Journal on Education

Volume 05, No. 04, Mei-Agustus 2023, pp. 11566- 11574

E-ISSN: 2654-5497, P-ISSN: 2655-1365
Website: http://jonedu.org/index.php/joe

Analysing the Relationship between Entrepreneurship Education, Self-

Efficacy, and Entrepreneurial Performance

Itot Bian Raharjo1, Abu Muna Almaududi Ausat2, Andriya Risdwiyanto3, Sivy Sondari Gadzali4,
Hizbul Khootimah Azzaakiyyah5
1
Universitas Nusantara PGRI Kediri, Jl. Ahmad Dahlan No.76, Mojoroto, Kec. Mojoroto, Kota Kediri, Jawa Timur 64112
2, 4
Universitas Subang, Jl. Raden Ajeng Kartini No.KM. 3, desa nyimplung, Pasirkareumbi, Kec. Subang, Kabupaten
Subang, Jawa Barat 41285
3
Universitas Proklamasi 45, Tambak Bayan, Jl. Proklamasi Jl. Babarsari No.1, Tambak Bayan, Caturtunggal, Kec. Depok,
Kabupaten Sleman, Daerah Istimewa Yogyakarta 55281
5
Universitas Diponegoro, Jl. Prof. Sudarto No.13, Tembalang, Kec. Tembalang, Kota Semarang, Jawa Tengah 50275
[email protected]

Abstract
Entrepreneurship education has been proven to improve knowledge, competencies, attitudes, and most
importantly, self-efficacy. An entrepreneur's self-efficacy is allegedly able to create superior entrepreneurial
performance. This study is designed to examine the relationship between entrepreneurship education in terms of
entrepreneurial self-efficacy and entrepreneurial performance. This research is qualitative in nature. Data
analysis entails listening to and documenting relevant information, then summarizing and drawing conclusions
based on the results. The relationship between entrepreneurship education and self-efficacy is interrelated. These
two dimensions are important capital in creating good entrepreneurial performance, which is certainly the
performance expected by many parties, especially those who do it. Entrepreneurship education is indeed a
knowledge base that individuals must have before stepping into a real entrepreneurial career. Without business
knowledge, individuals will be overwhelmed when faced with various business problems as entrepreneurs. It is
hoped that the findings of this research will serve as a point of reference for future conversations on related
subjects. In addition, it can be a formal discussion material in higher education, especially entrepreneurship,
management, and business administration study programmes.
Keyword: Entrepreneurship Education, Self-Efficacy, Entrepreneurial Performance

Abstrak
Pendidikan kewirausahaan telah terbukti mampu meningkatkan pengetahuan, kompetensi, sikap, dan yang
utama adalah efikasi diri. Efikasi diri seorang wirausaha disinyalir mampu menciptakan kinerja wirausaha
unggul. Penelitian ini dirancang untuk menguji hubungan antara pendidikan kewirausahaan dalam hal efikasi
diri wirausaha dan kinerja wirausaha. Penelitian ini bersifat kualitatif. Analisis data meliputi mendengarkan dan
mendokumentasikan informasi yang relevan, kemudian meringkas dan menarik kesimpulan berdasarkan
hasilnya. Hubungan pendidikan kewirausahaan dan efikasi diri saling berkaitan. Kedua dimensi ini merupakan
modal penting dalam menciptakan kinerja wirausaha yang baik, yang pasti kinerja yang diharapkan banyak
pihak terutama mereka yang melakoni. Pendidikan kewirausahaan memang merupakan basis pengetahuan yang
harus dimiliki individu sebelum melangkah ke jenjang karir entrepreneur sesungguhnya. Tanpa ilmu bisnis,
individu akan kewalahan saat dihadapkan dengan berbagai masalah bisnis sebagai entrepreneur. Diharapkan
bahwa temuan-temuan dari penelitian ini akan menjadi titik acuan untuk diskusi-diskusi di masa depan
mengenai topik-topik terkait. Selain itu, dapat menjadi bahan diskusi formal di perguruan tinggi, khususnya
program studi kewirausahaan, manajemen, dan administrasi bisnis.
Kata Kunci: Pendidikan Kewirausahaan, Efikasi Diri, Kinerja Wirausaha

Copyright (c) 2023 Itot Bian Raharjo, Abu Muna Almaududi Ausat, Andriya Risdwiyanto, Sivy Sondari
Gadzali, Hazbul Khootimah Azzaakiyyah
Corresponding author: Itot Bian Raharjo
Email Address: [email protected] (Jl. Ahmad Dahlan No.76, Mojoroto, Kec. Mojoroto, Kota Kediri)
Received 1 March 2023, Accepted 7 March 2023, Published 7 March 2023

INTRODUCTION
It has been demonstrated that entrepreneurial activity makes a contribution to the
socioeconomic development of a community (Liñán et al., 2011). According to the findings of
previous studies, one of the factors that drives entrepreneurial intention and behavior is an individual's
Analysing the Relationship between Entrepreneurship Education, Self-Efficacy, and Entrepreneurial Performance, Itot
Bian Raharjo, Abu Muna Almaududi Ausat, Andriya Risdwiyanto, Sivy Sondari Gadzali, Hazbul Khootimah Azzaakiyyah
11567
disposition, education, socio-cultural environment, and role model (Zhao & Seibert, 2006), (Bae et al.,
2014), (BarNir et al., 2011), and (Hopp & Stephan, 2012). If policymakers are able to gain a better
understanding of the influence that these drivers have, they will be able to more effectively distribute
resources and cultivate an environment that is more conducive to entrepreneurial endeavors.
Education has a direct bearing on the expansion of individuals' entrepreneurial knowledge,
capabilities, and attitudes; it is widely acknowledged as the single most important factor in
entrepreneurship; and it is the factor that has garnered the greatest amount of attention from
researchers and policy makers in this context (Walter & Block, 2016). It has been demonstrated that
students' abilities and confidence are substantially impacted for the better by receiving an education in
entrepreneurship (Bae et al., 2014). This finding makes sense when we consider that education can
inspire students to become entrepreneurs by providing them with the skills and information necessary
for starting a business and making them aware of the difficulties that are inherent to the
entrepreneurial process (Walter et al., 2013). Thus, self-efficacy, besides being able to be created
through entrepreneurship education, is also able to constantly increase in the process of reaping
entrepreneurial success (Zen et al., 2023). This condition is a good asset. Individuals will be more
confident in creativity and innovation according to their own interests without interference from
interventions outside their control (Ausat & Suherlan, 2021) and (Gadzali et al., 2023). Self-efficacy
is a very crucial human capital in fostering positive intentions to become a reliable entrepreneur
(Diawati et al., 2023).
In addition, the human capital theory and the social cognitive theory are now widely
recognized as the two main theoretical underpinnings of entrepreneurial education. As a result, it
appears that self-efficacy, one factor that influences business decisions besides skill development is
the desire to try something new. According to Bandura (1977), "Self-efficacy" refers to "judgments
about how well one can perform the actions necessary to deal with prospective circumstances," and it
is "concerned with how well one can perform those actions" (Bandura, 1982). The theory of planned
behaviour described by Ajzen (1991) identifies self-efficacy is defined as a person's belief in their
ability to successfully complete a task or achieve a goal, and perceived behavioural control is defined
as a person's belief in his or her ability to successfully complete that task or achieve that goal,
regardless of external factors. Similarly, in the context of entrepreneurship, education raises
awareness of the difficulties and setbacks inherent in starting and running a business, and those who
gain the self-assurance to overcome these go on to thoroughly appreciate and commit to
entrepreneurial endeavors (Tunio et al., 2021) and (Yeh et al., 2021). Therefore, self-efficacy may
serve as a mediator between the effects of education on entrepreneurial achievement, and including
self-efficacy in the analysis may assist in elucidating the connection between entrepreneurship
education and entrepreneurial outcomes (Oyugi, 2015), (Dharmanegara et al., 2022), and (X. Liu et
al., 2019). In light of the aforementioned, the purpose of this research is to investigate the connection
11568 Journal on Education, Volume 05, No. 04, Mei-Agustus 2023, hal. 11566- 11574

between entrepreneurship education and entrepreneurial outcomes, specifically entrepreneurial self-

efficacy and entrepreneurial performance.

METHOD
In this particular investigation, the researchers went to the library to conduct research so that
they would not have to go straight to the field during the process of data collection. Instead, they
studied a variety of reference sources that supported the efficient operation of the research. Sources
for the literature were culled from journal websites, internet media, and databases that are in
accordance with the keywords related to this discussion, namely the relationship between
entrepreneurship education, self-efficacy, and entrepreneurial performance. For example, the authors
did not rely solely on Emerald Insight, ResearchGate, or Elsevier journal portals in compiling a list of
relevant references, but preferred to take a more open approach. In this article, we narrowed the scope
of the search to those terms so as not to detract from the main emphasis of this article on the aspect of
entrepreneurship education as a programme of study creating self-efficacy and entrepreneurial
performance. The journals, articles and publications searched were mainly those published between
2015 and now. Only articles that specifically address the relationship of entrepreneurship education in
relation to self-efficacy and how it implies entrepreneurial performance will be used in this analysis.
Qualitative methods were used for this investigation. Listening and recording relevant
information is one method of data collection, followed by analysis through data reduction, data
display, and conclusion drawing to obtain a high-level summary of the findings from the literature
review. Triangulation of data sources was used for data authentication.

RESULT AND DISCUSSION

"Any pedagogical programme or educational procedure for entrepreneurial attitudes and
skills" is what is meant by "entrepreneurship education" (Fayolle & Klandt, 2006). Since the main
purpose of business and management education is to train future business leaders and managers, these
programs tend to emphasize the specialized skillsets that will be necessary for success in the
workplace, entrepreneurship education focuses on increasing students' exposure to the entrepreneurial
process, highlighting different career paths, and encouraging students to take calculated risks
(Azzaakiyyah, 2023). Ahmed et al. (2020) identified the advantages of business education are
learning, motivation, and access to incubation tools. The term "learning benefits" refers to the positive
outcomes that occur when pupils take part in teaching and learning about entrepreneurship. Students
who are exposed to successful businesspeople can be inspired to follow in their footsteps.
Opportunities for students to network with faculty and peers, as well as take part in business
challenges and internships, are examples of the kinds of advantages that can be gained from
incubation resources. In most cases, education in entrepreneurship does not only objectively nurture
entrepreneurial competencies, which promote value creation and successful business start-ups, but it
Analysing the Relationship between Entrepreneurship Education, Self-Efficacy, and Entrepreneurial Performance, Itot
Bian Raharjo, Abu Muna Almaududi Ausat, Andriya Risdwiyanto, Sivy Sondari Gadzali, Hazbul Khootimah Azzaakiyyah
11569
also helps students develop their own business ideas (Lackéus, 2014), however, it also has the effect
of giving students a greater sense of mastery over their entrepreneurship endeavors (M. Liu et al.,
2023), (Saeed et al., 2015), (Rembulan et al., 2023) and (Dwi Lestari et al., 2022). Many studies on
entrepreneurship education and activities have used self-efficacy as a theoretical basis (Newman et al.,
2019) and (Morris et al., 2005).
A key component of Bandura (1977) Social Cognitive Theory is the concept of self-efficacy,
which is generally regarded as a reliable indicator of future actions. One's confidence in one's own
abilities to bring about a desired result is what we mean by "self-efficacy" here (Tumasjan & Braun,
2012). High-self-efficacy individuals are more likely to set ambitious objectives, feel confident in
their ability to meet those goals, and work hard to make those goals a reality (Mutar et al., 2020) and
(Komarraju & Nadler, 2013). Self-efficacy is argued to be a domain-specific term by Ajzen (1991),
who posited that it results from an individual's assessment of their own strengths and their perception
of their ability to influence external facilitators and inhibitors of their intended behaviors.
Self-efficacy in the context of entrepreneurship is widely recognized as a reality, according to
the findings of numerous studies (Newman et al., 2019) and (Drnovšek et al., 2010). The concept of
entrepreneurial self-efficacy can be understood in a manner that is analogous to that of self-efficacy.
This concept alludes to an individual's belief that he or she is capable of successfully completing
entrepreneurial tasks and achieving targeted entrepreneurial outcomes (Chen et al., 1998). Self-
efficacy in the context of entrepreneurship has been proposed to have several dimensions in the
literature because entrepreneurial endeavors encompass a wide variety of management
responsibilities. Using factor analysis, Chen et al. (1998) established a framework for entrepreneurial
roles and tasks. Within this framework, they discovered five discrete dimensions, which are as
follows: marketing, creativity, leadership, and calculated risk-taking, and fiscal management.
Additionally, the structure of business self-efficacy has been found to follow a variety of models
(Barakat et al., 2014) and (Diandra & Azmy, 2021).
Researchers have been curious about uncovering the structural patterns of Internet-based
entrepreneurial self-efficacy ever since the Internet emerged as a fertile environment for
entrepreneurial activities that vary from traditional business platforms. For instance, Chang et al.
(2020) combined a self-efficacy scale for entrepreneurs with a scale measuring their level of
vigilance, and the results demonstrated that marketing, innovation, management, risk-taking, financial
control, evaluation, and judgement are all dimensions of cyber entrepreneurship. Sixteen factors
related to leadership, technology use, and online marketing and e-commerce were found to be
significant predictors of cyber entrepreneurship success (Shi et al., 2020). It was also discovered by
Wang et al. (2019), that the technical dimension (i.e. technology utilization) only pertains to online
business self-efficacy and not offline business self-efficacy.
Previous research has suggested that entrepreneurship education can aid in the growth of
entrepreneurial self-efficacy across four dimensions: enactive mastery; vicarious experience;
11570 Journal on Education, Volume 05, No. 04, Mei-Agustus 2023, hal. 11566- 11574

subjective standards; and physiological conditions (Wood & Bandura, 1989). Through exposure to
positive role models, social persuasion through reference groups, sustained positive physiological
states, and repeated exercise of entrepreneurial tasks and skills, entrepreneurship education has the
potential to increase students' confidence in their own ability to succeed. Control beliefs (i.e., self-
efficacy beliefs) are bolstered by prior experiences with the desired behavior, second-hand
information, the experiences of colleagues and friends, and other facilitators/inhibitors (Ajzen, 1991).
Education in business has been shown to increase entrepreneurs' confidence in their own abilities. By
applying the theory of planned behavior to the study of entrepreneurial education (Ahmed et al.,
2020), the authors found that students' perceptions of their own behavioral agency improved as a
result of the lessons they learned and the ideas they were inspired to pursue (i.e., self-efficacy beliefs).
Consequently, the findings and discussion of this study show that entrepreneurship education and
entrepreneurial self-efficacy are complementary and inseparable in the context of entrepreneur
performance.

CONCLUSION
The relationship between entrepreneurship education and self-efficacy is interrelated. These
two dimensions are important assets in creating good entrepreneurial performance, which is certainly
the performance expected by many parties, especially those who do it. Entrepreneurship education is
indeed a knowledge base that individuals must have before stepping into a real entrepreneurial career.
Without business knowledge, individuals will be overwhelmed when faced with various business
problems as entrepreneurs. Self-efficacy emerges as a product of entrepreneurship education, and is a
powerful weapon in facing opportunities and capturing business opportunities. Individuals with good
self-efficacy will be able to play an important role as entrepreneurs who do not give up. This can
improve the performance of the business that is built until it reaps great success.
This research is intended to serve as a point of reference for future conversations on related
subjects. In addition, it can be a formal discussion material in higher education, especially
entrepreneurship, management, and business administration study programmes.

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