Exploring the relationship between self-perceived academic performance and entrepreneurial intention: the moderating roles of serious leisure, perceived stress and gender

Mouratidou, Maria ORCID logo ORCID: https://orcid.org/0000-0002-8144-3537 , Donald, William ORCID logo ORCID: https://orcid.org/0000-0002-3670-5374 , Mohandas, Nimmi ORCID logo ORCID: https://orcid.org/0000-0002-8750-6500 and Ma, Yin (2024) Exploring the relationship between self-perceived academic performance and entrepreneurial intention: the moderating roles of serious leisure, perceived stress and gender. Higher Education, Skills and Work-Based Learning . Full text not available from this repository.

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Official URL: https://doi.org/10.1108/heswbl-02-2024-0053

Abstract

Purpose: Drawing on a framework of conservation of resources theory, the purpose of this paper is to explore the relationship between self-perceived academic performance and individual entrepreneurial intention and consider the potential moderating role of (1) participation in serious leisure, (2) perceived stress and/or (3) gender.

Design/methodology/approach: A total of 405 UK-based undergraduates completed the questionnaire, with a representative gender split of 57% women and 43% men.

Findings: The positive relationship between self-perceived academic performance and individual entrepreneurial intention was moderated by serious leisure (stronger when participation in serious leisure increased) and by perceived stress (stronger when levels of perceived stress were lower). However, contrary to our expectations, gender had no statistically significant moderating role.

Practical implications: The practical contribution comes from informing policy for universities and national governments to increase individual entrepreneurial intention in undergraduates.

Originality/value: The theoretical contribution comes from advancing conservation of resources theory, specifically the interaction of personal resources, resource caravans and resource passageways.

Item Type: Article
Journal / Publication Title: Higher Education, Skills and Work-Based Learning
Publisher: Emerald
ISSN: 2042-3896
Departments: Institute of Business, Industry and Leadership > Business
Depositing User: Insight Administrator
SWORD Depositor: Insight Administrator
Date Deposited: 02 May 2024 18:38
Last Modified: 14 May 2024 11:57
URI: https://insight.cumbria.ac.uk/id/eprint/7658
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