How students descry entrepreneurial self-efficacy

Abstract

This research investigates the roles that entrepreneurial self-efficacy plays in the relations between students’ perception of vocational guidance and entrepreneurial intentions, as well as between vocational knowledge and entrepreneurial intentions, in the vocational colleges of Saudi Arabia. Correlation analysis and linear regression are used to assess the relations among students’ perception of vocational guidance, entrepreneurial self-efficacy, vocational knowledge and entrepreneurial intentions. Gathered from 631 students and analyzed with the SPSS software, the empirical data confirm that entrepreneurial self-efficacy moderates the relations between both students’ perception of vocational guidance and entrepreneurial intentions, and vocational knowledge and entrepreneurial Intentions.

Besides the study’s qualification, also offered are policy making recommendations for practice and implications for future research.

Keywords

Entrepreneurial self-efficacy vocational guidance vocational knowledge entrepreneurial intentions

Saad Alsaidan, Ph.D. Candidate at School of Management, Harbin Institute of Technology. Research interests: Administration, Entrepreneurship, Organizational behavior, Enterprise management, and Knowledge management.

Li Zhang, Professor, School of Economic and Management, Harbin Institute of Technology (HIT). Research on Organizational Behavior and Human Resource, Leadership, Work Family Relation, Cross Cultural Management, Organizational Learning, and Knowledge Management.

1 Introduction

The focus of entrepreneurship as a career path has received a lot of attention by many researchers and academicians due to the important role played by an entrepreneurship in boosting socioeconomic development for both developed and developing countries [1]. Various studies have considered entrepreneurial self-efficacy as an essential component and a significant predictor in comprehending the entrepreneurial intentions and success of an individual’s business [2]. Behavioral theory affirms that the belief of individuals in their ability to perform specific behaviors largely influences their attitude and behavioral control perception toward such behavioral traits, which ultimately influence their intention of performing a particular action. This demonstrates that there are certain processes that mediate entrepreneurial self-efficacy, such as the attitude toward vocational knowledge, and self-efficacy [3]. The theory of planned behavior have been applied by several researchers to explain the individual vocational choice and behaviors as well as student entrepreneurial intentions with assumptions that the choice is complex and behaviors can accurately predict entrepreneurial intention [4]. The researchers insist that the student entrepreneurial intention determine the career choice as entrepreneurs [1]. The planned behavior theory explains human decision to adopt a specific behavior, such as student entrepreneurial intention, as a function of vocational knowledge, vocational guide and student self-efficacy. The first element is limit over behavior that reflects students’ perceptions on their ability and skills to start new business. Secondly, the attitude towards entrepreneurial skill indicates students’ awareness of the importance and value of entrepreneurship expectations from the results and repercussion of starting a new business. Finally, the last element is subjective that represent the perception to starting a new business and their tendency to comply.

According to Chen and He, the higher student receive support, the stronger their entrepreneurial intentions to take entrepreneur career path grows [5]. The elements contribute to shaping students’ entrepreneurial intentions to pursue entrepreneurship and enhance their motivation and desire to establish their own business. However, there is little grasp on the influence of entrepreneurial self-efficacy on the relation between students’ perception of vocational guidance, entrepreneurial intention and vocational knowledge level of students.

Past studies have shown that entrepreneurial intentions of students are influenced and guided by both student self-efficacy and environmental components. These components and their nature of interaction is very important to the university and college students as potential entrepreneurs in order to enhance their entrepreneurial intention to a real new business [6]. Most of empirical studies has highlighted entrepreneurial self-efficacy as the strongest aspect that influences students’ entrepreneurial intentions and vocational knowledge. Entrepreneurial self-efficacy has been defined as the beliefs in individuals’ capacities to successfully perform the tasks required for starting and managing a new business and their expectations toward the outcomes of creating a new venture. Yet little is known about the mechanism through which perceived self-efficacy influence the student entrepreneurial intentions and vocational knowledge.

In this study there are seven essential purposes: (1) to empirically test the relation between students’ perception of vocational guidance, entrepreneurial self-efficacy, vocational knowledge, and entrepreneurial intentions; (2) to examine the correlation between students’ perception of vocational guidance and enhancing their entrepreneurial intentions; (3) to explore whether or not students’ perception of vocational guidance has an important influence on their vocational knowledge level; (4) to test the correlation between entrepreneurial self-efficacy and vocational knowledge level; (5) to study whether entrepreneurial self-efficacy is positively correlated with entrepreneurial intentions; (6) to investigate the role of entrepreneurial self-efficacy in the relation between students’ perception of vocational guidance and entrepreneurial intentions; (7) to extend the former works with regard to students of colleges of technology in Saudi Arabia by testing the moderation effect of entrepreneurial self-efficacy on the relation between vocational knowledge of students and their entrepreneurial intentions. The study is centered as follows. At first, the four substantial concepts, namely, students’ perception of vocational guidance, entrepreneurial self-efficacy, vocational knowledge, and entrepreneurial intentions are discussed. Subsequently, the study methodology is presented followed by the analysis of the findings. Second, analyzing the findings and the conclusions. The implications and limitations are offered at the end.

2 Theoretical background

2.1 Self-efficacy

The manner in which someone perceived their skills and abilities plays a huge role in defining their self-confidence and self-efficacy abilities. It involves the assessment of the inborn traits and whether one thinks that they have what it takes to achieve the desired results and if they are in a position to make use of the skills to realize the ultimate purpose [7, 8]. A group of scholars once highlighted that we tend to be more motivated by the self-efficacy concept as opposed to out innate abilities. It was also established that how we perceive issues determines how e act on them [2]. Studies on this body of knowledge have showed that self-efficacy is critical in defining the relation to human agency [7]. It has also been demonstrated that individuals with a high esteem tend to exhibit high esteem for certain tasks and tend to be more likely to pursue them with passion and with more determination [8]. A central feature in the comprehension of self-efficacy is that it is perceived as a task specific and domain selective ingredient [7, 8]. It thus follows that an individual is likely to display high efficiency in one scenario but in another, perform lower. It varies due to the differences in the locus of control. The locus of control is defined as the general way of referring to one’s beliefs and the power as defined in their actions in different scenarios. Meanwhile, self-efficiency involves the individual’s self-confidence in executing specific tasks in different situations [9]. It thus follows that people are highly likely to develop and internal desire and belief that they are in position to control outcomes and at the same time have lower interest in executing specific tasks. According to Eccles, self-efficacy tends to be domain specific, hence the need to determine the expectations for success in particular areas [10].

2.2 Entrepreneurial intention

Experts in the field of psychology have since stated that the most predictable way of determining behavioral patterns is through critiquing one’s intentions for example, Ajzen [11]. In diverse situations, the motive is understood to be the closest predictor of one’s behavior as it happens in the case of job searching and selecting one’s preferred career choice [12]. The grasp in the world of entrepreneurs explains behaviors are new ventures, grasping the associated values and making use of the associated outcomes [13]. The viewpoint from an entrepreneurs’ perspective is thus understood as a central feature in appreciating new-firm creation processes. It thus follows that research in the field makes use of the personal characteristics or traits by the entrepreneur [14]. The other feature includes the contextual constituents and support in the fiscal perspective [15]. However, usually, the limits are understood only sparingly in the process of conceptualizing the processes through which entrepreneurial intentions are formulated [2]. Several reasons to explain this concept have since been proposed by Fini et al., [16] including the fact that there is limited theoretical support in this area of knowledge, studies tend to consider isolated variable, and the fact that they constitute the drivers of entrepreneurial intentions [17]. It involves making predication of the entrepreneurial motives by picturing the person as a model or system of isolated domains. However, this exegesis has often resulted in insignificant explanatory power and further reduced the predictive validity [18]. Thus, to reduce the occurrence of such limitations, some of the authors have taken through the multi-disciplinary approach and made use of the intention models. The models have been used for many years in history with the first being the theory of reasoned (TRA) action that was later named the theory of planned behavior (TPB) action [19]. Thus, Ajzen underscores that intentions are best understood as the subjects’ values that define the desired beliefs. It is also understood as a social norm, which constitutes the approval and disapproval in relation to an individual or groups context [19]. The last feature is the perceived behavioral control element that constitutes the belief that decision-maker is in control of the perception. Thus, from the theory, attitudes, the perceived norms and the subjective traits enable the prediction of behavior while behavior is defined by the intention and perceived control.

2.3 Vocational guidance

Parsons explains that vocational guidance entails enabling a person to make use of their personal skills and background in the professional setting and workplace [20]. Super and Crites expound on the grasp of vocational guidance by asserting that it involves the process of helping an individual to ascertain, comprehend and implement the learned facts professionally as described in the incidental and planned exploratory activities [21]. Super broadens the grasp by asserting that it vocational guidance entails making someone appreciate themselves and comprehend the role they play in the world. It also enables the subject test the concept to make it a reality with satisfaction to themselves and in the process be relevant to the greater community [22]. The definition, as opposed to that proposed by Parsons presents vocational guidance as a task that needs to begin with a teaching function intended to spot a person, identify who they really are and proceeding to introduce them to a client. It also involves gathering the knowledge that is required to establish decisions about what is to be done in life. Thus, building on the established definition, Nwoye notes that through the use of vocational guidance, it is possible for individuals to focus their attention in conceptualizing the meaning of work [23]. It thus includes elements such as the survival trends, availability of vocations, and the pivotal elements needed at the workplace to make decision based on autonomy. Professionals in the vocational guidance initiative believe that each individual tend to exhibit specific skills and interests. The confidence they exhibit taken together with their individual values is what is critical in the job-market. Through implementing such traits, one will be happier and can be perceived as a more effective worker and reliable citizen. Ipaya asserts that being self-aware and being informed about the opportunities in a given setting and being able to relate the needed knowledge to the work area can be essential in the process of convincing an employer to support one’s desire of vocational adjustment [24]. Both self- and occupational knowledge are thus critical in determining the accurate and adequate occupational choice. Specific processes are required to make use of the specific and social understating which are instrumental in the vocational guidance initiative. The innovative processes are central to unravel the vocational guidance concept.

2.4 Vocational knowledge

Mechanisms have since been instituted to find the explosions in the sense of terms and constructs of knowledge as it occurred in vocational education to highlight the type of knowledge in the vocational setting. Making general description about knowledge is incomplete in the process of recognizing the features that constitute the vocational domain. The primary function of the vocational education is the empower learners into a field of practice and develop the relevant knowledge [25]. It thus requires the adoption of a knowledge-in-use mentality of vocational knowledge, or learning the knowledge as a basis for knowing all types of knowledge that is vital to make up for the professional expertise, perception and assumptions [26, 27]. It follows that vocational is a flexible rather than static concept that is common in many occupational settings. Vocational knowledge is associated with professions and becomes meaningful in selected professional fields in helping define the profession.

3 Research framework

In practice, many studies in the entrepreneurship field have been characterized by a tendency to entrepreneurship education. The entrepreneurship education has seen a tremendous expansion midst the last decades [28]. Through education, the interest in fostering entrepreneurial abilities and skills has been increased [29]. While Grace and Ihuoma mentioned that the entrepreneurship education is insufficient to make useful career decisions and it is one of the major causes of graduate unemployment [30]. Therefore, this study focused on students’ perception of vocational guidance as element affects the entrepreneurial intentions and Vocational knowledge level of students taking into consideration the effect of entrepreneurial self-efficacy on this relation. Vocational guidance can be considered as the process of assisting students to make proper decision of the future job which will bring about satisfaction over their vocational life [31].

The conceptual framework on Fig. 1 expected that students’ perception of vocational guidance may be positively related to entrepreneurial intentions of the students. Furthermore, it is also expected that students’ perception of vocational guidance may influence the vocational knowledge. Finally, the research study proposes to test the expected moderating effect of entrepreneurial self-efficacy on the relation between students’ perception of vocational guidance and entrepreneurial intentions and the moderating effect of entrepreneurial self-efficacy on the relation between students’ perception of vocational guidance and vocational knowledge.

Fig.1

Research conceptual framework.

This study can affect business enterprises; people grasp how to start their business by taking into their account all the components affecting business success hence assist in minimizing the risk of failure and enhancing chances of success. In addition, this study can be contributed in detecting the important components that affect students’ entrepreneurial intentions and therefore contribute to improving their local economies and to develop, fund and implement solutions to social organizations. As well, the potential entrepreneurs can be contributors in their communities with their humanitarian contributions. Many entrepreneurs start businesses that focus equally on profit and philanthropic purpose.

4 Research hypotheses

Based on theoretical accounts and literature review it is expected that:

Students’ perception of vocational guidance is positively related with their entrepreneurial intentions.

Students’ perception of vocational guidance is positively related with their vocational knowledge level.

Entrepreneurial self-efficacy is positively related with vocational knowledge of students.

Entrepreneurial self-efficacy is positively related with entrepreneurial intentions.

Entrepreneurial self-efficacy moderates the relation between students’ perception of vocational guidance and vocational knowledge of students.

Entrepreneurial self-efficacy moderates the relation between students’ perception of vocational guidance and entrepreneurial intentions.

5 Methodology

In this section, the methods that have been used for gathering data from different sources, as well as the implementation of the most appropriate tools for analyzing the data to reach a valid outcome are discussed.

5.1 Research philosophy

The research philosophy demonstrates the orientation toward conducting a study. A study may be conducted based on existing theories, or new theories may be created that would contribute newer dimensions of comprehension to the context. In order to ensure the effectiveness of this study, different research paradigms, along with the associated ontology and epistemology have been considered. The study adopted the positivist paradigm, which enables gathering and interpretation of data without being influenced by emotional or personal prejudices. This paradigm enabled the questionnaire survey to be based on the assumptions that respondents make their choices intentionally and that they willingly participate in the survey process. A positivist paradigm contributed further to induce structured methods that helped to unite logical deductions based on identified observations. It further allowed the collection of wider data from the social sample, rather than emphasizing the details of research [32].

5.2 Research approach

The short questionnaire was used to confirm that students met the study’s qualifications and were able and willing to participate in the study. This particular study adopts a quantitative approach as it deemed most appropriate to the subject matter. The approach lends itself to interpretation of quantifiable data with the help of different statistical tools, thereby effectively sufficing the research purposes. Further, it allows for quantitative analysis of the data collected by means of a questionnaire survey. A deductive rather than an inductive approach was considered appropriate for the study and allowed framing of hypotheses based on the theories; this supported the purpose of the research and achievement of the research outcomes.

5.3 Research design

This study utilizes correlation analysis to check whether or not significant correlations exist between the variables of students’ perception of vocational guidance, entrepreneurial self-efficacy, vocational knowledge, and entrepreneurial intentions. Moreover, simple linear regression is utilized to examine causal relations between variables. Independent and moderating variables were centralized and the effect of their interaction on dependent variables was tested to analyze the moderating effect of entrepreneurial self-efficacy.

5.4 Instrument

5.4.1 Individual entrepreneurial intention scale

Entrepreneurial Intention was measured using a ten-item scale developed by Thompson [33]. Participants were asked to indicate on a 6-point Likert scale (1 = very little, 6 = very much) about their entrepreneurial intention. An item sample is “Intend to set up a company in the future”.

5.4.2 Vocational knowledge

Vocational knowledge level of students was measured using 19-items scale developed by S. Alsaidan and L. Zhang [34]. Participants were asked to indicate on a 6-point Likert scale (1 = very untrue, 6 = very true) about their vocational knowledge level. They adapted the “Structure of the Knowledge Dimension of the Revised Taxonomy” by Krathwohl and Anderson [35], which contains five main categories. (Factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge).

5.4.3 Entrepreneurial self-efficacy scale

Entrepreneurial self-efficacy was measured using 23-items scale developed by De Noble et al. [36] and used by Setiawan [37]. Participants were asked to indicate on a 6-point Likert scale (1 = very true, 6 = very untrue) about their entrepreneurial self-efficacy. The instrument consisted of 23 items, which covers 7 categories of entrepreneurial self- efficacy, including developing new product and market opportunities, building an innovative environment, initiating investor relations, defining core purpose, coping with unexpected challenges, developing critical human resources, and developing new product and market opportunities.

5.4.4 Students’ perception of vocational guidance

Students’ perception of vocational guidance was measured using 31 -items scale developed by S. Alsaidan and L. Zhang [34]. This scale contains four major categories of a guidance program that have shown by Gysbers and Henderson [38]: (a) College-wide activities includes 4 items, (b) Individual Planning includes 5 items, (c) Responsive Services includes 5 items, and (d) System Support. Participants were asked to indicate on a 5-point Likert scale (1 = Strongly Disagree, 5 = Strongly Agree).

5.5 Data analysis

The process of data analysis involved the transformation of raw data into information with the help of the most appropriate tools and techniques to obtain a valid outcome. It involved retrieving data from different sources and interpreting as well as analyzing data to reach a valid conclusion. The data obtained from the questionnaire survey were interpreted with the help of correlation, structural equation model, graphs, and charts using the Statistical Package for the Social Sciences (SPSS) software. The software also aided in proving the research hypothesis in an effective manner.

6 Results

Initially, the data were analyzed using Pearson Correlation to check whether significant correlations exist between students’ perception of vocational guidance, entrepreneurial self-efficacy, vocational knowledge, and entrepreneurial intentions. Then, descriptive analysis was performed to check the means and standard deviations of the variables of interest. Subsequent, regression analysis was applied to test the hypotheses. Moreover, independent sample t-test was also used in order to analyze gender differences regarding the variables of interest.

6.1 Descriptive analysis, correlations, and reliability

Table 1 illustrates the results of descriptive and correlation analysis along with the Cronbach’s alpha measure of reliability. The top diagonal number of each column of the table shows the measure of reliability that is Cronbach’s alpha for each respective variable. The means and standard deviations for the variables of students’ perception is 4.922 (0.799), entrepreneurial self-efficacy is 4.935 (0.780), vocational knowledge 4.906 (0.766), and entrepreneurial intentions 4.906 (0.779). In addition, the results of the correlation analysis showed significant positive relations between students’ perception and entrepreneurial self-efficacy at r = 0.452 and p < 0.01. The correlation between students’ perception and vocational knowledge was also found to be positive at r = 0.236, p < 0.01. The relation between students’ perception and entrepreneurial intentions was found to be positive at r = 0.423 and p < 0.01. Moreover, the relation between entrepreneurial self-efficacy and vocational knowledge was also found to be positive at r = 0.330 and p < 0.01. Looking at the further correlations of entrepreneurial self-efficacy, it had a positive correlation with entrepreneurial intentions at r = 0.298 and p < 0.01.

Table 1
Descriptive statistics, correlations and reliability analyses

Correlations Students’ perception Entrepreneurial self-efficacy Vocational knowledge Entrepreneurial intentions

Students’ perception 1.000

Entrepreneurial self-efficacy 0.452^ 1.000

Vocational knowledge 0.236^ 0.330^ 1.0000

Entrepreneurial intentions 0.423^ 0.271^ 0.298^ 1.000

Mean 4.922 4.935 4.906 4.906

Standard Deviation 0.799 0.780 0.766 0.779

Correlations	Students’ perception	Entrepreneurial self-efficacy	Vocational knowledge	Entrepreneurial intentions
Students’ perception	1.000
Entrepreneurial self-efficacy	0.452^**	1.000
Vocational knowledge	0.236^**	0.330^**	1.0000
Entrepreneurial intentions	0.423^**	0.271^**	0.298^**	1.000
Mean	4.922	4.935	4.906	4.906
Standard Deviation	0.799	0.780	0.766	0.779

^**Correlation is significant at the 0.01 level (2-tailed).

6.2 Causal effects of variables

Table 2 illustrates the results of the regression analysis to test main effects of the variables proposed from hypothesis 1 to hypothesis 4.

Table 2
Regression analysis for main effects

Hypothesis Beta t-value Significance R R² F Level of Significance

1 0.452 8.914 0.000 0.452 0.205 79.458 0.000

2 0.236 4.260 0.000 0.236 0.055 18.147 0.000

3 0.330 6.137 0.000 0.330 0.109 37.662 0.000

4 0.271 4.954 0.000 0.271 0.074 24.544 0.000

Hypothesis	Beta	t-value	R	R²	F
1	0.452	8.914	0.452	0.205	79.458
2	0.236	4.260	0.236	0.055	18.147
3	0.330	6.137	0.330	0.109	37.662
4	0.271	4.954	0.271	0.074	24.544

Based on the results, students’ perception has a significant positive impact on vocational knowledge (β= 0.425, t = 8.914, p < 0.01). It was found that students’ perception explained a significant proportion of the total variation in vocational knowledge (R² = 0.205, F = 79.458, p < 0.01). Thus, hypothesis 1 was accepted.

The results further showed that students’ perception has a significant influence on entrepreneurial intentions (β= 0.236, t = 4.260, p < 0.01). It was found that students’ perception explained a significant proportion of the total variation in entrepreneurial intentions (R² = 0.055, F = 18.147, p < 0.01). Thus, hypothesis 2 was accepted.

Entrepreneurial self-efficacy significantly influenced vocational knowledge (β= 0.330, t = 6.137, p < 0.01). It was found that entrepreneurial self-efficacy explained a significant proportion of the total variation in vocational knowledge (R² = 0.109, F = 37.662, p < 0.01). Thus, hypothesis 3 was accepted.

The findings demonstrated that entrepreneurial self-efficacy had a significant impact on entrepreneurial intentions (β= 0.271, t = 4.954, p < 0.01). It was found that entrepreneurial self-efficacy explained a significant proportion of the total variation in entrepreneurial intentions (R² = 0.074, F = 24.544, p < 0.01). Thus, hypothesis 4 was accepted.

Table 3 shows the moderating effect of entrepreneurial self-efficacy on the relation between students’ perception and vocational knowledge. The first model reflected based on the results the value of the correlation coefficient (R = 0.236), these demonstrates that there is a positive correlation between students’ perception of vocational guidance and vocational knowledge of students. The results also show the statistically significant effect of students’ perception of vocational guidance and vocational knowledge of students, with F value of (18.147) since the p-value is less than (0.05). As the value of the coefficient of determination (R² = 0.055), this indicates that the students’ perception of vocational guidance explains (5.5%) of the variance in vocational knowledge of students.

Table 3

The moderating effect of entrepreneurial self-efficacy on the relation between students’ perception of vocational guidance and vocational knowledge

Dependent variable	Independent variables	Model 1			Model 2
		β	T Calculate	Sig^*	β	T Calculate	Sig^*
Vocational knowledge of students	Students’ perception	0.236	4.260	0.000		–
	Students’ Perception ^*		–		0.433	4.263	0.000
	Entrepreneurial self-efficacy
	R		0.236			0.329
	R2		0.055			0.108
	ΔR2		0.055			0.053
	ΔF		18.147			18.172
	ΔF Sig.		0.000			0.000

In the second model, the entry of the moderate variable (entrepreneurial self-efficacy) to regression model, increased value of the correlation coefficient to become (R = 0.329) as well as the value of the coefficient of determination (R²) increased (5.3%), and this percentage statistically significant, where the value of (ΔF = 18.172) and the significance level (Sig. ΔF = 0.000) which is less than (0.05). As the slope value (β= 0.433) at Integrity and the (T Calculate) value was (4.263) since the p-value is less than (0.05). This confirms that there is a statistically significant effect of entrepreneurial self-efficacy (moderate variable) on the relation between students’ perception of vocational guidance and vocational knowledge of students. Thus, hypothesis 5 was accepted.

Table 4 shows the moderating effect of entrepreneurial self-efficacy on the relation between students’ perception and entrepreneurial intentions. The first model reflected based on the results the value of the correlation coefficient (R = 0.423), these demonstrates that there is a positive correlation between students’ perception of vocational guidance and entrepreneurial intentions. The results also show the statistically significant effect of students’ perception of vocational guidance and entrepreneurial intentions, with F value of (67.450) since the p-value is less than (0.05). As the value of the coefficient of determination (R² = 0.179), this indicates that the students’ perception of vocational guidance explains (17.9%) of the variance in entrepreneurial intentions.

Table 4

The moderating effect of entrepreneurial self-efficacy on the relation between students’ perception of vocational guidance and entrepreneurial intentions

Dependent variable	Independent variables	Model 1			Model 2
		β	T Calculate	Sig^*	β	T Calculate	Sig^*
Entrepreneurial intentions	Students’ perception	0.423	8.213	0.000		–
	Students’ perception^*		–		0.509	11.264	0.000
	Entrepreneurial self-efficacy
	R		0.423			0.489
	R2		0.179			0.239
	ΔR2		0.179			0.060
	ΔF		67.450			72.922
	ΔF Sig.		0.000			0.000

In the second model, the entry of the moderate variable (entrepreneurial self-efficacy) to regression model, increased value of the correlation coefficient to become (R = 0.489) as well as the value of the coefficient of determination (R²) increased (6%), and this percentage statistically significant, where the value of (ΔF = 72.922) and the significance level (Sig. ΔF = 0.000) which is less than (0.05). As the slope value (β= 0.509) at Integrity and the (T Calculate) value was (11.264) since the p-value is less than (0.05). This confirms that there is a statistically significant effect of entrepreneurial self-efficacy (moderate variable) on the relation between students’ perception of vocational guidance and entrepreneurial intentions. Thus, hypothesis 6 was accepted.

7 Discussion

The results of this study demonstrate the strong evidence to support the study model and its hypotheses. The study was intended to test the correlations between students’ perception of vocational guidance, entrepreneurial self-efficacy, vocational knowledge, and entrepreneurial intentions of students in Colleges of Technology in Saudi Arabia. Utilizing the sample of 631 participants, the moderating effect of entrepreneurial self-efficacy was demonstrated as well. The findings of the positive relation between entrepreneurial self-efficacy and vocational knowledge level are supported by Setiawan and Utley, who suggest that the entrepreneurial self-efficacy helps the students to obtain complete knowledge about the equipment as well as the tools used in the curriculum and determine the ways through which they can perform their professional responsibilities successfully [37, 39]. These findings are similar to another research findings about the positive correlation between entrepreneurial self-efficacy and developing students’ conceptual knowledge by Borchers & Park [40] and Royer [41]. It is also found that students’ perception of entrepreneurial self-efficacy is significantly correlated with entrepreneurial intentions. This finding is consistent with the findings of the literature that demonstrate the positive relation between entrepreneurial self-efficacy and development of new generation of entrepreneurs [42]. According to Linan, the development of entrepreneurial skills especially self-efficacy enhances positive motivation toward entrepreneurship [43]. This study simplifies to the literature by extending the relation between students’ perception of vocational guidance and vocational knowledge in the sample of Saudi students, and shed light on the significance of students’ perception of vocational guidance and entrepreneurial intentions of students. Furthermore, the study provides evidence of the positive correlation between as entrepreneurial self-efficacy of students and their vocational knowledge level, as entrepreneurial self-efficacy and entrepreneurial intentions in the Saudi context and shows that “students’ perception of vocational guidance-vocational knowledge” and “students’ perception of vocational guidance-entrepreneurial intentions” links among Saudi students can be partly explained by entrepreneurial self-efficacy. The matter is not only of interest to theory but also to the society of education and training, as more and more universities and colleges focus on creating an entrepreneurial generation in Saudi. Comprehension of what entrepreneurial self-efficacy determines helps universities increase the students’ vocational knowledge and positively influence their entrepreneurial intentions. More attention may be paid to the mediating role of vocational knowledge level of students in the relation between students’ perception of vocational guidance and entrepreneurial intentions. The researchers may study for the relation between Family background of students and entrepreneurial intentions or vocational knowledge. Age, gender, social status, and education can be examined to be a better predictor of entrepreneurial intention. Although the attention of many researchers but they have a limited interpretation of the components that influence the entrepreneurial intention [2].

8 Conclusion

The present study demonstrated the relation between students’ perception of vocational guidance, entrepreneurial self-efficacy, vocational knowledge, and entrepreneurial intentions of students studying in different Colleges of Technology in Saudi Arabia. As expected, it was proved that students’ perception of vocational guidance was positively related to both vocational knowledge and entrepreneurial intentions. Moreover, entrepreneurial self-efficacy had a significant impact on both vocational knowledge and entrepreneurial intentions. More importantly, it was also found that entrepreneurial self-efficacy moderated the relation between students’ perception of vocational guidance and vocational knowledge and between students’ perception of vocational guidance and entrepreneurial intentions. Although the students were identified as meeting the study’s qualification criteria by short questionnaire, some limitations were identified and listed. Foremost, the results of this research in Saudi Arabia may not be identical to other cultures and regions. Second, respondents probably influenced by emotions when the questionnaire was done. Thirdly, the high entrepreneurial intentions of students are often based on effective vocational guidance in the field of entrepreneurship. Fourthly, the study is limited to using an exclusively non-recursive approach (see Fig. 1), where in fact mutually recursive, cause-and-effect feedback relations do exist within the reality of the current research domain. However, it has not been taken in the present study. Last, another limitation of this study is that it’s not easy to interpret students’ thinking process in a form used in inventing products, markets, and enterprises and to differentiate between effectual and causational logics. Notwithstanding the mentioned limitations, the study not only shed light on the significance of entrepreneurial self-efficacy as a moderator but also suggests that researchers may need to search other moderators to comprehend the entrepreneurial intentions phenomenon fully.

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