Revista de Ciencias Sociales (RCS)
Vol.
XXIX, No. 4, Octubre - Diciembre 2023. pp. 64-75
FCES
- LUZ ● ISSN: 1315-9518 ● ISSN-E: 2477-9431
Como
citar: Sánchez, M. L., Ortiz, D. J., y Sánchez, M. N. (2023). Intersection between the need for academic achievement
and entrepreneurial intentions in Mexican university students. Revista De Ciencias Sociales, 29(4), 64-75
Intersection between the need for academic achievement and
entrepreneurial intentions in Mexican university students
Abstract
Entrepreneurship and
its evolution from intention have garnered increasing interest in research. Borrayo, Valdez & Delgado (2019), indicate that in
Mexico, young people are motivated to undertake entrepreneurial ventures during
their university years through education and training. Araya-Pizarro (2020), suggests that entrepreneurial education
significantly and positively impacts the intention to undertake. The objective
of this study is to determine whether the need for academic achievement as part
of this type of education received by university students has a positive
influence on their entrepreneurial intentions. Quantitative research with a
descriptive, correlational-causal approach was conducted involving a sample of
361 students. Descriptive statistical techniques and simple regression analysis
were applied based on tested assumptions. The findings revealed a direct yet
weak correlation between the variables. It is concluded that the relationship
between the need for academic achievement and entrepreneurial intention is
complex and variable, with inconsistent outcomes based on cultural and
educational contexts. Although the connection exists, its impact does not
entirely explain entrepreneurial motivations, emphasizing the necessity for
further research to strengthen this field and explore new areas of study.
Keywords: Need for academic achievement; entrepreneurial intention;
entrepreneurship; University students; Mexico.
Intersección
entre la necesidad de logro académico y las intenciones emprendedoras en
estudiantes universitarios mexicanos
Resumen
El
emprendimiento y su evolución desde la intención han despertado un interés cada
vez mayor en la investigación. Borrayo, Valdez y Delgado (2019), indican que en México los jóvenes se motivan a emprender
emprendimientos durante sus años universitarios a través de la educación y la
capacitación. Araya-Pizarro (2020), sugiere que la educación emprendedora impacta
significativa y positivamente en la intención de emprender. El objetivo de este
estudio es determinar si la necesidad de logro académico como parte de este
tipo de educación que reciben los estudiantes universitarios influye
positivamente en sus intenciones emprendedoras. Se realizó una investigación
cuantitativa con enfoque descriptivo, correlacional-causal, involucrando una
muestra de 361 estudiantes. Se aplicaron técnicas estadísticas descriptivas y
análisis de regresión simple basados en supuestos probados. Los hallazgos
revelaron una correlación directa pero débil entre las variables. Se concluye
que la relación entre la necesidad de logro académico y la intención
emprendedora es compleja y variable, con resultados inconsistentes según los
contextos culturales y educativos. Aunque la conexión existe, su impacto no
explica completamente las motivaciones empresariales, lo que enfatiza la
necesidad de realizar más investigaciones para fortalecer este campo y explorar
nuevas áreas de estudio.
Palabras clave: Necesidad de logro académico; intención emprendedora;
emprendimiento; estudiantes universitarios; México.
Entrepreneurship,
according to Hernández (2019); Londoño & Álvarez
(2021); Pacheco-Fuentes et al. (2023), is increasingly of interest to governments,
the academic community, and researchers, who have directed their programs and
public policies towards the development of an “entrepreneurial mindset” to
foster economic and social development. Research in this field has gained relevance
because significant efforts have been made to detail how and why
entrepreneurial ventures are created (González, Sánchez & Sánchez,
2021). However, according to Sánchez et al. (2019), the new policies in Mexico
have aimed to promote a more socially oriented and equitable education, moving
away from the neoliberal focus on economic growth.
Following these new policies in Mexico, the
facilitating elements for business creation from university levels have been
analyzed. It has been found that the intersection between the need for academic
achievement and the intention to undertake has been the subject of growing
interest in academic literature due to its influence on personal development,
business innovation, and economic growth. Several authors have addressed this
relationship and its significance in the educational and business context,
emphasizing the importance of understanding how the desire for academic
achievement influences individuals' entrepreneurial disposition (Johnson, 1990;
Gutiérrez & Miranda, 2018; Shahid & Ahsen, 2021).
McClelland (1989), established the theory of
achievement motivation, suggesting that the drive for success and the desire to
excel in challenging tasks are key factors in the development of
entrepreneurial behavior. Similarly, Krueger (1993) highlighted that
educational experience and academic success can foster the confidence and
skills necessary for entrepreneurship.
The importance of this topic lies in its potential to
identify and understand the factors that affect the transition from
entrepreneurial intention to effective action. Nevertheless, current challenges
include the diversity of cultural and educational contexts, as well as the need
for research that delves into the causal relationship between academic
achievement and entrepreneurial disposition, considering psychosocial and
economic variables. Current issues encompass the lack of consensus on how
specific academic experiences can influence the development of business skills
and the limited understanding of how educational environments can foster or
inhibit entrepreneurial disposition.
Taking into account the information above and the
premise that entrepreneurs develop in accordance with their environment (López, Moreno & Sanchez, 2020),
university students in Mexico aspiring to venture into entrepreneurship should
aim to be dynamic and adept at thriving within a challenging social context. In
this scenario, lack of experience is not a primary hindrance to turning the
situation into a positive one; rather, it is their innovative ideas that
matter. These aspects may be strengthened through university education, where
the transmission of knowledge, skills, and attitudes conducive to entrepreneurship
generation takes place (Sánchez, Caggiano & Hernández, 2011).
The analysis of the relationship between the need for
academic achievement and the intention to undertake is crucial for better
understanding how entrepreneurial skills can be enhanced and developed in
diverse educational contexts, addressing current challenges such as cultural
diversity and the causal relationship between academic achievement and
entrepreneurial intention.
The need for academic achievement is defined here as
the motivation to perform well academically. In this context, the present
research aimed to determine the intersection between the need for academic
achievement and the intention to undertake among Mexican university students.
The study conducted a thorough and updated review of
existing literature, enabling access to and integration of empirical findings
up to the present. This allowed for a comparison of these findings with the
current scope of the variables studied concerning the subjects under
examination, in this case, referring to students at the Universidad Politécnica
de Victoria in Mexico. The research employed a quantitative study with a causal
correlational scope.
1. Theoretical
framework
1.1. The need for academic
achievement
McClelland (1989),
defined the need for achievement as an impulse to excel, attain goals, strive
for success, as a natural incentive for seeking improvement, although this may
be for various reasons like complacency, avoiding criticism, seeking
recognition, or deserving a reward. However, the essence of the need for
achievement is doing well for oneself, deriving intrinsic satisfaction from
doing it better, aiming for a superior performance.
The need for academic achievement is defined here as
the motivation to perform well academically. Based on this concept, Tang &
Tang (2007), suggest that students with
higher achievement motivation in this aspect tend to exhibit a greater
propensity to take risks, such as those involved in entrepreneurship, compared
to students with lower achievement motivation. Morán
& Menezes (2016) view the need for achievement as an aspiration to engage
in new activities, explore new places, or even try exotic foods. This fosters a
greater intellectual interest and a desire to obtain new ideas, as well as an
openness to social, political, or religious values.
On one hand, Indarti, Rostiani & Nastiti
(2010)
point out that a high need for achievement has emerged as an important
characteristic of entrepreneurs' personalities. Saadat, Moreno & Shumaila (2014);
and Hussain & Norashidah (2015), determined that
there is a positive and significantly meaningful relationship between the need
for achievement and students' entrepreneurial intentions. Therefore, it can be
argued that the need for achievement can be considered a trigger for
entrepreneurial intention. It is reasonable to expect that, for students, their
need for academic achievement will have a significant positive impact on their
intention to undertake.
On the other hand, Tong, Kin & Chen (2011);
Rishipal & Nidhi (2012); and Farouk & Ikram
(2014), point out that studies have investigated the relationship between the
need for achievement and entrepreneurial intention, resulting in a positive and
significant outcome. Hence, it could be said that the greater the students'
need for achievement is, the greater prediction it will have for their entrepreneurial
intentions.
In summary, these studies support the
idea that there is a significant relationship between the need for academic
achievement and the intention to undertake, suggesting that a higher need for
achievement could be associated with a greater willingness to start a business
or vice versa in some cases. This connection underscores the importance of
motivation and personal drive in the development of entrepreneurial or
professional initiatives among students. Based on all the above, the hypothesis
is established that the need for academic achievement has a positive and
significant relationship with entrepreneurial intention.
2. Methodology
Once the constructs were defined, the instrument was
designed based on a literature review. Items were adapted and created to form a
questionnaire. Its validity was established through content, construct,
criterion, and expert validation. Consequently, the instrument consisted of 17
questions distributed across 11 items for the variable of academic achievement
need and 6 items for the entrepreneurial intention variable (see
Table 1).
Table 1
Items for dependent
and independent variables
|
Items for the
Entrepreneurial Intention variable (dependent) |
Items for the Need for Academic Achievement (independent) |
|
1. I have seriously considered and have a strong intention to create my
own company or business someday. 2. I am determined to create my own company in the future, offering
innovative products or services in the market. 3. I believe that starting my own business is a good option for
self-employment. 4. My goal/objective is to become an entrepreneur. 5. I will do everything to create my company. 6. If I have the necessary resources in the future, I will start a
company. |
1. I have much more energy than most of my classmates at school. 2. I enjoy completing work correctly in class. 3. When we work on a school project, I am always in the center of things. 4. I like to take the lead when we are working on a project. 5. I usually try to be the driving force among my friends to study and
pursue ideas. 6. I like to have a role on the sidelines of a project. 7. I actively seek opportunities and take initiative. 8. I demand efficiency and quality from myself. 9. I am willing to take calculated risks. 10. I have a strong need for independent work. 11. I believe that mistakes are only learning opportunities for
entrepreneurship. |
Source: Own elaboration, 2023.
Regarding the sample size, recommendations from
Morales (2009) for finite populations were considered, establishing a minimum
sample size of 308 students. This estimation was based on assuming a 50% probability
of participation from the population. Ultimately, a total of 361 validated
responses were obtained.
The data collection was conducted through convenience
probabilistic sampling via electronic means, utilizing information provided by
the University. The questionnaire was distributed to students through these
electronic channels, forming a sample composed of 46.8% female participants and
53.2% male participants.
For data analysis, a simple linear regression was
implemented with the need for academic achievement as the independent variable
and entrepreneurial intention as the dependent variable. The summary of the
regression analysis followed the guidelines indicated by Vilà, Torrado-Fonseca & Reguant (2019),
ensuring compliance with criteria such as linearity, independence,
homoscedasticity, normality, and non-collinearity of the variables. All data
were processed using the Statistical Package for the Social Sciences (SPSS®)
version 29.0.
3. Results and discussion
For this study, an assessment of the intersection
between the variables of need for academic achievement (independent variable)
and entrepreneurial intention (dependent variable) was indirectly conducted.
This was carried out through a simple linear regression analysis and the
verification of its assumptions in a preliminary phase. To begin with, a
reliability analysis was performed using Cronbach's Alpha coefficient, which
yielded a value of 0.949, indicating a high internal consistency of the
instrument used (see Table 2).
Table 2
Reliability statistics
|
Cronbach's Alpha |
N of elements |
|
0.949 |
17 |
Source: Own
elaboration, 2023.
3.1. Simple linear regression
analysis
A regression analysis is used to analyze the
relationship between two or more variables. In this case, the relationship
between academic achievement needs and entrepreneurial intention is based on
the fulfillment of certain assumptions as a preliminary phase, which were
verified.
The linearity assumption determines if the
relationship between variables is linear. Graphic I displays
and verifies this assumption between the variables. Additionally, a correlation
of .576 was identified between the dependent and independent variables,
indicating a strong positive correlation, suggesting that the variables have a
good linear proximity in the space (Hernández et
al., 2018).
Source: Own
elaboration, 2023.
Graphic I: Assumption of
linearity
The second assumption to verify is the independence of
errors, which entails that errors in the measurement of explanatory variables
are not dependent on each other. This principle can be checked using the
Durbin-Watson statistic, considered independent if the statistic falls between
the values of 1.5 and 2.5. In this case, a value of 2.122 was obtained,
verifying that this requirement is fulfilled, indicating this autonomy.
The third assumption analyzed was homoscedasticity,
which implies that errors possess constant variance, suggesting that the
variation of residuals is uniform. An analysis was conducted on the
aforementioned variables, resulting in an adequate value of the Kaiser-Meyer-Olkin measure (0.500). According to the criteria for
evaluating the statistic, significance was also achieved below .05 in
Bartlett's test of sphericity, indicating that the variables are related and
suitable for structure detection (Montoya, 2007). It is with this latter test
that this assumption is confirmed (Díaz, 2009).
For the fourth assumption, normality is verified,
which is met when the variables follow a normal distribution. This assumption may
be analyzed using a normal probability plot, representing the accumulated
proportions of the expected variable against the accumulated proportions of the
observed variable. In Chart II, the normality of the variables under study is
suggested or inferred.
Source: Own elaboration, 2023.
Graphic
II: Assumption of normal probability
The fifth and final assumption refers to
non-collinearity, which implies that the independent variables are not
correlated with each other. Multicollinearity among
the explanatory variables is considered when a strong correlation is found
between them. To detect this, tolerance and variance inflation factor (VIF)
were observed, both of which should have values less than 0.10 and not greater
than 10, respectively. These criteria have been met satisfactorily.
The results shown in Tables 3, 4, and 5 indicate that
the relationship between the need for academic achievement and entrepreneurial
intention has a correlation value of 58% between the variables (R=0.58).
However, the explanatory power of the variance is 33% (R2=0.33), which does not
fully capture the true strength of the relationship between the variables. In
the ANOVA analysis, the F statistic assesses if there is a significant linear
relationship between the dependent variable and the set of independent
variables in the model, primarily determined by significance.
Table 3
Results of the
linear regression analysis
|
R |
Squared R |
Adjusted R-squared |
Standard Error of the
Estimate |
|
|
0.58 |
0.33 |
0.33 |
5.48 |
Source: Own
elaboration, 2023.
Table 4
ANOVA Analysis
|
|
Sum of
squares |
df |
Mean square |
F |
Sign. |
|
Regresion |
5343.60 |
1 |
5343.60 |
177.85 |
0.000 |
|
Residual |
10786.60 |
359 |
30.05 |
|
|
|
Total |
16130.20 |
360 |
|
|
|
Source: Own
elaboration, 2023.
Table 5
Regression analysis coefficients
|
Model |
Unstandardized
coefficients |
Standardized
coefficients |
t |
Sig. |
|
|
B |
Error typ. |
Beta |
|||
|
(Constant) NECDELOGAC |
5.297 |
1.289 |
|
4.111 |
0.000 |
|
0.408 |
0.031 |
0.576 |
13.336 |
0.000 |
|
Note:
a. Dependent variable: INTEMP
Source: Own
elaboration, 2023.
A significance level below 0.05 indicates a
significant relationship. In this case, the relationship of the model shows
significance at < 0.001. The B value (0.408) indicates the number of units
the dependent variable (entrepreneurial intention) will increase for every unit
increase in the independent variable (academic achievement need), which is
shown to be significant (Sig.= 0.000).
This work determines the degree of intersection in the
relationship between entrepreneurial intention and the need for academic
achievement among students, demonstrating that the most relevant factors of the
need for academic achievement include the demand for efficiency and quality,
the inclination to finish or complete tasks correctly in class, and the
preference for things to take off when working on a project. Based
on the results of the regression analysis obtained, these findings serve as the
basis for subsequent comparisons and discussions.
A weak positive relationship has been confirmed
between the need for academic achievement and entrepreneurial intention,
aligning with Baidi's study (2018), which indicates
an R2 of merely 0.208. Furthermore, it suggests that the need for achievement
as an independent variable might have a statistically positive influence with
similar values.
Indarti et
al. (2010), in their study across various countries, analyzed the relationship
between the need for achievement and entrepreneurial intention using multiple
regression. They found that the need for achievement did not significantly
influence students' entrepreneurial intentions in most countries, with only one
country showing a positive relationship. They concluded that a higher need for
achievement was associated with a low level of entrepreneurial intention. However,
in the study by Saadat et al. (2014) with a sample of
805 individuals, it was determined, through an exploratory study, that the need
for achievement is a motivating factor for entrepreneurship at an individual
level. This influence was observed under the condition of a familial business
background, suggesting an intergenerational influence.
In Loli, Del Carpio & Vergara (2012), a relationship was found between the need for
achievement and entrepreneurial intentions, whether such need is low or high,
with a high need being a strong predictor of intention. Similar findings were
observed in the research by Johnson (1990); and Gutierrez & Miranda (2018),
which indicate that although the need for achievement alone may not fully
explain entrepreneurial intention, it is one of the main elements for
entrepreneurial development. These findings align with the results of Indarti
et al. (2010), where the need for achievement
was determined as one of the most important characteristics of an entrepreneur.
On the other hand, in Shahid
& Ahsen (2021), it was found that the relationship
between the need for academic achievement and entrepreneurial intention is not
statistically supported. They did not discover a positive and significant
relationship between the entrepreneurial intention of students with either low
or high need for academic achievement. This coincides with the findings of Indarti et al. (2010), who verified in their research
across Indonesia, Japan, South Korea, and Thailand that the need for academic
achievement does not have significance in its interaction with entrepreneurial
intention.
The lack of a positive and significant statistical
relationship in the interaction between the need for academic achievement and
entrepreneurial intention has been discussed by various authors in the field of
entrepreneurship research. One reason for this lack of relationship could be
that the need for achievement in this academic context is more aligned with
personal and performance-related goals (Morán &
Menezes, 2016), especially in an academic setting, rather than solely the
desire to start a business.
Another likely cause is that entrepreneurial intention
doesn’t have a single basis solely on the desire to achieve something, but
other factors influence it, such as cultural and social aspects. Considering
that entrepreneurial intention is derived from an outcome, ease of realization,
and responsiveness to opportunities (Querejazu,
2020), rather than from a specific need.
Another explanation for the lack of a significant or
predominant interaction may be based on Ajzen's (1991) Belief-Action Theory
model, which highlights that behavioral intentions, such as entrepreneurial
intention, are influenced by various factors such as attitudes, subjective
norms, and behavioral control. The need for achievement may be just one of
these factors and not the sole predictor of entrepreneurial intention.
Given these results, the need for academic achievement
is not considered a variable that, on its own, significantly explains
entrepreneurial intention. Although this work on academic achievement need
expands the literature on entrepreneurial intention, it should be noted that
according to Hmieleski & Baron (2009); and Phan
et al. (2009), there should be an additional multilevel approach in
entrepreneurship research focusing on the elements that favor entrepreneurial
intentions.
Davidsson &
Wiklund (2001), highlighted that a single factor
alone cannot entirely explain the dynamic nature of entrepreneurial intention,
suggesting instead a combination that provides deliberations on this process.
Based on this, this work offers a new literary context regarding
entrepreneurial intention by demonstrating the need for academic achievement as
a perspective that may belong to a multilevel combination with other factors of
entrepreneurial education.
Conclussions
The relationship
between the need for academic achievement and entrepreneurial intention has
been studied in academic literature, and the conclusions drawn from various
research studies offer a complex and nuanced perspective: In some studies, a positive,
albeit weak, relationship has been found between the need for academic
achievement and the entrepreneurial intention. This connection suggests that
those with a high need for achievement may be more inclined to consider
entrepreneurship as an attractive option.
However, this relationship is not consistent in all
contexts. Some studies indicate that the need for academic achievement does not
always significantly influence entrepreneurial intentions, showing differences
depending on the country, culture, or educational environment.
Although the need for academic achievement can be a
factor, it is neither the only nor the most decisive one in entrepreneurial
intention. Other factors such as entrepreneurial skills, previous experiences,
or individual characteristics also play crucial roles in the willingness to
undertake.
Studies suggest the need to adopt a multilevel
perspective to better understand the influence of the need for academic
achievement need on entrepreneurial intention. This involves considering
different levels, such as the individual, community, or socio-cultural levels,
to fully capture its impact.
A complete understanding of entrepreneurial intention
seems to require a combination of multiple factors, where the need for academic
achievement may be just one of them. The interaction among different variables
could be key to providing a more comprehensive explanation of entrepreneurial
intentions.
While the need for academic achievement may have a
relationship, albeit weak and contextual, with entrepreneurial intention, its
role alone is neither definitive nor sufficient to fully explain the
motivations behind the entrepreneurial spirit. The combination of this factor
with other individual, contextual, and cultural elements is essential for a
more holistic understanding of entrepreneurial intentions.
It is worth mentioning that currently
there is not enough empirical evidence to precisely establish the relationship
between the need for academic achievement and entrepreneurial intention as statistically
significant. This underscores the necessity for further research efforts to
strengthen the studied topic. Therefore, it is recommended to conduct
investigations that reinforce the determination of the relationship between
these variables.
This information will serve as a
foundation for future research in the context of entrepreneurship and all
factors related to entrepreneurial education, aiming to achieve conclusive
results. Given the limitations of this study regarding time constraints that did
not allow for a longitudinal study encompassing all factors, new lines of
investigation may emerge concerning
the subject matter addressed in this work.
Bibliographic
references
Ajzen, I. (1991). The theory of planned behavior. Organizational
Behavior and Human Decision Processes, 50(2), 179-211. https://doi.org/10.1016/0749-5978(91)90020-T
Araya-Pizarro, S. C. (2021). Influencia de la educación emprendedora sobre
la intención de emprender del alumnado universitario. Revista Educación, 45(2),
1-17. https://doi.org/10.15517/revedu.v45i1.43748
Baidi, S. (2018). Effect of entrepreneurship education,
self efficacy and need for achievement toward student's entrepreneurship
intention: Case study in Febi, Iain Surakarta, Indonesia. Journal of
Entrepreneurship Education, 21(2), 1-16. https://www.abacademies.org/articles/effect-of-entrepreneurship-education-self-efficacy-and-need-for-achievement-toward-students-entrepreneurship-intention-case-study-7100.html
Borrayo, C. L., Valdez, A., & Delgado, B. (2019). Entrepreneurial culture in young university students of Guadalajara,
Mexico. Revista de Ciencias Sociales (Ve), XXV(3), 72-87. https://produccioncientificaluz.org/index.php/rcs/article/view/27358
Davidsson, P., & Wiklund, J. (2001). Level of analysis in
entrepreneurship research: Current research practices and suggestions for the
future. Entrepreneurship Theory and Practice, 25(4), 81-100. https://doi.org/10.1177/104225870102500406
Díaz, N. V. (2009). Errores estadisticos frecuentes al
comparar dos poblaciones independientes. Revista Chilena de Nutrición, 36(4), 1136-1138. http://dx.doi.org/10.4067/S0717-75182009000400011
Farouk, A., & Ikram, A. (2014). The influence of individual factors on
the entrepreneurship intention. International Journal of Managing Value and
Supply Chains (IJMVSC), 5(4), 47-57. https://doi.org/10.5121/ijmvsc.2014.5404
González, A. E., Sánchez, Y., & Sánchez, M. L. (2021). Diferencias en
los rasgos de la personalidad de los emprendedores por necesidad y oportunidad.
Lúmina, 22(2), 1-22. https://doi.org/10.30554/lumina.v22.n2.4074.2021
Gutiérrez, F. D. M., & Miranda, A. M. (2018). Análisis de la necesidad
de logro como factor predominante para el inicio de un emprendimiento en la generación
X en Lima Metropolitana [Undergraduate thesis, Universidad Peruana de Ciencias
Aplicadas]. https://doi.org/10.19083/tesis/625415
Hernández,
J. D., Espinosa, J. F., Peñaloza, M. E., Rodriguez,
J. E., Chacón, J. G., Toloza, C. A., Arenas, M. K., Carrillo,
S. M., & Bermúdez, V. J. (2018). Sobre el uso
adecuado del coeficiente de correlación de Pearson: Definición, propiedades y
suposiciones. Archivos Venezolanos de Farmacología y Terapéutica, 37(5), 587-601. http://saber.ucv.ve/ojs/index.php/rev_aavft/article/view/16165
Hernandez, M. R. (2019). Intención emprendedora: ¿Es influenciada por
factores de personalidad y género? Revista Academia & Negocios, 4(2),
1-12. https://revistas.udec.cl/index.php/ran/article/view/2557
Hernandez, R., Fernández, C., & Baptista, M. D. P. (2014). Metodologia
de la Investigación. McGraw-Hill / Interamericana Editores,
S.A. de C.V.
Hmieleski, K. M., & Baron, R. A. (2009). Entrepreneurs’ optimism and new venture performance: A social cognitive perspective.
Academy of Management Journal, 52(3),
473-88. https://doi.org/10.5465/amj.2009.41330755
Hussain, A., & Norashidah (2015). Impact of entrepreneurial education
on entrepreneurial intentions of pakistani students. Journal of Entrepreneurship and Business Innovation, 2(1), 43-53. https://doi.org/10.5296/jebi.v2i1.7534
Indarti, N., Rostiani, R., & Nastiti, T. (2010). Underlying factors of entrepreneurial intentions among Asian students. The
South East Asian Journal of Management, 4(2), 143-160. https://doi.org/10.21002/seam.v4i2.5636
Johnson, B. R. (1990). Toward a multidimensional model of
entrepreneurship: The case of achievement and the entrepreneur. Entrepreneurship
Theory and Practice, 14(3), 39-54. https://doi.org/10.1177/104225879001400306
Krueger, N. (1993). The impact of prior entrepreneurial exposure on
perceptions of new venture feasibility and desirability. Entrepreneurship
Theory and Practice, 18(1), 5-24. https://doi.org/10.1177/104225879301800101
Loli, A. E., Del Carpio, J., & Vergara, A. (2012). Actitudes de emprendimiento, necesidad de logro
y la intención de desarrollar un negocio en estudiantes de universidades
publicas de Lima Metropolitana. Revista IIPSI, 15(1), 61-81. https://doi.org/10.15381/rinvp.v15i1.3662
Londoño, S., & Álvarez, C. M. (2021). Emprendimiento e
innovación social: Experiencia de jóvenes rurales en Caldas-Colombia. Revista de Ciencias Sociales (Ve), XXVII(E-4),
108-126. https://doi.org/10.31876/rcs.v27i.36997
López, V. G.., Moreno, L. R., & Sanchez, M. L. (2020). Sea urchin, the origin of an export venture driven by japanese immigrants.
En A. Almaraz & Ó. J. Montiel (Eds.), The History of Entrepreneurship in
Mexico: Contextualizing theory, theorizing context (pp. 125-146). Esmerald
Publishing Limited.
McClelland, D. C. (1989). Estudio de la motivación humana. Narcea.
Montoya, O. (2007). Aplicación del análisis factorial a la investigación
de mercados. Caso de estudio. Scientia Et Technica, 1(35), 281-286. https://revistas.utp.edu.co/index.php/revistaciencia/article/view/5443
Morales, J. A. (2009). Proyectos de inversión. Evaluación y formulación. McGraw-Hill Interamericana.
Morán, C., & Menezes, E. (2016). La motivación de logro como impulso
creador de bienestar. Su relación con los cinco grandes factores de la
personalidad. International Journal of Developmental and Educational
Psychology, 2(1), 31-40. https://doi.org/10.17060/ijodaep.2016.n1.v2.292
Pacheco-Fuentes,
J., Pallares, E., Navarro, E., & Coronel, W. (2023). Emprendimiento en postpandemia: Caracterización de pequeñas y medianas
empresas emergentes en la ciudad de Barranquilla-Colombia. Revista de
Ciencias Sociales (Ve), XXIX(3),
157-170. https://doi.org/10.31876/rcs.v29i3.40704
Phan, P. H., Wright, D., Ucbasaran, D., & Tan, W.-L. (2009). Corporate
entrepreneurship: Current research and future directions. Journal of
Business Venturing, 24(3), 197-205. https://doi.org/10.1016/j.jbusvent.2009.01.007
Querejazu, V. (2020). Hacia un modelo de la
conducta emprendedora en Bolivia. Nóesis. Revista de Ciencias Sociales y
Humanidades, 29(57), 1-22. https://doi.org/10.20983/noesis.2020.1.1
Rishipal & Nidhi, J. (2012). Need for achievement an antecedent for risk
adaptiveness among entrepreneurs. Global Journal of Management and Business
Research, XII(22), 19-23. https://journalofbusiness.org/index.php/GJMBR/article/view/877
Saadat, S., Moreno, M., & Shumaila, Y. Y. (2014). Exploring
intergenerational influence on entrepreneurial intention: The mediating role of
perceived desirability and perceived feasibility. International
Journal of Entrepreneurship and Innovation Management, 18(2-3), 134-153. https://doi.org/10.1504/IJEIM.2014.062877
Sánchez, J. C., Caggiano, V., & Hernández, B. (2011). Competencias emprendedoras en la educación universitaria. International
Journal of Developmental and Educational Psychology, 3(1), 19-28.
Sánchez, M. L., Hernández, A., Zorrilla, A. L., & Montes de Oca, Y.
(2019). Influencia de los determinantes del emprendimiento en el Nivel medio
superior del Estado de Tamaulipas. Sapientiae: Revista de Ciencias Sociais,
Humanas, 4(2), 280-289. https://publicacoes.uor.ed.ao/index.php/sapientiae/article/view/164/165
Shahid, M. S., & Ahsen, S. R. (2021). Linking entrepreneurship
education and entrepreneurial intentions: An interactive effect of social and
personal factors. International Journal of Learning and Change, 13(1),
14-33. https://doi.org/10.1504/IJLC.2021.111670
Tang, J., & Tang, Z. (2007). The relationship of achievement
motivation and risk-taking propensity to new venture performance: A test of the
moderating effect of entrepreneurial munificence. International Journal of
Entrepreneurship and Small Business, 4(4), 450-472. https://doi.org/10.1504/IJESB.2007.013691
Tong, X. F., Kin, D. Y., & Chen, L. (2011). Factors influencing
entrepreneurial intention among university students. International Journal
of Social Sciences and Humanity Studies, 3(1), 487-496. Recuperado el 12 de abril de 2023, de https://dergipark.org.tr/tr/download/article-file/257399
Vilà, R., Torrado-Fonseca, M., & Reguant, M. (2019). Análisis de
regresión lineal múltiple con SPSS: un ejemplo práctico. REIRE Revista
d’Innovació i Recerca en Educació, 12(2),
1-10. http://doi.org/10.1344/reire2019.12.222704
* Doctora en Ciencias
Administrativas. Maestra en Administración. Profesora Titular e Investigadora en la Universidad
Autónoma de Tamaulipas, Tamaulipas, México. E-mail: msanchel@docentes.uat.edu.mx ORCID: https://orcid.org/0000-0002-0671-0076
** Doctor
en políticas Educativas. Profesor en la Universidad Politécnica de Victoria,
Ciudad Victoria, México. E-mail: dortizg@upv.edu.mx ORCID: https://orcid.org/0000-0002-6715-0535
*** Doctora en Dirección e Innovación en Instituciones. Maestra en Dirección Empresarial con énfasis en Mercadotecnia. Docente y Coordinación de la Red Universitaria para la Sustentabilidad en la Universidad Autónoma de Tamaulipas, Tamaulipas, México. E-mail: miriam.sanchez@docentes.uat.edu.mx ORCID: https://orcid.org/0000-0003-2008-796X
Recibido: 2023-06-04 · Aceptado: 2023-08-21