The Role Of
Self-Efficacy As An Effect Mediator
Entrepreneurship Education For Entrepreneurship Interest Students In Bali
I Gusti Made Suwandana1, Ryan Hadi Saputra2
Universitas Udayana, Indonesia
E-mail: [email protected], [email protected]
��Corresponding Author: I Gusti Made Suwandana
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Abstract |
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Entrepreneurship education, self-efficacy, interest in entrepreneurship |
The increasingly fierce economic competition and the world of work make unemployment one of the main challenges, including in Indonesia. Although higher education is expected to increase job opportunities, many graduates still need help finding jobs that match their qualifications. Entrepreneurship education has emerged as a potential solution to reduce unemployment by encouraging students to be interested in entrepreneurship. However, the effectiveness of this program is often influenced by students' self-efficacy, namely their belief in their ability to succeed. This study examines self-efficacy as a mediator between entrepreneurship education and students' interest in entrepreneurship in Bali. Using an associative quantitative approach, 110 respondents were randomly selected from universities in Bali. Data was collected through questionnaires and analyzed using path analysis, Sobel test, and Variance Accounted For (VAF). The study's results show that entrepreneurship education positively and significantly influences self-efficacy and entrepreneurial interest. Self-efficacy has also been proven to mediate entrepreneurship education's influence on entrepreneurial interest significantly. These findings show that strengthening self-efficacy is the key to increasing the effectiveness of entrepreneurship education. This research implores the importance of a holistic approach in entrepreneurship education programs, which focuses on technical skills and the development of students' psychological aspects. Educational institutions and policymakers are expected to design more comprehensive programs to encourage the younger generation to become confident and innovative entrepreneurs.
under the terms and conditions of the Creative Commons Attribution (CC BY SA) license (https://creativecommons.org/licenses/by-sa/4.0/). |
1�� Introduction
In an era of globalization characterized by technological developments and
fierce economic competition, entrepreneurship has become one of the keys to
driving economic growth and creating new jobs (Hisrich et al., 2017). Around
the world, universities have adopted entrepreneurship education programs to
encourage the younger generation to be able to adapt to global economic
changes. However, the effectiveness of these programs often depends on
psychological factors, such as self-efficacy, which play an important role in
shaping an individual's intention and interest in starting a new venture
The issue of entrepreneurship is increasingly relevant amid technological
disruption, where traditional jobs are being replaced by digital innovation. In
this context, entrepreneurship education aims to provide knowledge and build
students' self-confidence to face the uncertainties and take risks inherent in
the business world
Entrepreneurship Education in Bali and Challenges of Entrepreneurial
Interest As one of the international tourism destinations, Bali has great
potential to develop locally-based entrepreneurship. However, reality shows
that most students in Bali still need to choose conventional career paths
rather than becoming entrepreneurs
Several studies show that more than entrepreneurship education is needed to
encourage entrepreneurial interest if it is supported by strong self-efficacy
In the Balinese context, self-efficacy is becoming increasingly important,
considering the cultural and structural challenges students face in pursuing
the entrepreneurial path (Sari & Pratama, 2021). Effective entrepreneurship
education should equip students with technical skills and help them build the
self-confidence to start and manage a business.
Lack of Research on Self-Efficacy as a Mediator in Bali: Although many
studies have explored the relationship between entrepreneurship education and
entrepreneurial intention, only some have focused on the role of self-efficacy
as a mediator, particularly in Bali. Previous studies such as those by
Furthermore, existing research often needs to include additional variables,
such as adversity intelligence or digital literacy, which can affect the
relationship between entrepreneurship education and entrepreneurial interest
This study aims to investigate the role of self-efficacy as a mediator in
the relationship between entrepreneurship education and students' interest in
entrepreneurship in Bali. Specifically, this study aims to Evaluate the
influence of entrepreneurship education on students' self-efficacy, Analyze the
impact of self-efficacy on students' interest in entrepreneurship, and Identify
additional factors that can affect this relationship, such as local culture and
individual motivation.
This research focuses on students in Bali who have participated in
entrepreneurship education programs. It will explore how self-efficacy can
mediate the influence of entrepreneurship education on entrepreneurial
interest. In this case, research is not only limited to the quantitative aspect
but also includes qualitative insights to understand the psychological and
cultural dynamics that influence these relationships.
This research is expected to make theoretical and practical contributions.
From a theoretical perspective, this research will expand the literature on the
role of self-efficacy in entrepreneurship education, especially in the context
of local cultures such as Bali
Furthermore, this research can provide insights for local entrepreneurs and
the Balinese community to understand how to encourage the younger generation to
be more courageous in entrepreneurship. By integrating psychological, cultural,
and educational aspects, this research is expected to be a reference in
developing sustainable entrepreneurship policies in Bali.
2�� Materials and Method
This study uses an
associative quantitative approach to analyze the relationship between
entrepreneurship education, self-efficacy, and entrepreneurial interest in
students in Bali. This approach aims to find direct and indirect influence
through the mediator variable, namely self-efficacy. Here are the details of
the methods used:
Research Location
The research was
conducted at various universities in Bali that have implemented
entrepreneurship education programs in their curriculum. The locations were
chosen to provide specific cultural and geographical contexts relevant to
understanding the dynamics of entrepreneurial interest in the region.
Population and Sample
This study's population
is university students in Bali who have taken entrepreneurship courses. The
sample size was determined using a formula of five to ten times the number of
research indicators (Hair et al., 2010). With 11 indicators measured, the minimum
number of samples is 55, and the maximum is 110. This study involved 110
respondents who were selected using the proportional random sampling technique,
taking into account the even distribution between universities.
Data was collected
through the Questionnaire. The main research instrument was a closed
questionnaire with a Likert scale of 5 points (1 = strongly disagree, 5 =
strongly agree). The questions included three main variables: Entrepreneurship
education (4 indicators), self-efficacy (4 indicators), entrepreneurial
interest (3 indicators), and structured interviews, which were used to
supplement quantitative data and provide context to the research findings.
Research Instruments
The instruments used in
this study have gone through validity and reliability tests:
- Validity Test: Conducted
using correlation analysis with a minimum validity criterion of r >
0.30.
- Reliability Test:
Conducted using Cronbach's Alpha with a minimum score of 0.70 to ensure
the instrument's consistency.
Data Analysis Techniques
- Path Analysis: To examine
the direct and indirect influence between entrepreneurship education,
self-efficacy, and entrepreneurial interest.
- Sobel Test: To test the
significance of self-efficacy mediation in the relationship between
entrepreneurship education and entrepreneurial interest. VAF (Variance et
al.) Test: To determine the percentage of the influence of self-efficacy
mediation on the relationship between independent and dependent variables.
- Normality and
Multicollinearity Test: The normality test was performed using
Kolmogorov-Smirnov to ensure normal data distribution. The
multicollinearity test was carried out with Tolerance and Variance
Inflation Factor (VIF) to ensure no multicollinearity between independent
variables.
Research Model
The research model uses
the following analytical framework: Independent Variable: Entrepreneurship
education. Dependent Variable: Entrepreneurial interest. Mediator Variable:
Self-efficacy.
Analysis Steps
Direct Hypothesis
Testing:
H1:
Entrepreneurship education has a positive effect on entrepreneurial interest.
H2:
Entrepreneurship education has a positive effect on self-efficacy.
H3:
Self-efficacy has a positive effect on entrepreneurial interest.
Mediation Testing:
H4:
Self-efficacy mediates the influence of entrepreneurship education on
entrepreneurial interest.
3�� Results and Discussions
Table 1. Characteristics
of Respondents
|
Not |
Variable |
Classification |
Number of people) |
Percentage (%) |
|
1 |
Age Sum |
21-25
Years 26-30
Years >30
Years |
27 63 20 110 |
24.5% 57.3% 18.2% 100% |
|
2 |
Gender Sum |
Man Woman |
80 30 110 |
72.7% 27.3% 100% |
|
3 |
Last education Sum |
Senior High School / Vocational School Diploma Bachelor |
69 23 18 110 |
62.7% 20.9% 16.4% 100% |
Source: processed
primary data, 2024
Table 1. Explain the
characteristics of the respondent. Characteristics by age show that respondents
aged 26-30 years dominate with a percentage of 57.3 percent. When viewed by
gender, men dominate with a percentage of 72.7 percent. Based on respondents'
education data, it was dominated by respondents with high school/vocational
school final education, which was 62.7 percent.
The correlation
coefficient is ≥ 0.3, which indicates that the instrument is valid. All
indicators of entrepreneurship education, self-efficacy, and entrepreneurial
interest obtained a correlation coefficient of validity test results above 0.3,
which means that they have met the validity criteria and are suitable for
measuring variables in this study. The Cronbach Alpha value of all variables is
more than 0.60, indicating that the measuring tool is consistent and reliable.
Entrepreneurial interest
has an average score of 3.69 and is included in the high category. The variable
indicator of entrepreneurial interest with the highest average is "I feel
happy when I think about entrepreneurship," with an average of 4.12.
Meanwhile, the indicator with the lowest average is "I am actively
involved in activities related to entrepreneurship," with an average of
3.25.
The
entrepreneurship education variable averages 3.83, which is a good score
category. The variable indicators of entrepreneurship education with the
highest average are the statements "The existence of entrepreneurship
education courses makes me want to become an entrepreneur" and "The
material taught in entrepreneurship education increases my insight into the
world of entrepreneurship," with an average of 3.87. Meanwhile, the
indicator with the lowest average was "Entrepreneurship education helps me
in reading business opportunities around me," with an average of 3.75.
The average score of
3.97 possessed by self-efficacy is included in the high category. The
self-efficacy variable indicator with the highest average was "I feel
confident in completing challenging tasks," with an average of 4.09.
Meanwhile, the indicator with the lowest average is the statement "I feel
able to adapt to various situations in the business world," with an
average of 3.90.
The Kolmogorov-Smirnov
One-Sample Test was used to assess whether the study data were distributed
normally. (2 Tails) The Kolmogorov-Smirnov value of 0.200 for sub-structures 1
and 2 was above the alpha value of 0.05, indicating that the data in the research
model had a normal distribution and passed the normality test. The
multicollinearity test shows that the regression model is free of
multicollinearity with a tolerance value of ≥ 0.10 and VIF ≤ 10.
The results of the heteroscedasticity test showed that each model had a
Sig�value above 0.05, meaning that the variable independent of the absolute
residual was free from heteroskedaness symptoms.
This study uses a
pathway analysis technique to examine the influence of the causal relationship
of each exogenous variable, namely entrepreneurship education, on the
endogenous variable, namely interest in entrepreneurship. It also examines the
role of mediation variables, namely self-efficacy, in mediating the
relationship between entrepreneurship education variables and interest
in entrepreneurship.
Table 2. Results of
Regression Analysis on Sub-Structural 1
|
Pattern |
Coefficients understood |
Standard Coefficient |
t |
Sig. |
|
|
B |
STD error. |
Beta |
|||
|
( Constant ) |
3,800 |
0.868 |
|
4,377 |
0,000 |
|
Entrepreneurship Education |
0.704 |
0.075 |
0.672 |
9,438 |
0,000 |
|
Length: 0.452 |
|||||
|
a. Dependent Variable: Self-efficacy |
|||||
|
a. Predictor: (constant) Entrepreneurship Education |
|||||
Source: processed
primary data, 2024
Based on the analysis
results in Table 2, the structural equation can be formulated as follows.
Z = β2X + e1
Z = 0.672X + e1
The structural equation,
if interpreted, means that the variable of entrepreneurship education has
a coefficient of 0.672, meaning that entrepreneurship education
positively influences self-efficacy.
Table 3. Results of
Regression Analysis on Sub-Structure 2
|
Pattern |
Coefficients understood |
Standard Coefficient |
t |
Sig. |
|
|
B |
STD error. |
Beta |
|||
|
( Constant ) |
0.309 |
1,212 |
|
0.255 |
0.799 |
|
Entrepreneurship Education |
0.274 |
0.130 |
0.151 |
2,110 |
0.037 |
|
Self-efficacy |
1,258 |
0.124 |
0.727 |
10,156 |
0,000 |
|
R�: 0.699 |
|||||
|
a. Dependent Variable: Interest in Entrepreneurship |
|||||
|
a. Predictors: (Constant), Entrepreneurship Education, Self-efficacy |
|||||
Source: processed
primary data, 2024
The structural equations
formed, based on the analysis results in Table 3, can be formulated as follows.
Y= β1X + β3Z +
e2
Y= 0.151 + 0.727 + e2
Based on the results of
the analysis of the influence of entrepreneurship education on
entrepreneurial interest, a beta coefficient value of 0.151 was obtained. This
means that entrepreneurship education has a positive effect on self-efficacy.
Self-efficacy has a beta coefficient value of 0.727. These results mean
that self-efficacy has a significant effect on entrepreneurial interest.
Table 4. Direct and
Indirect Influence of Research Variables
|
Influence
of Variables |
Direct
Influence |
Indirect
Influence |
Total
Influence |
|
XY |
0.151 |
0.489 |
0.64 |
|
XZ |
0.672 |
- |
0.672 |
|
ZY |
0.727 |
- |
0.727 |
Source: processed
primary data, 2024
Table 4 summarizes the
path analysis techniques used to obtain the results of each path in each
structural equation. Based on these findings, entrepreneurship education has
a direct effect on entrepreneurial interest with a value of 0.151; Entrepreneurship
education has a direct effect on self-efficacy with a score of
0.672; self-efficacy had a direct influence of 0.462 on entrepreneurial
interest; Entrepreneurship education about entrepreneurial interest has
an indirect influence with a score of 0.727. The total influence of
entrepreneurship education on entrepreneurial interest is 0.64, greater
than the direct influence, meaning that the influence of entrepreneurship
education on entrepreneurial interest will be better if using the
self-efficacy mediation variable.
Figure 1. Path Analysis
Model
Source: processed
primary data, 2024
A total determination
value of 0.593 means that entrepreneurship education and self-efficacy
influence 59.3 percent of the entrepreneurial interest variables. In
comparison, other factors not included in the model explain the remaining 40.7
percent.
Based on the results of
the hypothesis testing of the influence of entrepreneurship education on
entrepreneurial interest, a beta coefficient value of 0.151 was obtained with a
significance level of 0.037 ≤ 0.05, which means that H₀ was
rejected and H₁ was accepted. This value shows that entrepreneurship
education positively and significantly influences entrepreneurial interest.
Based on the results of
the hypothesis testing of the influence of entrepreneurship education on
self-efficacy, a beta coefficient value of 0.672 was obtained with a
significance level of 0.000 ≤ 0.05, which means that H₀ was
rejected and H₁ was accepted. These results show that entrepreneurship
education positively and significantly influences self-efficacy.
Based on the results of
testing the hypothesis of the effect of self-efficacy on entrepreneurial
interests, a beta coefficient value of 0.727 was obtained with a significance
level of 0.000 ≤ 0.05, which means that H₀ is rejected and H₁
is accepted. This shows that self-efficacy has a positive and
significant influence on entrepreneurial interest.
The hypothesis testing
of the influence of entrepreneurship education on entrepreneurial
interest mediated by self-efficacy using the Sobel test obtained a Z value
of 4.906 > 1.96. The results show that the self-efficacy variable is
considered to be able to mediate the influence of entrepreneurship education
on entrepreneurial interest.
The VAF test calculated
a value of 0.764, or 76.4%, which is between 20% and 80%. Thus, it can be
concluded that self-efficacy partially mediates the influence of entrepreneurship
education on entrepreneurial interest.
Theoretical implications
are those related to the contribution of research to concepts in science. This
study's implications can strengthen previous research and become a reference
regarding the relationship between entrepreneurship education and
entrepreneurial interest mediated by self-efficacy through the
perspective of Social Cognitive Theory. This study hypothesizes that entrepreneurship
education and self-efficacy can significantly influence
entrepreneurial interest.
4�� Conclusion
This study shows that
job placement, workload, and work facilities significantly influence the job
satisfaction of nurses at Jombang Hospital. The analysis showed that work
facilities had the greatest influence on job satisfaction, followed by
workload, while job placement had a moderate influence. Placements that match
nurses' skills can increase their effectiveness and motivation, while a
well-managed workload can prevent burnout and improve nurses' well-being.
Adequate work facilities, such as well-equipped medical equipment and a
comfortable environment, contribute directly to nurses' comfort and work
efficiency, thereby increasing job satisfaction. Therefore, hospitals need to
pay attention to these three factors to create a supportive work environment,
increase nurses' job satisfaction, and improve the quality of service to
patients. This study suggests that hospital management should improve job
placement, balance workload, and improve available facilities to maintain nurse
satisfaction and loyalty. The implications of this study are important for
policies to improve the quality of nurses' work that focus on improving
facilities and optimal workload management.
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