Abstract
Drawing on Social Cognitive Career Theory (SCCT), this study endeavors to elucidate the complex interplay between personality traits and belief in fostering engagement with entrepreneurial education and subsequent entrepreneurial intent. Specifically, we examine the influence of entrepreneurial education on shaping the intrinsic and extrinsic outcome expectations of individuals, thereby moderating the indirect effect of joyous exploration on entrepreneurial intentions through the mediating role of entrepreneurial self-efficacy. To empirically test the proposed hypotheses, this research employs a longitudinal study design, collecting data over an eighteen-week period from a diverse cohort of 198 undergraduate and postgraduate students enrolled in a practice-oriented entrepreneurship training program. This methodology allows for a nuanced analysis of the temporal dynamics influencing the development of entrepreneurial self-efficacy, startup project performance and venturing intentions. This paper contributes novel insights into the pedagogical mechanisms that can effectively nurture entrepreneurial capacities. The findings hold significant implications for the design of entrepreneurship education programs, suggesting that fostering an environment conducive to joyous exploration can enhance the efficacy and intent of aspiring entrepreneurs.