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The role of entrepreneurship education in shaping self-employment intentions: a TPB-based study of Malaysian TVET students

International Journal of Evaluation and Research in Education (IJERE) · Vol. 15 No. 1 (2026) · hlm. 126–135

DOI
10.11591/ijere.v15i1.35348
ISSN
2620-5440, 2252-8822
Terbit
2026-02-01
Penerbit
Institute of Advanced Engineering and Science
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-nc/4.0

Abstrak

Entrepreneurship education prepares technical and vocational education and training (TVET) students with the competencies and entrepreneurial mindset required for future business endeavors. Guided by the theory of planned behavior (TPB), this study examines how such education shapes students’ self-employment intentions (SEI). A quantitative survey was administered to 300 undergraduates at Universiti Teknikal Malaysia Melaka (UTeM), and the data were analyzed using correlation and regression methods. The results show that entrepreneurial intention is positively linked to attitude toward behavior (r=0.474), entrepreneurship education (r=0.416), subjective norms (r=0.374), and perceived behavioral control (r=0.346), with attitude identified as the most influential predictor, accounting for 22.4% of the variance. These outcomes emphasize the centrality of individual motivation and the enabling role of entrepreneurship education in cultivating entrepreneurial aspirations. The study highlights the strategic importance of embedding stronger entrepreneurship curricula in TVET institutions to enhance self-employment readiness and support national goals for workforce development and economic resilience. The findings resonate with Malaysia’s National Entrepreneurship Policy 2030 and the TVET empowerment agenda, pointing to the value of initiatives such as campus incubators, seed funding, and mentorship in transforming entrepreneurial intention into tangible venture creation.

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  • Universitas Sulawesi Tenggara
  • State University of Gorontalo
  • Muhammadiyah University of Yogyakarta
  • Muhammadiyah University of Surakarta
  • Afiliasi tidak diketahui
  • Organisasi berbeda
  • Organisasi sama
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Rekan penulisOrganisasiArtikel bersama
Arsalim ArsalimUniversitas Sulawesi Tenggara1
Humairah MuljabarUniversitas Sulawesi Tenggara1
Erfain ErfainAfiliasi tidak diketahui1
Imran ImranAfiliasi tidak diketahui1
Nurwan NurwanState University of Gorontalo1
Monalisa Herawati RumayarAfiliasi tidak diketahui1
Muh. Ridawan AdnanAfiliasi tidak diketahui1
Marcellia SusanAfiliasi tidak diketahui1
Istiharini IstihariniAfiliasi tidak diketahui1
Kania Alma TiaraAfiliasi tidak diketahui1
Mira RustineAfiliasi tidak diketahui1
Dodi HilmanAfiliasi tidak diketahui1
Kathleen JoyAfiliasi tidak diketahui1
Isma Addi JumbriAfiliasi tidak diketahui1
Brigitta CallulaAfiliasi tidak diketahui1
Palma JuantaAfiliasi tidak diketahui1
HetilaniarAfiliasi tidak diketahui1
Arifin AbdullahAfiliasi tidak diketahui1
Muslem MuslemAfiliasi tidak diketahui1
Safrida SafridaAfiliasi tidak diketahui1
Khairil KhairilAfiliasi tidak diketahui1
Beni Ahmad SaebaniAfiliasi tidak diketahui1
Budi TresnayadiAfiliasi tidak diketahui1
Anis Fuadah ZAfiliasi tidak diketahui1
Ade KosasihAfiliasi tidak diketahui1
Sirajuddin MAfiliasi tidak diketahui1
Henderi KusmidiAfiliasi tidak diketahui1
Ribut Wahyu EriyantiAfiliasi tidak diketahui1
Ria Arista AsihAfiliasi tidak diketahui1
Harun Joko PrayitnoMuhammadiyah University of Surakarta1
Sugeng RiyantoMuhammadiyah University of Yogyakarta1
Miftachul HudaAfiliasi tidak diketahui1
Tommi YuniawanAfiliasi tidak diketahui1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) http://ijere.iaescore.com/index.php/IJERE/oai, pertama di-harvest 8 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">The role of entrepreneurship education in shaping  self-employment intentions: a TPB-based study of Malaysian TVET students</dc:title>
	<dc:creator>Addi Jumbri, Isma</dc:creator>
	<dc:creator>F. Natasya Khairul Herman, Eleeza</dc:creator>
	<dc:creator>Fauzan, Fauzan</dc:creator>
	<dc:creator>Karmagatri, Mulyani</dc:creator>
	<dc:creator>Setiawan, Sandy</dc:creator>
	<dc:creator>Kurnianingrum, Dian</dc:creator>
	<dc:subject xml:lang="en-US">Entrepreneurial attitude; Entrepreneurship education; Self-employment intention; Theory of planned behavior; TVET students</dc:subject>
	<dc:description xml:lang="en-US">Entrepreneurship education prepares technical and vocational education and training (TVET) students with the competencies and entrepreneurial mindset required for future business endeavors. Guided by the theory of planned behavior (TPB), this study examines how such education shapes students’ self-employment intentions (SEI). A quantitative survey was administered to 300 undergraduates at Universiti Teknikal Malaysia Melaka (UTeM), and the data were analyzed using correlation and regression methods. The results show that entrepreneurial intention is positively linked to attitude toward behavior (r=0.474), entrepreneurship education (r=0.416), subjective norms (r=0.374), and perceived behavioral control (r=0.346), with attitude identified as the most influential predictor, accounting for 22.4% of the variance. These outcomes emphasize the centrality of individual motivation and the enabling role of entrepreneurship education in cultivating entrepreneurial aspirations. The study highlights the strategic importance of embedding stronger entrepreneurship curricula in TVET institutions to enhance self-employment readiness and support national goals for workforce development and economic resilience. The findings resonate with Malaysia’s National Entrepreneurship Policy 2030 and the TVET empowerment agenda, pointing to the value of initiatives such as campus incubators, seed funding, and mentorship in transforming entrepreneurial intention into tangible venture creation.</dc:description>
	<dc:publisher xml:lang="en-US">Institute of Advanced Engineering and Science</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2026-02-01</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US"></dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://ijere.iaescore.com/index.php/IJERE/article/view/35348</dc:identifier>
	<dc:identifier>10.11591/ijere.v15i1.35348</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Evaluation and Research in Education (IJERE); Vol 15, No 1: February 2026; 126-135</dc:source>
	<dc:source>2620-5440</dc:source>
	<dc:source>2252-8822</dc:source>
	<dc:source>10.11591/ijere.v15i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ijere.iaescore.com/index.php/IJERE/article/view/35348/14868</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2026 Isma Addi Jumbri, Eleeza F. Natasya Khairul Herman, Fauzan, Mulyani Karmagatri, Sandy Setiawan, Dian Kurnianingrum</dc:rights>
	<dc:rights xml:lang="en-US">http://creativecommons.org/licenses/by-nc/4.0</dc:rights>
</oai_dc:dc>