Does social media foster students’ entrepreneurial intentions?

Figures & data

Table 1. Measurement instruments.

Variables	Questionnaires	Adopt from
ATT	Being an entrepreneur implies more advantages than disadvantages to me.	Hieu et al. (2021), Sampene et al. (2022)
	Being an entrepreneur would give me great satisfaction.
	It is desirable for me to become an entrepreneur.
	It is attractive for me to become an entrepreneur.
	I am in favor of entrepreneurship and household creation.
SN	My closest family members think that I should pursue a career as an entrepreneur.	Hieu et al. (2021), Sampene et al. (2022)
	My closest friends think that I should pursue a career as an entrepreneur.
	People who are important to me think that I should pursue a career as an entrepreneur.
	To what extent do you care about what your closest family thinks as you decide on whether or not to pursue a career as self-employed?
	To what extent do you care about what your closest friends think as you decide on whether or not to pursue a career as self-employed?
	To what extent do you care about what people important to you think as you decide on whether or not to pursue a career as self-employed?
PBC	If I wanted to, I could easily become an entrepreneur.	Hieu et al. (2021), Sampene et al. (2022)
	It is entirely up to me whether or not I become an entrepreneur.
	As an entrepreneur, I would have sufficient control over my business.
	There are very few circumstances outside my control that may prevent me from becoming an entrepreneur.
EP	I have worked in my parents’ business.	Bignotti and Le Roux (2020)
	I have sold goods and services.
	I have attempted to start a business.
	I have helped someone to start a business.
	I have worked in a part-time job such as waitering.
PR	I recognize that entrepreneurship brings financial risks.	Verheul et al. (2015), Arrighetti et al. (2016)
	I recognize that entrepreneurship poses risks to mental well-being and health.
	I recognize that entrepreneurship involves various risks beyond financial and mental aspects.
	I acknowledge the difficulty for a new company to access customers and potential partners.
SM	I regularly use social media platforms (e.g. Facebook, Zalo, Instagram, Twitter, etc.).	Based on Barrera-Verdugo and Villarroel-Villarroel (2022)
	I participate in various business and entrepreneurship groups on social media.
	I frequently follow programs related to entrepreneurship.
	I often follow successful entrepreneurs and businesspeople.
	I have connected with many business and entrepreneurial individuals through social media.

Table 2. The results of EFA.

Variable	Factor1	Factor2	Factor3	Factor4	Factor5
ATT1				0.8506
ATT2				0.8654
ATT3				0.8570
ATT4				0.8616
ATT5				0.8438
SN1	0.8557
SN2	0.8371
SN3	0.8617
SN4	0.8615
SN5	0.8538
SN6	0.8551
PBC1					0.8151
PBC2					0.7970
PBC3					0.8106
PBC4					0.7774
EP1		0.8099
EP2		0.8659
EP3		0.8548
EP4		0.8227
EP5		0.8862
SM1			0.7838
SM2			0.8414
SM3			0.8145
SM4			0.8089
SM5			0.8148

Table 3. The results of CFA.

Variable	Mean	Sd	λ	CR	AVE
Attitude (ATT)
ATT1	3.566	0.835	0.806	0.911	0.671
ATT2	3.566	0.901	0.834
ATT3	3.535	0.882	0.822
ATT4	3.465	0.839	0.828
ATT5	3.556	0.883	0.805
Subjective norm (SN)
SN1	3.513	0.892	0.831	0.929	0.686
SN2	3.531	0.891	0.811
SN3	3.507	0.873	0.840
SN4	3.556	0.881	0.826
SN5	3.546	0.874	0.833
SN6	3.513	0.887	0.827
Perceived behavior control (PBC)
PBC1	3.740	0.927	0.863	0.907	0.708
PBC2	3.811	0.932	0.851
PBC3	3.832	0.903	0.815
PBC4	3.844	0.934	0.837
Experiences (EP)
EP1	3.949	0.897	0.836	0.938	0.750
EP2	4.008	1.004	0.896
EP3	4.043	1.002	0.871
EP4	3.937	0.903	0.828
EP5	3.941	0.989	0.897
Social media (SM)
SM1	3.933	0.949	0.836	0.933	0.734
SM2	3.915	0.944	0.865
SM3	3.864	0.958	0.852
SM4	3.909	0.972	0.856
SM5	3.909	0.982	0.875

χ2 = 374.490 (p > χ2 = 0.000), χ2/df = 1.41, RMSEA = 0.029, CFI = 0.988, TLI = 0.987. AIC = 23532.284, BIC = 23889.327.

Table 4. The results of GSEM.

Variables	Model 1		Model 2		Model 3
	Coef	p > |z|	Coef	p > |z|	Coef	p > |z|
Dependent variable: Intention
Gender			0.430	0.029	0.431	0.029
ATT	0.425	0.001	0.452	0.001	0.425	0.001
SN	0.357	0.006	0.335	0.011	0.335	0.011
PBC	0.314	0.045	0.329	0.038	0.329	0.038
PR	−0.841	0.000	−0.829	0.000	−0.829	0.000
SM	0.508	0.024	0.494	0.029	0.494	0.029
EP	0.316	0.022	0.301	0.030	0.301	0.030
Constant	−3.774	0.000	−4.047	0.000	−4.047	0.000
Dependent variable: PBC
SM	0.602	0.000	0.602	0.000	0.593	0.000
SM × EP					0.105	0.005
Constant	1.456	0.000	1.456	0.000	1.491	0.000
Dependent variable: PR
SM	0.814	0.000	0.814	0.000	0.807	0.000
SM × EP					0.083	0.003
Constant	0.762	0.000	0.762	0.000	0.791	0.000
No of Obs	493		493		493
AIC	2277.354		2274.537		2262.387
BIC	2331.96		2333.344		2329.595

Note: Model 1 is without control variable, moderating relationship; Model 2 is without control variable; Model 3 is full.

Table 5. The impacts of social media on student’s entrepreneurial intention by group of experiences.

Variables	Group 1		Group 2		Group 3
	Coef	p > |z|	Coef	p > |z|	Coef	p > |z|
Dependent variable: Intention
Gender	0.356	0.484	0.291	0.513	0.348	0.126
ATT	0.962	0.003	0.601	0.027	0.281	0.074
SN	0.396	0.287	1.008	0.001	0.265	0.078
PBC	0.729	0.041	0.414	0.274	0.111	0.569
PR	−1.895	0.005	−1.167	0.045	−0.687	0.006
SM	0.849	0.158	0.883	0.090	0.661	0.015
EP	0.237	0.503	6.406	0.022	0.455	0.038
Constant	−4.544	0.030	−36.866	0.009	−4.290	0.000
Dependent variable: PBC
SM	0.507	0.001	0.435	0.000	0.414	0.000
SM × EP	0.148	0.311	0.242	0.002	0.227	0.000
Constant	1.424	0.005	2.128	0.000	2.301	0.000
Dependent variable: PR
SM	0.828	0.000	0.704	0.000	0.792	0.000
SM × EP	0.111	0.288	0.188	0.001	0.095	0.034
Constant	0.704	0.052	1.173	0.000	0.857	0.000
No of Obs	95		121		362
AIC	1588.403		511.908		1588.403
BIC	1650.669		556.641		1650.669

Note: Group 1 (EP₁) consists of students with low experience (experience < $\overline{\mathit{\text{EP}}}-{\mathit{\text{SD}}}_{\mathit{\text{EP}}}$). Group 2 (EP₂) includes students with medium experience ($\overline{\mathit{\text{EP}}}-{\mathit{\text{SD}}}_{\mathit{\text{EP}}}\le \mathit{\text{EP}}\le \overline{\mathit{\text{EP}}}+{\mathit{\text{SD}}}_{\mathit{\text{EP}}}$). Group 3 (EP₃) comprises students with high experience (experience > $\overline{\mathit{\text{EP}}}+{\mathit{\text{SD}}}_{\mathit{\text{EP}}}$).

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