Journal of Entrepreneurship Research

Journal of Entrepreneurship Research

Effect of Environmental Factors on Entrepreneurial Intention among Secondary School Students in Dezful County

Document Type : Research Article

Authors
Hossein Bakherad
Homayoon Moradnezhadi
Hossein Mehdizadeh
Department of Entrepreneurship and Rural Development, Faculty of Literature and Humanities, Ilam University, Ilam, Iran.
10.22034/jer.2023.1989877.1030
Abstract
The main purpose of this study was to explore the effect of environmental factors on entrepreneurial intention among secondary school students in Dezful County, Iran. The statistical population consisted of all students in secondary schools of Dezful Township studying in the theoretical, technical-vocational, and career-knowledge fields (N= 1645). Based on Bartelt’s (2001) sampling table, 231 were sampled using the proportionate stratified sampling method. The main research instrument was a questionnaire whose validity was confirmed by a panel of experts and the calculation of average variance extracted and discriminant validity and whose reliability was checked by calculating Cronbach's alpha coefficient and composite reliability. Data was analyzed by SPSSWin23 and AMOS23 software in two phases of descriptive and inferential statistics. The results of structural equation modeling revealed that the perceived relational support had a positive and significant effect on the entrepreneurial intention of the students, but the effect of perceived educational and structural supports on entrepreneurial intention was rejected. Therefore, it can be said that although technical-vocational and career-knowledge schools have been established to train the students, they have only focused on theoretical training and their applied training lacks an entrepreneurial view and does not lay the ground for the emergence of entrepreneurial behavior in the students. The findings can have practical implications for secondary school managers, planners, and educators.
Keywords
Entrepreneurial Intention
Relational Support
Educational Support
Structural Support
 
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  • Receive Date 17 February 2023
  • Revise Date 28 February 2023
  • Accept Date 28 February 2023