Incorporate entrepreneurship education into the curriculum

Oct 13, 2025 by pinkandtrash.com 76 views

The Influence of Self-Efficacy and the Need for Achievement on the Interest of Entrepreneurship Students/High School Students Preparing for STABAT

Introduction

Entrepreneurship education has become an essential component of modern education systems, aiming to equip students with the skills and knowledge necessary to succeed in the business world. However, the interest of students in entrepreneurship varies greatly, and understanding the factors that influence this interest is crucial for developing effective entrepreneurship education programs. This study aims to analyze the effect of self-efficacy and the need for achievement on entrepreneurial interest among private high school students preparing for STABAT.

Theoretical Background

Self-efficacy refers to an individual's belief in their ability to complete tasks and achieve certain goals. It is a crucial factor in determining an individual's motivation and confidence in pursuing entrepreneurial opportunities. On the other hand, the need for achievement is closely related to individual encouragement to achieve high standards and obtain success. Students who have high needs to excel will be motivated to start a business, create innovation, and work hard to achieve specified targets.

Methodology

This study used a quantitative approach, with a population of 86 students from private high schools preparing for STABAT. The sampling method used was saturation sampling, where the sample size was determined based on the saturation point. Multiple linear regression analysis was used to analyze the data.

Results

The results of the study showed that there was a positive and significant influence between self-efficacy (X1) and the need for achievement (X2) on Entrepreneurial Interest (Y) simultaneously. Separately, the analysis also showed that self-efficacy (X1) has a positive and significant influence on entrepreneurial interest (Y), as well as the need for achievement (X2) which has a positive and significant effect on entrepreneurial interest (Y). The Determination Coefficient Test (Adjusted R²) revealed that self-efficacy and the need for achievement can affect entrepreneurial interest of 58.8%.

Discussion

This study highlights the importance of two key factors - self-efficacy and the need for achievement - in triggering an interest in entrepreneurship among students. Self-efficacy refers to individual beliefs of his ability to complete tasks and achieve certain goals. Students who have high self-efficacy tend to be more confident in pursuing entrepreneurial opportunities, facing risks, and overcoming challenges that arise in the business world.

On the other hand, the need for achievement is closely related to individual encouragement to achieve high standards and obtain success. Students who have high needs to excel will be motivated to start a business, create innovation, and work hard to achieve specified targets. In the context of education, it is essential for the school to encourage these two aspects through relevant curriculum, entrepreneurial training, and support from the social environment.

From the results of multiple linear regression analysis, it can be concluded that these two factors complement each other and contribute significantly to the intention of students to entrepreneurship. This shows that entrepreneurship education not only needs to focus on developing technical skills, but must also build a positive mentality and attitude that supports business success.

Implications

In order to maximize the potential of private high school students preparing for STABAT, programs are needed that can increase self-efficacy and the need for achievement. This can be done through extracurricular activities, entrepreneurship seminars, and mentoring from successful entrepreneurs. In this way, students are expected to be inspired and better prepared to go into the world of entrepreneurship in the future.

Conclusion

Overall, this research gives a clear picture of the importance of paying attention to psychological factors in developing entrepreneurial interest, which can be the first step in shaping a generation of reliable young entrepreneurs. By understanding the factors that influence entrepreneurial interest, educators and policymakers can develop effective programs that cater to the needs of students and prepare them for the challenges of the business world.

Recommendations

Based on the findings of this study, the following recommendations are made:

Incorporate entrepreneurship education into the curriculum: Entrepreneurship education should be integrated into the curriculum of private high schools preparing for STABAT.
Develop programs to increase self-efficacy and the need for achievement: Programs such as extracurricular activities, entrepreneurship seminars, and mentoring from successful entrepreneurs should be developed to increase self-efficacy and the need for achievement among students.
Provide support from the social environment: Support from the social environment, such as family and friends, is essential in encouraging students to pursue entrepreneurial opportunities.

By implementing these recommendations, educators and policymakers can help to develop a generation of reliable young entrepreneurs who are equipped with the skills and knowledge necessary to succeed in the business world.
Frequently Asked Questions (FAQs) on the Influence of Self-Efficacy and the Need for Achievement on Entrepreneurial Interest

Q: What is self-efficacy, and how does it relate to entrepreneurial interest?

A: Self-efficacy refers to an individual's belief in their ability to complete tasks and achieve certain goals. It is a crucial factor in determining an individual's motivation and confidence in pursuing entrepreneurial opportunities. Students who have high self-efficacy tend to be more confident in pursuing entrepreneurial opportunities, facing risks, and overcoming challenges that arise in the business world.

Q: What is the need for achievement, and how does it relate to entrepreneurial interest?

A: The need for achievement is closely related to individual encouragement to achieve high standards and obtain success. Students who have high needs to excel will be motivated to start a business, create innovation, and work hard to achieve specified targets. In the context of education, it is essential for the school to encourage these two aspects through relevant curriculum, entrepreneurial training, and support from the social environment.

Q: What are the implications of this study for entrepreneurship education?

A: This study highlights the importance of paying attention to psychological factors in developing entrepreneurial interest, which can be the first step in shaping a generation of reliable young entrepreneurs. By understanding the factors that influence entrepreneurial interest, educators and policymakers can develop effective programs that cater to the needs of students and prepare them for the challenges of the business world.

Q: What are some recommendations for educators and policymakers based on this study?

A: Based on the findings of this study, the following recommendations are made:

Incorporate entrepreneurship education into the curriculum: Entrepreneurship education should be integrated into the curriculum of private high schools preparing for STABAT.
Develop programs to increase self-efficacy and the need for achievement: Programs such as extracurricular activities, entrepreneurship seminars, and mentoring from successful entrepreneurs should be developed to increase self-efficacy and the need for achievement among students.
Provide support from the social environment: Support from the social environment, such as family and friends, is essential in encouraging students to pursue entrepreneurial opportunities.

Q: How can educators and policymakers measure the effectiveness of entrepreneurship education programs?

A: To measure the effectiveness of entrepreneurship education programs, educators and policymakers can use various metrics such as:

Entrepreneurial interest: Measuring the level of interest among students in pursuing entrepreneurial opportunities.
Self-efficacy: Measuring the level of confidence among students in pursuing entrepreneurial opportunities.
Need for achievement: Measuring the level of motivation among students to achieve high standards and obtain success.

Q: What are some potential challenges in implementing entrepreneurship education programs?

A: Some potential challenges in implementing entrepreneurship education programs include:

Limited resources: Limited resources, such as funding and personnel, can make it difficult to implement effective entrepreneurship education programs.
Resistance to change: Resistance to change from educators and policymakers can make it difficult to implement new and innovative entrepreneurship education programs.
Measuring effectiveness: Measuring the effectiveness of entrepreneurship education programs can be challenging, especially if there are limited resources and personnel available.

Q: How can educators and policymakers overcome these challenges?

A: To overcome these challenges, educators and policymakers can:

Seek funding and resources: Seek funding and resources from government agencies, private organizations, and other sources to support the implementation of entrepreneurship education programs.
Build partnerships: Build partnerships with other educators, policymakers, and organizations to share resources and expertise.
Develop evaluation metrics: Develop evaluation metrics to measure the effectiveness of entrepreneurship education programs and make data-driven decisions.