreno-Gómez et al.,
2022).
Based on the above, it is possible to obs=
erve
that the continuation of Ajzen's seminal work (1988, 1991, 2001, 2002) has
advanced with the publication of other distinct models that highlight
individual behavior regarding the intention to create a business. It is
important to emphasize that, in a temporal analysis, each model has experie=
nced
a particular situation in the economic and social history of the countries,
with entrepreneurial perspectives that are quite different from the current
global scenario.
Studies on entrepreneurial intention have
utilized the Theory of Planned Behavior (TPB), demonstrating that attitudes
toward behavior, subjective norms, and perceived behavioral control determi=
ne
an individual's intentions (Kolvereid, 2016).
Intentions can be influenced not only by attitudes, norms, and perceived
control but also by one or more additional variables. These additional
variables are captured, at least in part, by measures of past behavior (Ajz=
en,
2011).
Some authors argue that intention can be
directed toward a goal to be achieved, either moments before the idea is
realized or, in some cases, never coinciding with behavior (Carvalho; Gonzá=
lez,
2006). According to these authors, intention can be viewed as a state of mi=
nd
in which a person's attention is focused on a particular situation with the=
aim
of reaching a goal. It can thus be considered that the realization of the i=
dea
of starting a business is preceded by intention, which can, in turn, be pla=
nned
over time. However, in some cases, intention is formed immediately before t=
he
idea is actualized; in others, intention never coincides with the execution=
of
behavior.
According to Silveira et al. (2016),
entrepreneurial intention is characterized by defining an action to achieve=
a
goal. The greater the intention to perform a specific behavior, the more li=
kely
its performance will be realized and compelling.
Marcon et
al. (2020) assert that family entrepreneurial experience exerts a strong
influence on business creation and entrepreneurs. In general, the results of
their research indicate a highly significant relationship between
entrepreneurial intention and the presence of a parent or another relative =
who
owns a family business, with a decreasing level of significance in this
relationship for mothers or siblings.
Sousa et
al. (2020) cite that Ferreira, Loiola, and =
Gondim (2017) identified, in their studies, the main =
predictors
of entrepreneurial intention among university students, finding that the TPB
predictors had effects in all the cultures investigated, but with varying
intensities. The variations in the predictor subjective norms were influenc=
ed
by cultural aspects and the personal aspirations of the students.
Regarding sociodemographic factors, Marco=
n et al. (2020) state that Fayolle a=
nd Liñán (2014) consider that entrepreneurial education =
can
positively influence the development of entrepreneurial intention, as there=
is
evidence that individuals enrolled in entrepreneurial education programs
exhibit significantly higher levels of entrepreneurial intention.
It is evident that entrepreneurial intent=
ion is
related to behavior in two distinct ways: indirectly, through its impact on
intentions, and directly, by more immediately influencing behavior (Marcon;
Silveira; Frizon, 2020).
2.4 THEORY OF PLANNED BEHAVI=
OR
=
Entrepreneurial Intention is based on Ajzen's (19=
91)
Theory of Planned Behavior and posits that intentions influence behavior,
indicating how strong the individual's willingness to commit is and how much
effort they are willing to invest to externalize that behavior. Such behavi=
or
is influenced by behavioral, normative, and control beliefs. Thus, the auth=
or
argues that the intention to act results from the combination of three
independent variables: personal attitude (PA), subjective norms (SN), and
perceived behavioral control (PBC), as shown in Figure 01 below (Ajzen, 199=
1).
Figure=
01 - Theory
of Planned Behavior model
Source: Adapted from the Ajzen
model (1991, p. 22).
Personal Attitude (PA) refers to the positive or
negative impression an individual has about being an entrepreneur. Subjecti=
ve
Norm (SN) refers to the social pressure exerted on the individual to become=
or
not to become an entrepreneur, coming from the social circle in which they
live, and Perceived Behavioral Control (PBC) refers to the individual's
perception of the ease or difficulty of becoming an entrepreneur and their
ability to undertake (Morais et al<=
/i>.,
2016).
When attitudes, norms, perception of
control, and the ability to perform the behavior are combined, a more accur=
ate
prediction of behavioral intention is possible (Almeida, 2013). The author
states that Perceived Control over Behavior (PCB) can play a dual role in
predicting behavioral outcomes. Firstly, when the magnitude of intentions is
compatible, the willingness to perform a behavior tends to be more signific=
ant
when there is a more excellent perception of control over the behavior.
Secondly, the perception of control =
can
often serve as a proxy, or a good estimate, of the actual control an indivi=
dual
has over their behavior. Thus, when someone has an intention but fails to
perform a behavior, this failure may be attributed to a lack of real control
over the behavior, as estimated by PCB.
Liñán an=
d Chen
(2009) employed the principles of the Theory of Planned Behavior proposed by
Ajzen (1991) to predict and interpret entrepreneurial behavior, considering=
the
individual's intention to start a business. The authors developed an instru=
ment
- a psychometric scale - capable of measuring entrepreneurial intention in
diverse cultural contexts, addressing the literature's demand for a standard
model to investigate the construct.
This questionnaire (Entrepreneurial Inte=
ntion
Questionnaire – EIQ) was originally administered in 2009 in Spain and Taiwa=
n,
two socially and culturally distinct countries. However, the authors identi=
fied
that this scale had issues with acquiescence. In 2011, a modified version of
the questionnaire was applied by Liñán, Urbano,=
and
Guerrero (2011), addressing this issue.
3. METHODOLOGICAL ASPECTS
The methodological desi=
gn
of the research is classified as quantitative, and regarding the approach to
the problem, it is descriptive. The quantitative method becomes understanda=
ble
only when opinions and information are based on numbers, using statistics to
establish patterns and validate theories, from the most basic to the most
complex (Michel, 2015). Regarding descriptive research, Monteiro et al. (2020) advocate for its use,
considering the associations and findings between different variables, whic=
h allows
for the description of the characteristics of a population or phenomenon.
The study population was 2,616 1st, 2nd, or 3rd y=
ear
students from four vocational schools in the Ibiapiaba=
mountain range.
The samp=
le
selected was probabilistic. The decision to choose the schools was based on=
the
identification of the work on entrepreneurial education conducted as a
continuous and cross-sectional methodology.
The data was collected using a questionnaire with=
a
link on Google Forms. It was shared in the schools' student groups via What=
sApp
through coordinating the schools' management nucleus with the class directo=
rs. A
total of 476 responses were obtained, all considered suitable for analysis =
and
imported into a spreadsheet. Subsequently, statistical analysis was conduct=
ed
using Stata 14.1. A probabilistic sample of 476 students from this populati=
on
was calculated for this study. According to Cooper and Schindler (2016), the
main characteristic of probability sampling is that statistical processing =
can
be performed to account for sampling error and other aspects related to the
representativeness and significance of the sample.
For data collection, the following instruments we=
re
considered: the Entrepreneurial Intention Questionnaire (QIE), personal fin=
ance
(Veiga et al., 2018), entrepren=
eurial
education (Liñán; Chen, 2009), and entrepreneur=
ial
intention (Liñán; Chen, 2009; Maia et al., 2023). The questions were
closed-ended and based on a five-point Likert scale, ranging from strongly
disagree (1) to strongly agree (5). The data analysis conducted using Stata
software enabled a correlation between the constructs
of personal finance and entrepreneurial education in relation to
entrepreneurial intention, assessing the degree of linear relationship among
the variables.
4 ANALYSIS AND DISCUSSION OF=
RESULTS
The
questionnaire consisted of four blocks of statements, namely: Personal Data
(PD), Personal Finance (PF) from Veiga et al. (2018), Perceived
Behavioral Control (BC) and Entrepreneurial Intention (EI), both from Liñán and Chen (2009). Table 1 shows the constructs
and variables that made up the instrument.
Table 1 - Cons=
tructs,
Variables and Study acronyms
|
Constructs |
Variables |
Acronym |
|
Personal Data |
Grade (studied in 2021). |
DP1 |
|
City/School. |
DP2 |
|
|
Age. |
DP3 |
|
|
Gender. |
DP4 |
|
|
Color/Race. |
DP5 |
|
|
Current occupation. |
DP6 |
|
|
Have you ever taken a course on entrepreneurs=
hip
or innovation? |
DP7 |
|
|
Have you ever sought information about entrep=
reneurship
or innovation? |
DP8 |
|
|
Father's / guardian's level of education. |
DP9 |
|
|
Level of education of the mother/guardian. |
DP10 |
|
|
Personal Finance |
I spend a lot of time worrying about financial
matters. |
FP1 |
|
The school I study at advises on financial
behavior. |
FP2 |
|
|
Financial problems often interfere with my
studies or daily routine. |
FP3 |
|
|
Financial problems interfere with my relation=
ships
with other people. |
FP4 |
|
|
I'm a person who makes planned purchases |
FP5 |
|
|
I avoid buying things that aren't on my shopp=
ing
list |
FP6 |
|
|
Perceived Behavior Control |
My school offers the necessary knowledge about
innovative entrepreneurship. |
CC1 |
|
My school develops my entrepreneurial skills =
and
abilities. |
CC2 |
|
|
Training at school encourages me to develop
creative ideas so that I can become an innovative entreprene=
ur. |
CC3 |
|
|
My institution has partnerships with institut=
ions
that represent the entrepreneurial class and small and medium-sized
businesses that strengthen the decision to create a company. |
CC4 |
|
|
The practical activities carried out at my sc=
hool
give me opportunities to be an entrepreneur. |
CC5 |
|
|
Entrepreneurial Intention |
I intend to become an entrepreneur. |
IE1 |
|
I know how to develop an entrepreneurial and
innovative project. |
IE2 |
|
|
I know the practicalities of starting a busin=
ess. |
IE3 |
|
|
I am capable of starting<=
/span>
a financially viable company. |
IE4 |
|
|
Starting a company and keeping it running wou=
ld
be viable for me. |
IE5 |
|
|
What are you looking forward to after high
school? |
IE6 |
|
|
Do you intend to become an entrepreneur in the next five years? |
IE7 |
So=
urce:
Elaborated by the authors (2022)
The analyses were
conducted based on the profile of the respondents' sample, followed by the
influence of personal finance and entrepreneurial education on the students'
entrepreneurial intention, as well as the relationship between these constr=
ucts.
4.1 Analysis of the Sample Profile
Ta=
ble
2 – Number of Respondents by City/School
|
City/School |
Number |
% |
|
Guaraciaba do Norte - EEEP Des. José Maria Melo |
53 |
11,1345 |
|
Ipu - EEEP Antônio Tarcísio Aragão |
204 |
42,8571 |
|
São Benedito - EEEP Isaías Gonçalves Damasceno |
84 |
17,6471 |
|
Tianguá - EEEP Prof. Sebastião Vasconcelos Sobrinho |
53 |
11,1345 |
|
Ubajara - EEEP Gov. Waldemar de Alcântara |
37 |
7,77311 |
|
Viçosa do Ceará - EEEP Juca Fontenelle |
45 |
9,45378 |
|
Total |
476 |
100 |
So=
urce:
Elaborated by the authors (2022)
In the sample of 476 students from the six participating schools,
Ta=
ble
3 – Number of respondents per grade studied in 2021.
|
Grade |
Number |
% |
|
1º ano |
178 |
37,395 |
|
2º ano |
165 |
34,6639 |
|
3º ano |
133 |
27,9412 |
|
Total |
476 |
100 |
So=
urce:
Elaborated by the authors (2022)
In the case of the grade that the respondents studied in 2021, there=
is
a well-balanced participation of the 1st, 2nd and 3rd years, as shown in Ta=
ble
3.
Ta=
ble
4 – Number of Respondents by gender
|
Gender |
Number of responde=
nts |
% |
|
Male |
181 |
38,0252 |
|
Female |
295 |
61,9748 |
|
Total |
476 |
100 |
Source: Elaborated by the authors (2022)
Of the total respondents, the majority are female, comprising 61.97%=
of
the sample, as shown in Table 4.
Ta=
ble
5 – Number of Respondents by Color/Race
|
Color/Race |
Number |
% |
|
Branca |
157 |
32,9832 |
|
Parda |
285 |
59,8739 |
|
Preta |
21 |
4,41176 |
|
Amarela |
11 |
2,31092 |
|
Indígena |
2 |
0,42017 |
|
Total |
476 |
100 |
So=
urce:
Elaborated by the authors (2022)
When observing the color/race indicated by the respondents, it is no=
ted
that the responses White and Brown were the most frequent, with the Brown having the largest share, representing 59.87=
% of
the students, which can be seen in Table 5.
Ta=
ble
6 – Number of Respondents by Age Group.
|
Age Group |
Number |
% |
|
15 anos |
71 |
14,916 |
|
16 anos |
179 |
37,605 |
|
17 anos |
150 |
31,5126 |
|
18 anos |
68 |
14,2857 |
|
19 anos |
8 |
1,68067 |
|
Total |
476 |
100 |
So=
urce:
Elaborated by the authors (2022)
The respondents had an average age of 16.50 years, ranging from 15 t=
o 19
years, with the ages of 16 and 17 being the most common reported. Table 6 s=
hows
the distribution of ages by age group, with the predominant age group being=
16
years, accounting for 37.51% of the total sample.
|
Occupation |
Number |
% |
|
Scholarship |
10 |
2,10084 |
|
Trainee |
15 |
3,15126 |
|
Entrepreneur |
45 |
9,45378 |
|
No paid activity<=
/span> |
406 |
85,2941 |
|
Total |
476 |
100 |
Source: Elaborated by the authors (202=
2).
The respondents’ occupations show a predominantly unpaid activity
profile, with 85.29% of the students likely due to atte=
nding
full-time schools. Despite this, some indicated they were scholarship
recipients or interns, probably because they are in their third year, in the
internship phase, and consequently receiving a scholarship. Another importa=
nt
point is the presence of entrepreneurs, accounting for 9.45% of the student=
s.
Ta=
ble
8 – Number of Respondents by Father's/Responsible Person's Education
|
Father/guardian training |
Number |
% |
|
Sem Escolaridade |
38 |
7,98319 |
|
Ensino Fundamental
Incompleto |
217 |
45,5882 |
|
Ensino Fundamental
Completo |
51 |
10,7143 |
|
Ensino Médio Incompl=
eto |
37 |
7,77311 |
|
Ensino Médio Complet=
o |
103 |
21,6387 |
|
Ensino Superior Inco=
mpleto |
5 |
1,05042 |
|
Ensino Superior Comp=
leto |
20 |
4,20168 |
|
Especialista |
3 |
0,63025 |
|
Mestrado |
1 |
0,21008 |
|
Doutorado |
1 |
0,21008 |
|
Total |
476 |
100 |
Source: Elaborated by the authors (2022).
Regarding the education level of the respondents' fathers/guardians,=
it
was found that 4,20% had higher education and 21.63% had secondary educatio=
n.
The predominant level of education was incomplete primary education,
representing 45.58% of the total sample, as shown in Table 8.
Ta=
ble
9 - Number of Respondents by Mother's/Responsible Person's Education
|
Training of the mother/guardian |
Number |
% |
|
No schooling |
14 |
2,94118 |
|
Elementary
school incomplete=
|
150 |
31,5126 |
|
Complete elementary school |
43 |
9,03361 |
|
Secondary
school incomplete=
|
37 |
7,77311 |
|
Completed
high school |
128 |
26,8908 |
|
Higher Education Incomp=
lete |
14 |
2,94118 |
|
Higher
education completed |
78 |
16,3866 |
|
Specialist |
11 |
2,31092 |
|
Master's
Degree |
1 |
0,21008 |
|
Doctorate |
0 |
0 |
|
Total |
476 |
100 |
So=
urce:
elaborated by the author.
Regarding the education
level of the respondents' mothers/guardians, it was found that 16.38% have
higher education, and 26.89% have completed secondary education. The
predominant level of education is incomplete primary education, accounting =
for
31.51% of the total sample, as shown in Table 9.
4.2 Descriptive Analysis
The
data obtained were subjected to descriptive stat=
istics
in order to analyze each of the variables and
constructs outlined in the questionnaire (as shown in Table 1), namely pers=
onal
data (PD), personal finances (PF), perceived behavioral control (PBC), and
entrepreneurial intention (EI). Table 10 presents the descriptive statistics
for these statements.
Ta=
ble
10 – Descriptive Statistics
|
VARIABLE |
OBS |
MEAN |
STD. DEV. |
MIN. |
MAX. |
|
Personal Variables |
|||||
|
DP1 |
476 |
1.905462 |
.8036048 |
1 |
3 |
|
DP2 |
476 |
4.10084 |
1.463.348 |
1 |
6 |
|
DP3 |
476 |
16.5084 |
.9678695 |
15 |
19 |
|
DP4 |
476 |
1.380252 |
.4859594 |
1 |
2 |
|
DP5 |
476 |
1.871849 |
1.147.246 |
1 |
5 |
|
DP6 |
476 |
1.304622 |
.7689088 |
1 |
4 |
|
DP7 |
476 |
1.157563 |
.3647141 |
1 |
2 |
|
DP8 |
476 |
1.710084 |
.4542005 |
1 |
2 |
|
DP9 |
476 |
3.153361 |
1.674.455 |
1 |
10 |
|
DP10 |
476 |
4.113445 |
1.973.442 |
1 |
9 |
|
Personal Finance |
|||||
|
FP1 |
476 |
3.205882 |
1.192.806 |
1 |
5 |
|
FP2 |
476 |
3.768908 |
1.207.503 |
1 |
5 |
|
FP3 |
476 |
2.60084 |
1.449.617 |
1 |
5 |
|
FP4 |
476 |
2.077731 |
1.256.666 |
1 |
5 |
|
FP5 |
476 |
3.567227 |
1.363.315 |
1 |
5 |
|
FP6 |
476 |
3.548319 |
1.420.073 |
1 |
5 |
|
Entrepreneurial Education |
|||||
|
CC1 |
476 |
3.922269 |
1.093.641 |
1 |
5 |
|
CC2 |
476 |
4.033613 |
1.045.756 |
1 |
5 |
|
CC3 |
476 |
4.086134 |
1.031.574 |
1 |
5 |
|
CC4 |
476 |
3.590336 |
1.143.508 |
1 |
5 |
|
CC5 |
476 |
4.117647 |
1.008.816 |
1 |
5 |
|
Entrepreneurial Intention |
|||||
|
IE1 |
476 |
3.779412 |
121.034 |
1 |
5 |
|
IE2 |
476 |
3.201681 |
1.131.965 |
1 |
5 |
|
IE3 |
476 |
3.308824 |
1.249.508 |
1 |
5 |
|
IE4 |
476 |
2.703782 |
1.206.328 |
1 |
5 |
|
IE5 |
476 |
3.239496 |
1.278.731 |
1 |
5 |
|
IE6 |
476 |
1.533613 |
.9824376 |
1 |
4 |
|
IE7 |
476 |
1.420168 |
.5466961 |
1 |
3 |
Source: Elaborated by the authors (2022)
= For the FP, CC, and IE variables (except IE6 and IE7, which will be analyzed later), the minimum value accepted for each statement was 1, and the maximum value was 5. The three highest averages were obtained for statements CC2, C= C3, and CC5, showing that schools develop the respondents' entrepreneurial skil= ls and abilities. That training at school encourages them to develop creative ideas to become innovative entrepreneurs and develop practical activities t= hat provide opportunities for students to become entrepreneurs. These statements had an average above 4 and a standard deviation above 1 (considered high).<= o:p>
On the
other hand, the lowest values were found in statements FP4 (Financial probl=
ems
interfere with my relationships with other people), FP3 (Financial problems
often interfere with my studies or daily routine), and IE4 (I am capable of starting a financially viable company), =
with
means slightly above 2.7 and standard deviations of 1.25, 1.44, and 1.20, r=
espectively.
Furthermore, the standard deviation val=
ues
are noteworthy, as they represent the degree of dispersion of the dataset,
indicating how homogeneous it is when approaching zero (Oliveira; Silva;
Soares, 2019; Barbosa et al., 2020). Given this, the lowest standard deviat=
ion
was identified in IE1 (I intend to undertake), demonstrating greater unifor=
mity
in the responses to this assertion, while the highest standard deviation was
observed in FP3 (Financial problems often interfere with my studies or daily
routine), a fact that demonstrates how financial problems interfere with the
routine of the students analyzed differently.
4.3 Analysis of the Influence of Perso=
nal
Finances and Entrepreneurial Education on the Intention to Undertake.
The relationship betwee=
n the
constructs of personal finances, entrepreneurial education, and entrepreneu=
rial
intention was analyzed based on the respondents' answers. Figures 1, 2, and=
3
illustrate these results.
Figure
2 - Personal Finance Const=
ructs
Source: Elaborated by the authors (2022)
Based on the students' responses presented in Figure 2 about the
personal finance constructs, the construct FP4
(Financial problems interfere with my relationships with other people) stan=
ds
out, where 227 students indicated that their financial problems do not
interfere with their interpersonal relationships. This result may be a
consequence of what is indicated by the construct FP2 (The school I attend
provides guidance on financial behaviors), in which 165 students affirmed t=
hat
the school does, in fact, pedagogically offer pr=
oper
guidance on financial behaviors.
=
In
the constructs FP5 (I am a person who makes planned purchases) and FP6 (I a=
void
buying things that are not on my shopping list), 152 students indicated that
they make planned purchases, and 163 pointed out that they avoid buying ite=
ms
that are off their shopping lists. This result aligns with what the literat=
ure
suggests: that individuals with a higher level of financial knowledge tend =
to
have more responsible financial behavior (Hilgert; Hogarth; Beverly, 2003;
Lopes et al., 2023)
As for construct FP1 (I spend much time
worrying about financial matters), 163 students indicated that they worry a=
bout
financial matters most of the time, confirming what the literature suggests:
consumers with a higher level of financial knowledge are better able to
Therefore, based on the positive responses to the personal finance
constructs, it can be asserted that the majority of
respondents are more likely to be successful if they choose to become
entrepreneurs. This is supported by the study of Savoia, Saito, and Santana
(2007), which suggests that business failure may be attributed to a lack of
adequate financial education.
Fi=
gure
3 - Entrepreneurial Education Constructs
Source: Elaborated by the authors (2022)
Regarding
the constructs of entrepreneurial education, Fig=
ure 3 presents
the students' responses, highlighting construct CC4 (My institution has
partnerships with institutions that represent the business community and sm=
all
and medium-sized enterprises that strengthen the decision to set up a compa=
ny) due
to the balanced distribution of responses, which are not predominantly
positive, unlike the other constructs. In this context, 125 students affirm
that the institution has partnerships with organizations that represent the
business community, while 127 partially agree.
Constructs CC2 (My school
develops my entrepreneurial skills and abilities) and CC5 (The practical
activities carried out at my school provide me with opportunities to be an
entrepreneur) had a majority of positive respons=
es,
with 190 students indicating that their schools develop their entrepreneuri=
al
skills and abilities and 211 stating that the practical activities conducte=
d at
their schools provide them with opportunities to become entrepreneurs. This
aligns with the literature by Ribas (2011), who=
emphasizes
that the learning process and its application to entrepreneurship cannot be
postponed—learning must precede application—but should instead be interacti=
ve.
In construct C=
C3 (School
education encourages me to develop creative ideas so that I can become an
innovative entrepreneur), 206 students stated that they feel motivated to
become innovative entrepreneurs based on the education they receive at their
schools. This aligns with the literature by Lopes (2014), which asserts that
within schools, entrepreneurial education serves as a significant means of =
promoting
entrepreneurship, thus shaping entrepreneurs for the market and for life
(Dubey, 2022).
Overall, the respons=
es
to the construct of entrepreneurial education we=
re
predominantly positive, which directly impacts the intention to undertake
entrepreneurship, as it indicates that students are receiving adequate
training, thereby increasing their chances of success should they choose to
become entrepreneurs.
Figure 4 - Entrepreneurial Intention Constructs
Source: Elaborated by the authors (2022)
Figure 4 presents the Entrepreneurial Intention constructs, with the
highlight being the IE1 construct (I intend to undertake which raises the critical point of this
analysis: whether the student intends to undertake. It also stands out for
being the only construct with predominantly positive responses, with 171
students indicating that they intend to undertake it, which is undoubtedly a
reflection of the positive responses from the personal finance and
entrepreneurial education constructs.
=
The
constructs IE2 (I know how to develop an
entrepreneurial and innovative project), IE3 (I know the practical details =
of
starting a business), and IE4 (I am qualified to start a financially viable
business), exhibit well-distributed responses that are not predominantly
positive, unlike construct IE1. This indicates a certain level of intermedi=
ate
technical knowledge among the respondents regarding starting a business.
In
the IE5 construct (Starting a company and keeping it running would be viable
for me), 87 respondents indicated that they totally agreed they felt prepar=
ed
to start a company and keep it running, while another 131 partially agreed.
Although this is not the largest number of respondents who agree
overwhelmingly, it remains a relevant figure when considered alongside the
other constructs. After all, the literature indicates that greater knowledg=
e of
the various aspects of entrepreneurship can contribute to more realistic
perceptions of entrepreneurial activity, indirectly influencing intentions =
(Liñán; Chen, 2009; Krüger et al., 2021; Pereira
Junior; Lacerda; Melo, 2023).
Ta=
ble
11 - Respondents' expectations after completing secondary school.
|
Expectation |
Number |
% |
|
Working for a private company |
40 |
8,40336 |
|
Working in public servic=
e |
44 |
9,2437 |
|
Entrepreneurship |
42 |
8,82353 |
|
Entering higher education=
|
350 |
73,5294 |
|
Total |
476 |
100 |
So=
urce:
Elaborated by the authors (2022)
=
Table
11 presents the students' expectations regarding their plans after completi=
ng
secondary school. The majority, totaling 350 individuals, which corresponds=
to
73.52%, intend to focus on pursuing higher education, which does not exclude
the intention to become an entrepreneur mentioned above, as these activities
can be combined. Of the total, 42 students express the intention to engage =
in
entrepreneurship concerning the other variables, accounting for 8.82%.
Ta=
ble
12 - Respondents' intention to undertake business in the next 5 years
|
Entrepreneurial=
intent |
Número de Respondentes |
% |
|
Yes |
289 |
60,7143 |
|
No |
174 |
36,5546 |
|
I'm already an entrepreneur=
|
13 |
2,73109 |
|
Total |
476 |
100 |
Source: Elaborated by the authors (2022)
Table 12 considers the respondents' intentions over time, specifical=
ly
over a period of 5 years. In this regard, we find that =
the
majority of students, totaling 289, intend to engage in entrepreneur=
ship
in the next 5 years, which corresponds to 60% of the total. One notable res=
ult
was the identification of 13 entrepreneurs in a full-time school, which all=
ows
for an understanding of the reconciliation between studies and entrepreneur=
ial
activities.
In this context, the results indicated that students hold a positive
view toward their intention to become entrepreneurs, even though this is not
their primary expectation upon graduating from high school. Additionally, t=
here
exists a conviction regarding the pursuit of this behavior in the future. T=
he constructs of personal finance and entrepreneurial edu=
cation
emerged as significant determinants of the intention to engage in
entrepreneurship.
5 CONCLUSION
=
The study aimed to analyze the relationship between personal finance,
entrepreneurial education, and entrepreneurial intention, based on the prem=
ise
that personal finance and entrepreneurial education influence entrepreneuri=
al
intention. This is because training in personal finance and entrepreneurial
education is considered a requirement for success in entrepreneurial activi=
ties.
Initially, the profile of the students from the six schools participating in
the research was described, highlighting that the vast majority do not enga=
ge
in paid work, dedicating themselves entirely to their studies.
Subsequently, the constructs related to
personal finance were presented. In general, a predominance of positive
responses was observed among respondents regarding attitudes such as planni=
ng
and control, as well as the knowledge imparted by schools to students.
Therefore, it can be asserted that, for the majority, respondents are more
likely to achieve success if they choose to become entrepreneurs. This resu=
lt
corroborates what the literature indicates.
Additionally, the constructs related to
entrepreneurial education were presented. Overall, the responses were
predominantly positive, which directly impacted entrepreneurial intention, =
as
it indicated that students had adequate training, thereby increasing their
chances of success should they choose to become entrepreneurs. This result
corroborates the literature.
Furthermore, the constructs of entreprene=
urial
intention were examined. The results revealed that the =
vast
majority of respondents intend to engage in entrepreneurship, but not
necessarily immediately after graduating from high school. Generally, this
intention manifests within a timeframe of up to 5 years. Additionally, a la=
ck
of technical knowledge among students regarding how to start a business and
other related processes was identified.
Based on this, personal finances and entrepreneurial education direc=
tly
influence entrepreneurial intention. However, students still need to acquir=
e more
technical knowledge about the legal process involved in establishing a comp=
any,
despite their intention to become entrepreneurs.
As a contribution, we highlight the understanding of personal financ=
e,
entrepreneurial education, and entrepreneurial intention, providing and
encouraging a greater understanding of this relationship and influence. In
addition, the findings help to advance the literature
because even though these concepts are widely discussed, there still needs =
to
be studies that interrelate these constructs in samples from different regi=
ons.
The importance of student participation in the research is emphasize=
d,
as it reached the stipulated minimum sample size. Thus, it is expected that=
the
results will adequately reflect the characteristics of the population. Among
the facilitators for achieving the minimum sample size, the support of the
school management teams is noteworthy, as the data collection was conducted
online via an electronic form, which provided them with greater access to t=
he
students.
Replication with a representative sample is suggested for future
research. This methodology can also be replicated or applied to other
populations, such as in another region, in order to
conduct a comparative study. It is also recommended that a qualitative appr=
oach
be adopted to deepen data collection and analysis. Other statistical techni=
ques
for analysis can be employed to complement and compare the results obtained
here, such as linear regression.
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