Does the entrepreneurship learning approach influence self-efficacy? The role of students’ entrepreneurial competence and satisfaction

Emelia Ohene Afriyie (), Michael Snowden (), Ernest Christian Winful (), Kofi Opoku-Asante (), Elikem Chosniel Ocloo (), Josiah Nii Adu Quaye (), Frank Frimpong Opuni (), Denis Hyams-Ssekasi () and Jamie P. Halsall ()
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Emelia Ohene Afriyie: Accra Technical University
Michael Snowden: University of Huddersfield
Ernest Christian Winful: Accra Technical University
Kofi Opoku-Asante: Accra Technical University
Elikem Chosniel Ocloo: Accra Technical University
Josiah Nii Adu Quaye: Accra Technical University
Frank Frimpong Opuni: Accra Technical University
Denis Hyams-Ssekasi: University of Bolton
Jamie P. Halsall: University of Huddersfield

Journal of Innovation and Entrepreneurship, 2025, vol. 14, issue 1, 1-24

Abstract: Abstract This study examined the influence of an entrepreneurship education learning approach on students’ self-efficacy, with a specific focus on the mediating roles played by entrepreneurial competence and satisfaction. Informed by a conceptual framework drawn from pertinent literature, data were collected through purposive sampling from a diverse cohort of students within technical universities. Employing the AMOS structural equation modelling (SEM) method, the analysis revealed a statistically significant positive relationship between the entrepreneurship learning approach and self-efficacy without mediating variables. However, the study observed no significant direct relationship in the presence of these mediating factors. This suggests that entrepreneurial competence and satisfaction fully mediated the impact of the learning approach on self-efficacy. It is important to note that the study’s findings are contextually bound to technical universities within a less developed economy, cautioning against generalising them to traditional universities. Nonetheless, the study underscored the pivotal role of entrepreneurship education, self-competence, and student satisfaction in bolstering students’ self-efficacy, serving as a potent catalyst for fostering entrepreneurial intentions. Consequently, the study advocated for integrating entrepreneurship learning approaches in Technical and Vocational Education and Training (TVET) institutions.

Keywords: Entrepreneurship learning approach; Entrepreneurial self-efficacy; Entrepreneurial self-competence; Student satisfaction; Self-employment (search for similar items in EconPapers)
Date: 2025
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DOI: 10.1186/s13731-025-00507-7

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