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Emotional competencies and cognitive antecedents in shaping student’s entrepreneurial intention: the moderating role of entrepreneurship education


  • Virginia Fernández-Pérez

    () (Universidad de Granada)

  • Ana Montes-Merino

    () (Universidad de Jaén)

  • Lázaro Rodríguez-Ariza

    () (Universidad de Granada)

  • Patricia Esther Alonso Galicia

    () (Campus Querétaro)


This paper focuses on the analytic thinking of emotional competencies and their influence, in particular, in shaping university students’ entrepreneurial intentions, backed by an extended model of Ajzen’s Theory of Planned Behaviour, and analyses the moderating role of entrepreneurial education among the variables under study. The results, derived from an ex-ante and ex-post questionnaire addressed to Spanish university students engaged in a compulsory entrepreneurship course, were subjected to structural equation modelling analysis. Our findings show that entrepreneurship by university students is favoured by the development of their emotional competencies, due to the direct influence of the latter in shaping entrepreneurial intention and its positive impact on their cognitive antecedents (entrepreneurial attitudes and perceived self-efficacy), and suggest that students with a higher degree of emotional competencies who receive entrepreneurship education will have a more positive attitude towards entrepreneurship and will perceive themselves more capable of becoming entrepreneurs. The primary contribution of this paper is to spotlight the use of emotional competencies in encouraging entrepreneurship, and to heighten awareness of the positive effect of education on emotionally-competent students, a factor that should be taken into account to improve entrepreneurship education programmes.

Suggested Citation

  • Virginia Fernández-Pérez & Ana Montes-Merino & Lázaro Rodríguez-Ariza & Patricia Esther Alonso Galicia, 2019. "Emotional competencies and cognitive antecedents in shaping student’s entrepreneurial intention: the moderating role of entrepreneurship education," International Entrepreneurship and Management Journal, Springer, vol. 15(1), pages 281-305, March.
  • Handle: RePEc:spr:intemj:v:15:y:2019:i:1:d:10.1007_s11365-017-0438-7
    DOI: 10.1007/s11365-017-0438-7

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    References listed on IDEAS

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    Cited by:

    1. Lizette Huezo-Ponce & Virginia Fernández-Pérez & Lázaro Rodríguez-Ariza, 0. "Emotional competencies and entrepreneurship: modeling universities," International Entrepreneurship and Management Journal, Springer, vol. 0, pages 1-23.
    2. Pérez, Víctor Centeno & Kansikas, Juha, 2019. "Emotions and entrepreneurship education: State of the art and future research agenda," Working Papers 02/19, Institut für Mittelstandsforschung (IfM) Bonn.
    3. Gaofeng Yi, 2020. "Why are Some Recommendation Systems Preferred?," Foresight and STI Governance (Foresight-Russia till No. 3/2015), National Research University Higher School of Economics, vol. 14(2), pages 76-86.
    4. Cristina Armuña & Sergio Ramos & Jesús Juan & Claudio Feijóo & Alberto Arenal, 2020. "From stand-up to start-up: exploring entrepreneurship competences and STEM women’s intention," International Entrepreneurship and Management Journal, Springer, vol. 16(1), pages 69-92, March.


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