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Do Emotional Competencies Influence Students’ Entrepreneurial Intentions?

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  • Krystian Bigos

    (Department of International Trade, Cracow University of Economics, 31-510 Cracow, Poland)

  • Adam Michalik

    (Department of International Trade, Cracow University of Economics, 31-510 Cracow, Poland)

Abstract

Entrepreneurship is one of the critical determinants of economic development. In this research area, many scientists are trying to identify the competencies that influence later decisions about starting a business—so-called entrepreneurial intentions. The subject of the research contained in this article is the relationship between emotional competencies and declared entrepreneurial intentions, which, according to the authors, constitute an added value supporting research in the field of education for entrepreneurship. The article contributes to developing behavioral theories and solves the problem of identifying essential competencies to start a business. The survey was conducted among 209 students at Cracow University of Economics. Based on a binomial logistic regression model applied in the study, a statistically significant correlation between self-awareness and self-motivation and the students’ entrepreneurial intentions was demonstrated. In contrast, the statistically significant influence of self-regulation, empathy, and social skills on the formation of these intentions was not confirmed. Therefore, to shape entrepreneurial intentions, the education process should support developing these two key factors: self-awareness and self-motivation of young people. Decision-makers should formulate the syllabuses to develop the students’ emotional competencies, which, in turn, are a source of entrepreneurial intentions.

Suggested Citation

  • Krystian Bigos & Adam Michalik, 2020. "Do Emotional Competencies Influence Students’ Entrepreneurial Intentions?," Sustainability, MDPI, vol. 12(23), pages 1-18, December.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:23:p:10025-:d:454330
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