Investigando el impacto de los cursos de prácticas y de los principios de
emprendimiento en la intención emprendedora de los estudiantes de
agricultura
Investigating the impact of internship courses and entrepreneurship principles on the
entrepreneurial intention of agricultural students
Nazanin Baluchi
1a
, Hamed Chaharsoughi Amin
2
, Mohammad Bagher Arayesh
3
&
Marjan Vahedi
4
Islamic Azad University, Ilam, Iran
1234
Orcid ID: https://orcid.org/0000-0002-7259-3226
1
Orcid ID: https://orcid.org/0000-0003-0157-3794
2
Orcid ID: https://orcid.org/0000-0002-6716-7943
3
Orcid ID: https://orcid.org/0000-0002-8311-4227
4
Recibido: 04 de enero de 2020 Aceptado:12 de julio de 2020
Resumen
El propósito de este estudio fue investigar el impacto de los cursos de pasantía y los
fundamentos empresariales en la intención empresarial de los estudiantes de los centros
educativos de ciencias aplicadas en el oeste de Irán. Esta investigación es en términos de
grado de control y grado de control, campo y en términos de método de obtención de hechos y
datos es tipo de encuesta y en términos de recopilación de datos, es causal-correlacional. La
población estadística de este estudio fue de 388 estudiantes de cursos agrícolas y de pregrado
en Centros de Educación en Ciencias Aplicadas en cuatro provincias occidentales de Irán
(Ilam, Kermanshah, Lorestan y Kurdistán). Como la lista de estudiantes que han completado
pasantías y cursos de emprendimiento está disponible, la muestra se seleccionó como una
muestra completa y finalmente se devolvieron 250 cuestionarios. La herramienta de
recolección de datos fue un cuestionario realizado por un investigador cuya validez de
contenido fue confirmada por un panel de expertos y su confiabilidad fue confirmada por el
alfa de Cronbach. Los resultados del modelado de ecuaciones estructurales (SEM) utilizando
el software Amos24 mostraron que, según el modelo, en el caso estándar, el efecto del período
de pasantía en la actitud hacia el comportamiento 0.08, el control conductual percibido 0.05 y
las normas subjetivas 19 es 0, que es débil a efecto medio. Además, en el caso estándar, el
efecto de los fundamentos del emprendimiento en las actitudes hacia el comportamiento es de
0,56, el control del comportamiento percibido es de 0,56 y las normas subjetivas es de 0,45,
que es un efecto de moderado a fuerte.
Palabras clave: Intención emprendedora, pasantía, fundamentos del emprendimiento,
científico-práctico, ecuaciones estructurales.
a
Correspondencia al autor
E-mail: balochi565@yahoo.com
Apuntes Universitarios, 2020: 10(4), octubre-diciembre
ISSN: 2304-0335 DOI:https://doi.org/10.17162/au.v10i4.505
apuntesuniversitarios.upeu.edu.pe
2020: 10(4),203 - 220
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Abstract
The purpose of this study was to investigate the impact of internship courses and
entrepreneurship fundamentals on the entrepreneurial intention of students of applied science
educational centers in western Iran. This research is in terms of degree of control and degree
of control, field and in terms of method of obtaining facts and data is survey type and in terms
of data collection, is causal-correlational. The statistical population of this study was 388
students of agricultural and undergraduate courses in Applied Science Education Centers in
four western provinces of Iran (Ilam, Kermanshah, Lorestan and Kurdistan). Since the list of
students who have completed internship and entrepreneurship courses is available, so the
sample was selected as a whole sample and finally 250 questionnaires were returned. The data
collection tool was a researcher-made questionnaire whose content validity was confirmed by
a panel of experts and its reliability was confirmed by Cronbach's alpha. The results of
structural equation modeling (SEM) using Amos24 software showed that based on the model,
in the standard case, the effect of the internship period on attitude towards behavior 0.08,
perceived behavioral control 0.05 and subjective norms 19 Is 0 which is a weak to medium
effect. Also, in the standard case, the effect of entrepreneurship fundamentals on attitudes
toward behavior is 0.56, perceived behavioral control is 0.56 and subjective norms is 0.45
which is a moderate to strong effect.
Keywords: Entrepreneurial intention, internship, entrepreneurship fundamentals, scientific-
practical, structural equations
Introduction
Nowadays, only nine of our main points are being used in our country, but with
increasing attention, in the two decades that we can see it. I have confronted the policymakers
of these countries in great numbers, so that the decline and fall of some of them is in the midst
of a crisis. In Tunisia, the creation of opportunities for the patient, especially the graduates of
the hospital, and the patient, in other words, The main, primary and secondary positions in the
field of security and development are presented (Tajiabadi, 2008). Also, the significant
increase in unemployment among graduates of agriculture has become a major problem in the
country (Ghasemi & Asadi, 2010).
On the other hand, the student body lacked the individual skills and competence
needed to set up its own business and thus created opportunities, opportunities, and
opportunities for entrepreneurs. In the meantime, three of the key approaches that have been
adopted by Higher Education policy makers and planners have been to provide internship
courses and entrepreneurship fundamentals for agricultural disciplines at universities. These
courses are offered at most universities, including the University of Applied Sciences, in line
with the philosophy of the university, which is to teach students skills. Any educational
experience combined with a job can be called “internship” and it is this combination that
makes internship a unique tool for career exploration (Qasemi & Asadi, 2010). The word
internship refers to the word “intern” and is said to refer to a person who, while studying in
higher education or immediately after graduation, solely for the purpose of gaining work
experience and practical experience in an institution. Internships can be compulsory or
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optional for individuals, meaning that the intern sometimes has to go on to two or three
university courses to pursue an internship or voluntarily work in an industrial or
administrative unit—without wages (Moradi et al., 2012). The internship is an opportunity for
students to become familiar with the workplace, which not only enhances their potential for
future employment but also gives interns more choice in the tasks they are assigned to do so.
Understand their interests and tendencies in different fields and evaluate the strengths and
weaknesses of their work. If the university, through industry liaison offices, creates a sense of
need for the student to enter the labor market to do what he/she is taught in theory, then the
student would appreciate every second of his or her internship. Will know, because he feels
the need. Such a student takes a great deal of time and energy and is determined to get ahead
of others in order to find a decent job and succeed. In fact, students who, on the one hand,
strengthen their academic background and prepare themselves on the practical and practical
side, enter the job market easily and do not even work at low salaries (Moradi et al., 2012).
Applied science-education is one that focuses more on developing professional skills
and applying science in the real workplace than paying attention to the fundamentals.
Therefore, this study seeks to answer the question of whether internship courses and
entrepreneurship fundamentals for agricultural students in applied-science university affect
their entrepreneurial intention, but not a study that demonstrates this effect scientifically. At
least in the country level, it has not been adequately addressed and this is an issue. The results
of this study can also provide useful information on internships to programmers, officials and
university staff. And in particular Ilam University of Applied Sciences, so that Develop
comprehensive, strategic, and effective programs for internships and offer entrepreneurship
fundamentals to agricultural students and other majors.
Theoretical foundations and research background
There are many models in the world of entrepreneurial intention by various experts.
Following Shapiro’s model, the theory of planned behavior (1988, 1991) was proposed by
Ajen. In this model, attitudes toward entrepreneurship, subjective norms, and self-efficacy
beliefs are predictors of intention to start a business (Moriano & Gorgievski, 2007). Thus,
entrepreneurial intention is influenced by attitudes toward entrepreneurship, subjective norms,
and self-efficacy (perceptions of feasibility). The model of planned behavior describes
entrepreneurial intentions by combining the two factors of the individual and the community
in such a way that personal characteristics, backgrounds and skills influence the
entrepreneurial intentions as much as the social environment (community support and values).
Figure 1 illustrates Aegean's theory of planned behavior
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Figure 1: Agen's Theory of Planned Behavior
Many critics of the theory of planned behavior believe that this theory has introduced
only one new variable. On the other hand, the evidence suggests that the greater the predictor
power, the more variables it can enter. In this regard, Ajen (1991) stated that the theory of
planned behavior is open to the introduction of new predictor variables. Although previous
models are useful in research on intentions and entrepreneurial behavior, none of them have
been used as a holistic model in such research. The limitations of these models are the nature
of individualism and lack of attention to social factors. Therefore, the planned behavioral
model of Agen (1991), due to the interaction between individual, social factors and the
various factors in which they are used, has led to a greater interaction and interaction with the
individual and environmental factors in society. It has been used as a valuable and powerful
tool in examining entrepreneurial intentions and behavior. Also, according to the researchers,
Agen's Theory of Planned Behavior (1991) provides a valid framework for analyzing and
measuring how entrepreneurial behavior is explained by external and environmental factors.
Extensive research has been done on entrepreneurial intention and its influencing factors,
which are briefly discussed in the form of external and internal studies. Studies that have
examined the impact of the internship period and the foundations of entrepreneurship on
entrepreneurial intention are also mentioned.
According to Work and Employees (2014), there is a positive correlation between
entrepreneurial self-efficacy and entrepreneurial self-efficacy. Martin et al. (2013) in their
study found that entrepreneurial education has a positive impact on entrepreneurial
knowledge, skills, perceptions, and outcomes, such as entrepreneurship. Therefore, it is to be
expected that students who have passed the Entrepreneurial Education course will have
subjective norms, attitude towards entrepreneurship, perceived behavioral control, and their
entrepreneurial intention to pass the degree course. On the other hand, according to the
findings of Julian (2013), emotional intelligence, mental perception of controlling behavior
and attitude are important variables in predicting entrepreneurial intention.
Entreprene
urial
attitude
Subjective
norms
Ability
Intention
Behavior
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The results of a study by Ping et al. (2012) showed that subjective norms, entrepreneurial
attitude, and entrepreneurial self-efficacy had a significant effect on students' entrepreneurial
intention. According to the findings of Lee et al. (2011), self-efficacy is an important
predictor of entrepreneurial intention and behavior. On the other hand, Aikulova et al. (2011)
examine the entrepreneurial intention of students in the developing country and the developed
country to use entrepreneurial intention model of planned behavior. The findings indicate that
this model is applicable to both groups of developing and developed countries. In this regard,
they generally reported that in each of the 13 countries surveyed, three factors were
significantly associated with entrepreneurial intention. Lena et al. (2011) also believe that
environmental and individual factors influence the level of entrepreneurship, and lack of a
favorable work environment, motivation and purpose, are barriers to entrepreneurship.
The results of Moradi & Delshad's (2017) study showed that there is a relationship
between job training and apprenticeships with graduates' employment and entrepreneurship.
The apprenticeship and apprenticeship courses should be justified in such a way that they can
make the most of these courses. In their study, Hosseinien et al. (1986) concluded that six
entrepreneurial skills are more important, which is planning, integrating and familiar with
strong laws and regulations. Motivational work, challenge, marketing skills, and pragmatism
are the most likely predictors of student entrepreneurial intent.
In a study, Karimi et al. (2016) concluded that the impact of entrepreneurship
education on motivational factors (attitude, perceived behavioral control, subjective norms)
and students' entrepreneurial intention were positive and significant. The results also showed
that in the benefits program (learning, inspiration and growth resources), only learning had a
positive and significant relationship with entrepreneurial attitude change and intention.
Overall, the findings of this study indicate that “Theory of Planned Behavior” can provide a
suitable framework for evaluating the effectiveness of entrepreneurship education programs.
On the other hand, the results of Shakiba et al. (2015) study showed that among the
three dimensions of creativity considered in this study (individual creativity, students'
perception of creativity in the academic and family environment), individual creativity is the
only dimension that intends Entrepreneurship affects agricultural students and increases their
entrepreneurial intention. However, the academic and family environment has not been able to
foster creativity and thus promote entrepreneurship. The results of Karimi's study (2015) also
showed that entrepreneurial attitude and perceived behavior control have a positive and
significant relationship with entrepreneurial intention. Also, the results showed that the
institutional environment is indirectly related to entrepreneurial intention through
entrepreneurial attitude and perceived behavior control. In their study, Koshkaki et al. (2014)
concluded that the weakness of support services and consulting, the inadequacy of applied
training, the poor understanding of financial and management rules, and the weakness of
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educational programs were the most important. Obstacles to entrepreneurship education are in
the scientific-practical centers of Fars province.
Keshavarz (2014) concluded in his study that entrepreneurial intentions of
engineering, management and business students were significantly higher than those of other
majors. In addition, public attitude, attitude toward entrepreneurship, belief in self-efficacy
and entrepreneurship history are among the main factors influencing entrepreneurial intention
of students of technical-engineering, management and business. However, the entrepreneurial
intention of students in other disciplines can be explained by a general attitude, belief in self-
efficacy and subjective social norms. The findings of Azizi & Taheri’s research (2013)
showed that participation in entrepreneurship classes has increased the intention and tendency
for entrepreneurship. In addition, participation in entrepreneurship classes has led to the
improvement of some of the important psychological traits such as success, risk taking, and
independence that are essential to entrepreneurship. However, the results of the Hosseini
study (2013) showed that apprenticeship and internship courses do not have a significant
impact on the development of entrepreneurial intention and the training of skilled and
entrepreneurial staff. On the other hand, the results of a study by Baghersad et al. (2013)
showed that entrepreneurship education influenced entrepreneurial intention and perception of
technical and professional students' feasibility.
Since the theory of planned behavior is an important social cognitive theory that has
been used in various contexts including individual and social to explain entrepreneurial
behaviors (Krueger et al., 2000), therefore, the Aegean planned behavior model is used in this
study as follows. Has been. In this model, the effect of internship course and entrepreneurship
fundamentals on entrepreneurial intention of students of JAU is investigated.
Figure 2. Conceptual Model of Research
Research methodology
This research is in terms of degree of control and degree of control, field and in terms
of method of obtaining facts and data is survey type and in terms of data collection, is causal-
correlational. The statistical population of this study was 388 students of agricultural and
Entrepreneurial
intention
Perceived behavioral
control
Entrepreneurship
Basics Lesson
Internship lesson
Subjective norms
Attitude towards
behavior
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undergraduate courses in Applied Science Education Centers in four western provinces of Iran
(Ilam, Kermanshah, Lorestan and Kurdistan). Since the list of students who have completed
internship and entrepreneurship courses is available, so the sample was selected as a whole
sample and finally 250 questionnaires were returned.
The data collection tool in this study was a researcher-made questionnaire that was
designed in accordance with the research objectives and study variables in several sections.
Have been. Content validity (face validity) of this questionnaire was provided by a panel of
experts (professors of extension and agricultural education of Ilam Islamic Azad University).
The reliability of the questionnaire was measured by Cronbach's alpha. The results of
Cronbach's alpha test show that the alpha value of the research variables is in good and
acceptable level (Table 1).
Table 1
Cronbach's alpha for the variables under study
Row
Segment or variable
Number of ítems
Cronbach's alpha value
1
Entrepreneurial intention
15
0.943
2
Behavioral control perception is
13
0.883
3
Attitude towards behavior
8
0.885
4
Subjective norms
8
0.898
5
Internship period
7
0.949
6
Entrepreneurship Basics Lesson
12
0.946
In this study, the dependent variable is entrepreneurial intention and the variables of
perceived behavioral control, subjective norms, and attitude to behavior are independent and
their effect on entrepreneurial intention was measured. On the other hand, perceived
behavioral control variables, subjective norms, and attitude toward entrepreneurial intention
were dependent on the effect of internship variables and the course of entrepreneurship
fundamentals on these variables. Descriptive statistics were used to describe the data.
Frequency distribution tables, tendency indices and dispersion indices including mean,
standard deviation and standard deviation were used.
Also, in the inferential statistics section, Pearson correlation test and then Structural
Equation Modeling (SEM) were used. Structural equation modeling provides a coherent
framework for estimating the power of relationships between all variables in a theoretical
model. This model allows the researcher to test a set of regression equations simultaneously
(Sharafi, 2014). In this study, a structural model was used to test the research hypotheses
(evaluation of causal effects and the amount of explained variance) and a measurement model
was used to show the relationships between hidden and explicit variables. Data analysis and
data analysis was performed using SPSS25 and Amos24 software.
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Research findings
The results of descriptive statistics showed that the mean age of the subjects was 31.76
years, the oldest being 52 years and the youngest 18 years. The results also showed that most
of the subjects (92.8%) were in the 18-25 age group and 71 (28.4%) were in the 26-35 age
group. The least studied were over 45 years of age. The results also showed that 150 (60%) of
the study subjects were associate degree and 100 (40%) bachelor degree.
According to the sample of the study population, 135 (54%) of the subjects are single and 115
(46%) are married. The results showed that 126 (50.4%) of the subjects were unemployed and
124 (49.6%) were employed, out of which 74 (59.6%) were employees and 21 (16.93%)
Percent) have freelance jobs. The results showed that according to the sample selected from
the statistical population of the study, 196 people (78.4%) have no independent individual
business and only 54 people have independent individual business experience. Of these, 4
(7.4%) were in the agricultural business, 4 (7.4%) were in the garment business and 3 (5.55%)
in the carpet weaving business. According to the results, 78 (31.2%) of the subjects were high,
76 (30.4%) were very high and 69 (27.6%) were moderately inclined to earn money in the
form of business. They have individual work.
Table 2
Describe the variables studied
Variable
Abundance
Average
Age
.....................
76.31
Level of Education
150 people (60 % ) associate
100 patients ( 40 % ) bachelor degree
marital status
135 people (54 % single)
115 people (46 percent ) of married
Employment status
126 patients (4/50 percent ) unemployed
124 people (49.6 % ) employed
Job Type
74 patients (6/59 percent ) employees
21 patients (93/16 percent ) employed
Independent business
background
6 people (78.4 % ) , no independent individual
business
54 has set up an independent business
Desire to start a business
78 people (31.2 % ) had high inclination
76 people (30.4 % ) had a high inclination
69 people (27.6 % ) were in average
Test the data for normality
The normality of the data distribution is one of the most important issues in selecting
the type of statistics (parametric or non-parametric) and testing the hypotheses and this is why
this study was conducted (Habibpour & Shali, 2011: 408). In the present study, Kolmogorov-
Smirnov test was used for normalization of variables. The result of this test indicates that all
variables are normal (Table 3).
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Table 3
Kolmogorov - Smirnov test result to determine normal and abnormal distribution of studied
variables
Variable
Kolmogorov – Smirnov
Statistics
Significance level (Sig)
Result
Entrepreneurial intention
1.061
0.21
normal distribution
Perceived behavioral control
0.834
0.49
normal distribution
Attitude towards behavior
0.377
0.999
normal distribution
Subjective norms
0.442
0.99
normal distribution
Internship period
1.127
0.158
normal distribution
Entrepreneurship Basics Lesson
0.845
0.473
normal distribution
Source : Results of the survey
Pearson correlation analysis results
Since the variables of this study have a normal distribution, Pearson correlation
coefficient was used to test the relationship between the variables of the study (Table 4). The
results of correlation coefficient showed that there was a positive and significant relationship
between internship course and perceived behavioral control variables, subjective norms,
attitude toward behavior and entrepreneurial intention of students at one percent error level
with 99 percent confidence. Also, there is a positive and significant relationship between
entrepreneurship fundamentals course and perceived behavioral control variables, subjective
norms, attitude towards students' entrepreneurial behavior and intention at one percent error
level with 99 percent confidence.
Table 4
Correlation results of the research variables based on Pearson correlation
The first variable
The second variable
Pearson
Significant level
of restraint
Internship
Entrepreneurial intention
Perceived behavioral control
Attitude towards behavior
Subjective norms
0.441**
0.331**
0.455**
0.507**
0.000
0.000
0.000
0.000
Foundations of
Entrepreneurship
Entrepreneurial intention
Perceived behavioral control
Attitude towards behavior
Subjective norms
0.571**
0.433**
0.563**
0.529**
0.000
0.000
0.000
0.000
Source : Results of the study of meaning in with the : *:* significance of having a level of one percent :*
significance of having a level of five percen
Structural equations and the relationship between conceptual model variables
Structural equation modeling (SEM) or multivariate analysis was used in this study.
Structural equation modeling provides a coherent framework for estimating the power of
relationships between all variables in a theoretical model. This model allows the researcher to
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test a set of regression equations simultaneously (Sharafi, 2014). The structural equation
model used in this research is a general model (combination of measurement and structural
model). The result of the measurement model is the confirmatory factor analysis that is used
to confirm the model and the structural model is used to test the research hypotheses
(evaluation of causal effects and explained variance). In fact, it is a structural model that
shows how the main variables of the model influence or relate to each other. In this study, the
causal relationships between the variables of the research model in the framework of
structural equation modeling were estimated by AMOS software. The estimation results of the
measurement model are presented in Table 5.
Factor model of research in standard and non-standard modes
In this section, the conceptual model of research and the results of the conceptual
framework of research (Figure 2) are presented in the form of structural equation modeling
using AMOS software. Structural equation models are a combination of factor analysis and
path models.
Figure (3). Factor model of research and path coefficients in nonstandard state
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Figure (4). Structural model of research and path coefficients in nonstandard state
Figure (5). Standard Factor Research Model and Path Coefficients
Figure (6). Structural Model of Research and Path Coefficients in Standard Mode
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The results show that in nonstandard and standard condition the effect of internship
period on attitude towards behavior is 0.08. In other words, if the effect of the other variables
is assumed to be constant, by increasing one standard deviation in the internship period, there
will be a 0.08 unit increase in attitude toward behavior. Thus, in both cases, the effect of the
internship on attitudes toward behavior is a weak effect. Also, as the results show, in the
nonstandard condition, the effect of the internship on perceived behavioral control was 0.04
and in the standard condition was 0.05. Thus, in both cases, the effect of the internship period
on perceived behavioral control is a weak effect. On the other hand, in nonstandard condition,
the effect of internship on subjective norms is 0.13 and in standard condition is 0.19.
Therefore, in both cases the effect of the internship period on subjective norms is a moderate
effect. The results show that in the nonstandard state the effect of entrepreneurship
fundamentals on attitude towards behavior is 0.52 and in standard state is 0.56.
Therefore, in both cases, the effect of entrepreneurship lessons on attitude toward
behavior is a strong effect. Also, in the nonstandard state, the effect of entrepreneurship
fundamentals on perceived behavioral control is 0.41 and in standard mode is 0.56. Thus, in
both cases, the effect of entrepreneurship lessons on perceived behavioral control is a strong
effect. On the other hand, in the non-standard state, the effect of entrepreneurship lessons on
subjective norms is 0.32, and in standard mode, it is 0.45. Thus, in both cases, the effect of
entrepreneurship lessons on subjective norms is a moderate to strong effect. However,
subjective norm variables (with a coefficient of 0.13 in nonstandard and 0.13 in standard
mode) could not have a significant effect on entrepreneurial intention. The effect of attitude
variable on entrepreneurial intention variable is in non-standard (0.47) and standard (0.60).
Therefore, this variable has a strong effect in both cases and has had a great impact on
entrepreneurial intention. Also, perceived behavioral control has had a moderate effect on
entrepreneurial intention in both cases (non-standard coefficient 0.22 and standard coefficient
0.22).
Investigation of model fit indices
In general, there are several fitness indices for evaluating structural equation models.
In this study, chi-square indices, comparative fit index, normalized fit index, and very
important root mean square error index were used to evaluate the structural model.
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Index of models Table (5)
Fit index
Desirable criteria
Reported value
KaiScore (CMIN / DF)
≤ 3
2/11
CFI Adaptive Fit Index
≥ 0/9
0/912
IFI Incremental Fit Index
≥ 0/9
0/908
NFI Normalized fit index
≥ 0/9
0/923
PCFI Suitable fit index
≥ 0/5
0/648
RMSEA The second root of the mean squared error
estimation
≤ 0/08
0/068
One of the indicators of suitability of the model is the normal chi-square value (CMIN
/ DF), if it is less than 3, it indicates that the model fits well. Since this value is 2.11 in the
present study, it indicates that the model is appropriate. Also, CFI, IFI and NFI indices are
goodness of fit indices, CFI is Adaptive Fit Index, IFI Incremental Fit Index and NFI Normal
Fit Index. It is advisable to have values greater than 0.9. The closer they are to 1 indicates that
the fitted model is a good fit. Since the values of CFI (0.912), IFI (0.908) and NFI (0.923) are
higher than 0.9, this indicates that the model is appropriate. The PCFI index is the fit index,
which varies between zero and 1. If the value of this index is greater than 0.5, it indicates that
the model fit is appropriate. Since the value of PCFI index (0.648) is greater than 0.5 in this
study, it shows that the model is suitable. The RMSEA is the second root of the mean squared
error estimation, which is expected to be less than 0.08. Since this value is 0.068 in the
present study, it indicates the suitability of the model. In general, according to the estimated
indices, the fit of the developed model is confirmed.
Discussion
Instead of considering the importance of entrepreneurial intention as the main
condition for updating entrepreneurial behaviors on the one hand, rather than on the role of
apprenticeships and entrepreneurial principles as one of the main variables of influence. The
purpose of this study was to investigate the impact of internship courses and entrepreneurship
fundamentals on the entrepreneurial intention of agricultural students in applied science
centers of western Iran. The results of correlation analysis showed that there is a significant
relationship between the variables of internship courses and perceived behavioral control,
subjective norms, attitude toward behavior and entrepreneurial intention of students. In other
words, internships have a significant effect on students' perceived behavioral control,
subjective norms, attitude toward behavior and entrepreneurial intention. These results are in
line with the study of Moradi & Delshad (1986) and Reza et al. (2011). On the other hand, the
results of correlation analysis showed that there is a significant difference between the
variables of entrepreneurship fundamentals and perceived behavioral control, subjective
norms, attitude towards behavior and entrepreneurial intention of students. In other words,
entrepreneurship fundamentals have a significant effect on perceived behavioral control,
subjective norms, attitude toward behavior and entrepreneurial intention of students.
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The findings of this study are in line with the results of the study by Arasti et al.
(2011). The result of the study was that, based on its quantifiable attributes, the overall
structure of the research model adopted was, in other words, the actual model of the
theoretical and theoretical literature. In general, the structural model showed that, in the
standard case, the effect of the internship period on attitudes toward behavior was 0.08,
perceived behavioral control was 0.05, and subjective norms were 0.19, which was a weak to
moderate effect. هک This is a weak to medium effect. On the other hand, in the standard case,
the effect of entrepreneurship fundamentals on attitude toward behavior is 0.56, perceived
behavioral control is 0.56 and subjective norms is 0.45 which is a moderate to strong effect.
Therefore, according to the findings of the study, entrepreneurship fundamentals have a
significant effect on attitude. This finding is in agreement with the results of the study by
Hawoll & Faran (2006). The results of the study showed that entrepreneurial education was
also instrumental in creating a positive attitude toward the behavior of students who
completed entrepreneurial education. The results also showed that the lesson of
entrepreneurship fundamentals had a positive and significant effect on students' performance.
In the Aegean pattern, the following are the basic paradigms.
On the other hand, the results showed a positive and significant effect of
entrepreneurship fundamentals on students' perception of behavioral control. Other studies
have also confirmed this hypothesis. The paper (2011) has shown that self-efficacy, which is a
prerequisite for empowerment perception, has become more fundamental in students
following entrepreneurship training programs. Understandability has been shown to be a
significant measure of one's ability to initiate a business and this perception is related to its
behavioral control.
According to the results obtained from the structural model of perceived behavioral
control variable, there is a positive and significant effect on entrepreneurship intention
variable dependency. Therefore, it can be inferred that students who have strong beliefs,
perceptions and positive emotions about their abilities need higher entrepreneurship. In this
context, the results of Mohseni et al. (2013) research show that people with stronger perceived
behavioral control have a higher sense of responsibility and perform assigned tasks better.
This finding is also consistent with the results of Adakia & Ibrahim (2016) and Yaqubi et al.
(2015).
Conclusion
According to the results, the subjective norm variable has a positive and significant
effect on the intention-to-creator variable. In fact, subjective norms are the reflection of social
pressures that are especially felt to trigger a particular behavior (Zali et al., 2010). Since
subjective norms have an important impact on the perception of individuals by their
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entrepreneurial intentions. Therefore, each subjective norm, namely the beliefs and values of
the entrepreneur, aligns with the entrepreneurial activity, will have greater motivation and
intention to start an entrepreneurial career. The results obtained in this context are consistent
with the results of the study of Koushki et al. (2012). Considering the results of this study, it is
clear that attitude variable has a positive and significant effect on entrepreneurial intention. In
a way, having a positive attitude towards being entrepreneurial or having a good readiness to
respond favorably to a decision to choose a career path in the individual will lead to
entrepreneurial intention. This result is consistent with the results of the study by Saif et al.
(2014).
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