European Research Studies Journal

Volume XX, Issue 2A, 2017

pp. 475-495

Attitude, Subjective Norms, Perceived Behavior,

Entrepreneurship Education and Self-efficacy toward
Entrepreneurial Intention University Student in Indonesia
Christina Whidya Utami1

Abstract:

The purpose of this study was to determine the influence of these factors in the
theory of planned behavior; which includes attitude, Subjective Norm and Perceived
Behavioral Control, the entrepreneurial intentions of students in East Java. The
population used in this study was students at the University 2012-2015 school year.
Sampling techniques proportional stratified sampling with a total sample of 1,237
respondents.

The data collection used questionnaires methods, while the multiple linear
regression analysis was used as an analytical technique. Research results show that
Attitude, Subjective Norm, and Perceived Behavioral Control, Entrepreneurship and
Self-efficacy education affects Entrepreneurial intentions.

Therefore, universities in Indonesia are expected to become a driving force in

improving the attitude, Subjective Norms, Perceived Behavioral Control,
entrepreneurship education and student self-efficacy to improve the entrepreneurial
intentions.

Keywords: Attitude, Subjective Norms, Perceived Control Behavior,

entrepreneurship Education, Self Efficacy, Entrepreneurial Intention.

1
Lecturer Management Department at Ciputra University Surabaya, Indonesia
whidyautami@ciputra.ac.id
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Background

The weakening of the Indonesian economy resulted in increased levels of

unemployment in Indonesia. This happens because the numbers of jobs available are
insufficient number of candidates, so that the number of unemployed increased.
Acoording to Central Statistics Agency of 2015 (bps.go.id), the number of
unemployed in August 2015 reach 7.6 million people, with TPT (Unemployment
rate) increased from 5.81 percent in February 2015 to 6.18 percent in August 2015.
Form that number, there were 6.40 percent and 7.54 percent are undergraduate
diploma. The condition becomes worse in 2016, when Indonesia entered the global
competition, AEC (ASEAN Economic Community) Indonesia’s bachelors are
expected competitiveness confront to foreign scholars who look for job. Therefore,
the university graduates should be oriented to creat job, rather than being job
seekers.

Indonesian has mindset of being a company employee than to open their own
business. Widawati (2012) states that, "Indirectly, formal and non formal education
in Indonesia is still not oriented towards entrepreneurship". Learners considered
successful by the community when they can be private or public servants who have
a regular income and continuity. Therefore, one of the solutions to reduce
unemployment is to cultivate the entrepreneurial spirit of the people, especially
college students tinggi. Rasli et al. (2013), the intention of entrepreneurship is a
mind that encourages individuals to create businesses. The country's economy can
grow well when the numbers of entrepreneurs have at least 2 percent of the total
population. Based on McClelland, an expert in entrepreneurship revealed a new
country will prosper if at least 2% of the population become entrepreneurs (Ciputra,
2011: 14). The number of entrepreneurs in Indonesia is still lagging behind,
especially toward Malaysia, Singapore and Thailand.

Data from Marketing Research Indonesia (MRI) showed, "The numbers of

Indonesian entrepreneurs is 1.65% of the total 253.61 million populations, while
Malaysia, Singapore and Thailand the number of entrepreneurial are 5%, 7% and
3% of the total population of country". (Mri-research-ind.com, 2015).

It is also supported by Sasangko (Republika.co.id): "Minister of Cooperatives and

SMEs Anak Agung Gede Ngurah Puspayoga said that the number of entrepreneurs
in Indonesia is only about 1.65 percent of the population today.”We are far less than
in neighboring countries. For example, Singapore by seven per cent, five per cent of
Malaysia, and Thailand four percent," said Puspayoga show "Independent Young
Entrepreneur Award", on Thursday (12/3)”.

One of the increasing drivers of the entrepreneur’s number in a country is in the

university's role in instilling the spirit of entrepreneurship to the expected students.
Entrepreneurship education is not just a theoretical education, but includes practical
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477

education, so that university graduates have the provision and encouragement to

plunge into the entrepreneurial world.

Education factor is not enough to encourage students in entrepreneurship intentions,

but is driven also by how the students behavior in handle it. In the boost Indonesia's
economic growth through entrepreneurship, the community is expected to have a
tough attitude and outlook on all the opportunities and risks that will be faced.
Theory of Planned Behavior by Ajzen year 1988 explained that there are three
driving factors that shape the behavior of an individual's intentions, the attitude,
subjective norm and behavioral control.

According Cruzet al. (2015), the attitude is a tendency to react effectively in

response to the risks that lie ahead in a business. Behavior a readiness to react to
certain objects in the environment as an appreciation of the object (Efendi, F. and
Makhfudli, 2009: 103) .The individual reaction attitude to an object in the
environment, in this study of these objects is the entrepreneurship intention.
Attitudes indicator towards entrepreneurship intentions can be seen from the interest
of the individual with a business opportunity, a positive view of the failure of the
business, and business interests at risk.

Subjective norms are the views considered important by individuals who advise the
individual to perform or not perform certain behaviors and motivation accompanied
by a willingness to do or not do something that is considered important (Wedayanti,
N. P., and Giantari, I., 2016). According to Maulana, H.D., (2009: 58), subjective
norms or socially refers to a person's beliefs on how and what to think about people
considered important and motivated to follow the thought. Subjective norm is a
norm which departed from the inner element or the human conscience (Sumaryono,
E., 2012: 111) .In entrepreneurship, individual views derived from the belief and
support of family, friends or people that are considered important for such
individuals.

Ajzen (1988) defines behavioral control or Perceived Behavioral Control as follows:

"this factor refresh to the perceived ease or difficulty performing the behavior and it
assume to reflect past experience as well as anticipates impediment and obstacles",
which means that these factors reflect to the perceptions will be difficult whether or
not perform an action and assumed a reflection of past experience and anticipation
of obstacles. Behavior control specified in the form of self-efficacy is a condition
where people believe that a behavior is easy or difficult to do, Cruzet al. (2015).
Behavior control can be seen from individuals’ selection to entrepreneurship rather
than work for someone else, belief in ability to self-manage their own business,
leadership and human resources.

Entrepreneurship education is an important factor to bring entrepreneur. The

intention of entrepreneurship can be defined as a desire or determination of
individuals to start up a new business to exploit the opportunities and risks of the
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business, through learning entrepreneurship. Activity in initiating entrepreneurship

is strongly influenced by the intentions of the individuals themselves. To develop
the entrepreneurial intention it is also needed motivation and confidence to self or
so-called self efficacy. Albert Bandura is a psychologist who create and introduce
the term self efficacy. According to Bandura (1997) self-efficacy is the belief that
one of the skills they have to perform certain actions in order to achieve something.
Self efficacy can also be interpreted as a form of an individual's belief in his own
ability to believe in performing an action. Someone who has a high self efficacy also
have high confidence also in doing a self action. Efficacy can drive a person's
performance in a variety of fields including entrepreneurship interest (Luthans,
2008: 205).

This study refers to an earlier study conducted by Cruz et al. (2015), Leeuw, A.D., et
al., (2015) and Ajzen, I. and Sheikh, S. (2013). Research conducted by Cruz et al.,
(2015) tested the effect of the application of the Theory of Planned Behavior in
entrepreneurship intentions arouse students of economic faculties Unpaz, Dili,
Timor Leste. Leeuw, A.D., et al., (2015) conducted a study "Using the Theory of
Planned Behavior to Identify Key Beliefs Underlying Pro-Environmental Behavior
in High-School Students: Implications for Educational Interventions". Research
conducted by Ajzen, I. and Sheikh, S. (2013), entitled "Action Versus Inaction:
Anticipated Affect in the Theory of Planned Behavior”. Study previously performed
by Wulandari, S (2013), Zulianto et al., ( 2014), Negash, E., and Amentie, C. (2013)
and Gerba, DT (2012). While the research conducted by Wulandari, S. (2013)
analyzed the effect of self-efficacy against the interest in entrepreneurship in Class
XII in SMK 1 Surabaya. Zulianto et al., (2014) conducted a study on the influence
of self-efficacy and entrepreneurial education to the interest in entrepreneurship
education students’ trade system economics faculty state university unfortunate
2013. Negash (2013) conducted a study on an investigation of higher education
student's entrepreneurial intention in Ethiopian Universities: Technology and
business fields in focus. Research from Gerba, D.T. (2012) analyzed the impact of
entrepreneurship education on entrepreneurial intentions of business and engineering
students in Ethiopia.

Based on the above background, the researchers are interested in knowing whether
the attitude, subjective norm and control behavior, entrepreneurship education and
self efficacy influence the entrepreneurial intentions of students in Indonesia.

Theoretical basis

Theory of Planned Behavior

Theory of Planned Behavior (TPB) is the development of the Theory of Reasoned
Act (TRA). Theory of Reasoned Actdikembangkan by Martin Fishbein and Icek
Azjen in 1967, which explains that one's intention to be formed if the, behavior of
two factors: the attitude and subjective norms. Since, Theory of Reasoned Act was
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expanded by Martin Fishbein and Icek Azjen. In 1988, Azjen adds a new factor that
is perceived behavior control, and then called the Theory of Planned behavior.
Theory of Planned Behavior theory of planned behavior has three factors. The first
is the attitude toward the behavior (attitude toward behavior) is positive or negative
evaluation of the individual's self-performance on certain behaviors. The second is
subjective norm (subjective norms) that the individual perception of a particular
behavior, which is influenced by the assessment of significant others (eg, parents,
spouses, friends, teachers). The third is a control behavior (perceived control
behavior) is the individual's perception about the ease or difficulty to perform
certain behaviors.

Attitude
Attitude is a readiness to react to certain objects in the environment as an
appreciation of the object (Efendi, F. and Makhfudli, 2009: 103). Attitude is the
reaction of an individual to an object in the environment, in the study of these
objects is entrepreneurship. Cruz et al, (2015),

Subjective Norm
Subjective norm is the view of an individual who influenced one another is
important. According Wedayanti, N. P., and Giantari, I., (2016), subjective norms
are the views that are considered important by individuals who advise the individual
to perform or not perform certain behaviors and motivation accompanied by a
willingness to do or not do something that was considered important. Subjective
social norms or refers to a person's beliefs on how and what to think about people
who are considered important and are motivated to follow that thought (Maulana,
H.D., 2009: 58). Subjective norm is a norm which departed from the inner element
or the human conscience (Sumaryono, E., 2012: 111).

Perceived Behavioral Control

Ajzen (1988) defines behavioral control as follows: "this factor refresh to the
perceived ease or difficulty performing the behavior and it assume to reflect past
experience as well as anticipates impediment and obstacles", which means that these
factors reflect the perceptions would be difficult or not perform an action and
assumed a reflection of past experience and anticipation of obstacles. Behavior
control is specified in the form of self-efficacy is a condition where people believe
that a behavior is easy or difficult to do, Cruzet al. (2015).

Entrepreneurship Education
According to Gerba, D.T. (2012) entrepreneurship education is a conscious effort by
individuals to increase knowledge about entrepreneurship. Educational
entrepreneurship education is not marketing or sales that educate someone to be a
merchant, but has a wider meaning than just being a seller (Nurseto, 2010).
Entrepreneurship education is taught how to look at the opportunities and risks
facing the business world. According to Kurniawan, R. (2013), entrepreneurship
education is a discipline that studies on values, skills, and behavior in the face of
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life's challenges to pursue opportunities with a wide range of risks that may be
encountered.

Self Efficacy
Self efficacy is the belief that one of the skills they have to perform certain actions
in order to achieve something (Bandura, 1997). Self-efficacy can also be interpreted
as a form of an individual's belief in his own ability to believe in performing an
action. Someone who has a high self-efficacy also have high confidence in
performing an act anyway. Self-efficacy is needed to encourage employees to
believe in their ability to achieve the objectives or expected results (Rahmi, et al.,
2014). Ghufron and Risnawita (2010: 77) state that in general self-efficacy is a
person's belief about its ability to cope with a wide range of situations that arise in
life.

Intention Entrepreneurship
Intention is the most important factor that an individual is willing to
entrepreneurship. Entrepreneurial intention is the desire of individuals to take the
opportunity and opened his/her own business by creating product or new service.
According to Rasli et al. (2013), the intention of entrepreneurship is a mind that
encourages individuals to create businesses.

Relationship Attitude (Attitude) with the intention of Entrepreneurship

Theory of Planned Behavior explains that there are three factors that influence a
person's intention to perform a behavior, one of which is an attitude. According to
Cruz et al. (2015), the attitude is a tendency to react effectively in response to the
risks that would be faced in a business.

Relationship of Subjective Norms with the intention of Entrepreneurship

Past research has shown results that there is a correlation between subjective norms
with the intention of entrepreneurship. Subjective norm is the belief the individual to
comply with the direction or suggestion of people around to participate in
entrepreneurial activity (Cruz et al., 2015).

Relationship of Perceived Behavioral Control with the intention of

Entrepreneurship
Behavior control is specified in the form of self-efficacy is a condition where people
believe that a behavior is easy or difficult to do, Cruz et al. (2015). It is believed that
one of the difficult easy a thing to do can be a barrier or challenge to
entrepreneurship.

Relations with the intention of Entrepreneurship Education Entrepreneurship

The result of the research made by Gerba, D.T. (2012), suggests that the business
management students who get more entrepreneurial education have entrepreneurial
intentions than the engineering students who did not get entrepreneurship education.
To hone in entrepreneurship intentions of course, can be reached through the
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educational process. One of the factors driving the growth of entrepreneurship of a

country lies in the role of universities through the implementation of
entrepreneurship education (Wedayanti, N. P. and Giantari, I. G., 2016).

Self Efficacy relationship with the intention of Entrepreneurship

Each individual has their own beliefs on things in their life. This mindset affects
one's intention to behave, especially in entrepreneurship. According Rahmi, et al.,
(2014) self efficacy id needed to encourage employees to believe in their ability to
achieve the objectives or expected results. It can be concluded that self-efficacy can
foster entrepreneurial intentions.

Hypothesis
Based on the theoretical basis and previous studies, the hypothesis of this study as
follows: H1: Attitude positive and significant impact on student entrepreneurship
intention Indonesia.H2: Subjective Norms affect positively and significantly related
to student entrepreneurship intentions Indonesia. H3: control the behavior of a
positive and significant effect on the intention Indonesia.H4 Student
entrepreneurship: Entrepreneurship education is a positive and significant impact on
student entrepreneurship intention Indonesia.H5: Self-efficacy influence positively
and significantly related to student entrepreneurship intentions Indonesia

Research methods

Population and Sample

This study uses a quantitative method to determine the relationship between attitude
factor (X1), subjective norm (X2), and control the behavior (X3), X4
entrepreneurship education, entrepreneurship intention X5terhadap self efficacy (Y).
The populations used in this study were all students at the University of East Java
are registered as a student in the academic year 2012-2015. By using purposive
sampling technique then obtained a sample of 1237 with details as follows: students
in 2012 as many as 215 students, in 2013 as many as 328 students, in 2014 as many
as 298 students and in 2015 as many as 396 students. The entire student has to take
entrepreneurship courses and have the experience of making a business plan.

The questionnaire has questions about the research that has alternative answers
using a Likert scale. Likert scale can be used to measure attitudes, opinions and
perceptions of a person about an object or phenomenon (Purwanto, 2012: 228).
Choice of answers in a Likert scale is Strongly Disagree (1), Disagree (2), Self
Agree (3), Agree (4), and Strongly Agree (5).

Validity and Reliability

Validity test is used to determine the validity of all of the indicators used as a
measurement variable (Lestariningsih, U., et al., 2015) .Test of validity was done by
using Pearson Correlation.Apabila significance value <0.05 then the questions on
the questionnaire declared invalid.
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Test reliability is a reliability test that aims to find out how far a measuring
instrument reliable or trustworthy (Supriyono, K., et al., 2015) .Test of reliability
using Cronbach Alpha value (α). If Cronbach Alpha coefficients is > 0.6; and the
instrument value is said to be reliable.

Data analysis method

Multiple Linear Regression Analysis

Multiple regressions was conducted to determine the extent to which the
independent variables affect the dependent variable (Supriyono, K., et al., 2015) is a
free .Variable attitudes, subjective norms, behavioral control and intention
entrepreneurship. Thus, multiple linear regression analysis showed the influence
attitudes, subjective norms and behavioral control to the entrepreneurial intentions.
Multiple linear regression equation is as follows:

Y = α + β1X1 + β2X2 + β3X3 +β4X4 + β5X5 + ε

Information:
Y = Intention entrepreneurship β1 = regression coefficient attitude
X1 = Attitude β2 = regression coefficient subjective norm
X2 = subjective norm β3 = regression coefficient behavior control
X3 = Control Behavior β4 = coefficient entrepreneurship education
X4 = Education entrepreneurship β3 = coefficient of self-efficacy
X5 = Self Efficacy
ε = Residual

Hypothesis testing
Test Statistic F, F statistical test used to test whether all independent variables have
an effect on the dependent variable. If the value of Sig. F count <0.05 means that all
independent variables together give effect to dependent variable.

Statistics t test, t test statistic used to show the effect of each independent variable in
explaining the variation of the dependent variable. If the value of Sig. t <0.05 means
that all independent variables individually influence on the dependent variable. Test
Classic include assumption of normality, autocorrelation, multicollinearity,
heterokedastisitas, and linearity test

Analysis and Discussion

Characteristics of respondents by gender is female as many as 611 people (49.47
%%) and men sebanyak626 votes (50.53%). While the characteristics of respondents
by age is as follows: 17% in 2:11, 18-year 12.63%, 19 tahun29, 47%, 20-year
25.26%, 21 23:16%, 22% and 23 6:32 1:05%. The following Table 2 is a description
of the respondents' answers to attitudinal variables.
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Table 2. Description of Answer Respondents in the Variable Attitude

Total Average Stand
ST Cat ard
Statement TS CS S= SS Res
S= ego Devia
=2 =3 4 =5 ult
1 ry tion
I am always keen to take
Agr
X1.1 advantage of new business 2 2 24 35 32 3.98 0.93
ee
opportunities
My positive outlook on
X1.2 business failure I 1 2 27 42 23 3.88 Agr 0.84
experienced ee
I'm always willing to risk
X1.3 1 0 30 36 28 3.95 Agr 0.84
whatever comes
ee

Attitude 3.9 Agr 0.9

ee

Confidence role of the

Agr
X2.1 family can help in starting 1 4 14 33 43 4.19 0.91
ee
a business
The existence of
confidence in the efforts of Agr
X2.2 1 1 19 40 34 4.11 0.83
those who are considered ee
important
The support of friends so it Agr
X2.3 1 2 24 35 33 4.02 0.89
can trigger in a business ee
Agr
Subjective Norms 4.1 0.9
ee

Having confidence in the

X3. Agr
ability to manage the 2 0 24 33 36 4.05 0.90
1 ee
business.
Leadership of Human
X3. Agr
Resources may determine 1 2 17 35 40 4.17 0.87
2 ee
someone in business.
Starting a business can
X3. Agr
instigate someone to be 1 0 11 39 44 4.32 0.76
3 ee
creative.
Agr
Control Behavior 4.2 0.9
ee

X1. Entrepreneurship education 0 2 16 47 28 4,09 Agr 0,75

1 program fosters ee
entrepreneurial desire
X1. Entrepreneurship education 0 0 11 46 36 4,27 Agr 0,66
2 programs increase ee
knowledge in the field of
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484

entrepreneurship
X1. Entrepreneurship education 0 1 18 41 33 4,14 0,76
3 programs to grow the Agr
awareness of business ee
opportunities
Entrepreneurship Education 4,16 0,73
Agr
ee

X2. Having the confidence to 0 2 21 40 30 4,05 Agr 0,75

1 manage the business ee
X2. Able to lead the human 0 1 23 48 21 3,96 Agr 0,66
2 resources ee
X2. Having a firm belief in the 0 5 23 37 28 3,95 Agr 0,76
3 success of the business ee
Self Efficacy 3,99 Agr 0,80
ee
Choose the path of self-
Y1. Agr
employment rather than 2 1 8 30 54 4.40 0.86
1 ee
work for others.
Choosing a career as an
Y1. Agr
entrepreneur better than the 1 2 11 27 54 4.38 0.85
2 ee
labor force in others.
Planning to start a business
after acquiring the theory of
Y1. Agr
entrepreneurship courses 1 1 19 24 50 4.27 0.89
3 ee
through the program.

Agr
Entrepreneurship intention 4.4 0.9
ee
Information: STS = Strongly Disagree, TS = Disagree, CS = Just agree, S = Agree, SS =
Strongly Agree

Validity and Reliability

Validity of this research was done by using Pearson Correlation. If the significance
value <0.05 then the questions on the questionnaire declared invalid. Based on these
tests can be seen that test the validity of each statement on each variable has a
significance value <0.05, then all point statement given to the respondent's attitude
variable (X1), subjective norm (X2), behavioral control (X3), entrepreneurship
education (X4), Self-efficacy (X5) and entrepreneurial intention (Y) is valid.

Test reliability study was conducted USING grades Cronbach Alpha (α) .If
Cronbach Alpha coefficients> 0.6, the instrument reliable. It is said such testing can
be seen that the reliability test each variable has a value of Cronbach Alpha> 0.6 and
values Cronbach alpha if item deleted at any point statement did not exceed the
value of Cronbach Alpha for each variable. It can be concluded that the attitude
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485

variable (X1), subjective norm (X2), behavioral control (X3), entrepreneurship

education (X4), self-efficacy (X5) and entrepreneurial intention (Y) is reliable.

Multiple Linear Regression Analysis

Multiple linear regressions were conducted to test the relationship of independent
variables on the dependent variable. There are three variables X which is the
independent variable and the variable Y is the dependent variable. Variable X1 is an
attitude, X2 is subjective norm, X3 is control behavior and Y is the intention of
entrepreneurship. The results of multiple linear regression analysis are follows:

Tabel 3. Multiple Linear Regression

Unstandardized Coefficients
Model
B Std. Error
(Constant) 0.535 0.466
Attitude (X1) 0.313 0.105
Subjective norm (X2) 0.300 0.101
Behavior Control (X3) 0.322 0.120
Entrepreneurship Education (X4) 0.405 0.083
Self Efficacy (X5) 0.480 0.074

Based on the results of multiple regression analysis of Table 4.9 obtained by the
following equation:

Y = 0535 + 0.313X1 + 0.300X2 + 0.322X3 + 0,405X4 + 0,480X5

where:
Y = Entrepreneurship Intention X3 = Control behavior
X1 = Behavior X4 = Entrepreneurship education
X2 = Norma subjective X5 = Self Efficacy

Hypothesis testing
Testing the hypothesis in this study using F test and T are the results as follows.
a. Test F
F statistical test used to test whether all independent variables have a significant
influence on the dependent variable. If the value of Sig. F count <0.05, means that
all independent variables together a significant effect on the dependent variable. If
the value of Sig. F count is > 0.05, means that all independent variables together no
significant effect on the dependent variable.

Table 4Uji F
ANOVAa
ANOVAa
Model Sum of Squares df Mean Square F Sig.
Regression 23.813 3 7.938 22.770 .000b
1
Residual 31.724 91 .349
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Total 55.537 94
a. Dependent Variable: entrepreneurial intentions
b. Predictors: (Constant), behavioral control, subjective norms, attitudes
Source: Appendix

Based on the hypothesis testing used the F test obtained F-count value of
22.770 with a significant level of 0000. The results of the Sig. F count is <0.05, then
the variable attitudes, subjective norms and behavioral control together a significant
effect on variable university student entrepreneurship intentions.

b. T test
T statistical test used to show the effect of each independent variable in
explaining the variation of the dependent variable. If the Sig. t <0.05 means that all
independent variables individually have a significant impact on the dependent
variable.

Table 5Uji t
Free Variable t Sig.
Attitude 2.971 .004
Subjective norms 2.979 .004
Control Behavior 2.682 .009
Entrepreneurship education 4.890 .000
Self Efficacy 6.454 .000
Based on hypothesis testing using t test values obtained Sig. t for the five
independent variables <0.05, meaning that the variable attitude, subjective norm and
control individual behavior, education, entrepreneurship and self efficacy has
significant impact on student entrepreneurship intention variables.

c. Correlation Coefficient (R) and the coefficient of determination (R2)

Based on Table 7 it can be seen that the correlation coefficient values were
obtained for 0655, which means quite a strong relationship between the independent
variables and the dependent variable. The coefficient of determination of 0.429
which means the variable attitudes, subjective norms and behavioral control
variables are able to explain the variation in entrepreneurship intentions of students
by 42.9%. While the rest (100% -42.9%), ie 57.1% influenced by other factors not
discussed in this study.
Model Summary b
Mode R R Square Adjusted R Std. Error of the Durbin-
l Square Estimate Watson
a
1 .655 .429 .410 .590 1.916
a. Predictors: (Constant), Control Behavior , Subjective norms , Attitude
b. Dependent Variable: Entrepreneurship Intention
Source: Appendix E
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487

Classic assumption test

a. Normality test
Normality test is commonly used in Kolmogorov Smirnov normality test.
Normality test is used to ensure that the samples were taken from a population with
a normal distribution. If significant value ≥ significance level (0.05), mean residual
normal distribution. Based on such testing can be seen Kolmogorov Smirnov
statistic values obtained at 1.052 Results of Asymp value. Sig. (2-tailed) of 0.219
greater than 0.05, so it can be stated residual normal distribution.

b. Test of Autocorrelation
Autocorrelation test used to determine whether the linear regression model
correlation errors between the current period (t) and previous (t-1). Autocorrelation
was tested using the method of Durbin Watson.
Referring to the model table summary in Table 4.12, it can be seen the value of
Durbin Watson at 1.916. According to Lind, D. A., et al. (2011: 450), with K = 3 at
0.05 and a sample of 95 people, a score of 1,730 DU. If DU <DW <4-DU then Ho is
accepted, meaning that no autocorrelation. Due to the value of Durbin Watson is
between DU and 4-DU is 1.730 <1.916 <2.270, then there is no autocorrelation.

c. Test of Multicolinearity
Multicolinierity test is used to look at the correlation between independent
variables in the regression model. If the value of VIF (Variance Influence Factor)
<10, meaning not happen multikolinieritas. If the value of VIF> 10, meaning there
multikolinieritas and variables must be known variables. Based on testing attitudes,
subjective norms, behavioral control, entrepreneurship education, self-efficacy has a
value of tolerance and VIF (Variance Influence Factor) of less than 10, meaning not
happen multikolinieritas.

d. Test of heterokedastisitas
Heterokedastisitas test aims to test inequality residual variance of each
observation. Heterokedastisitas test using test Glejser by regressing between
independent variables with residual absolute value.

e. Linearity test
The linearity test is used to see if there is a linear relationship between an
independent variable and the dependent variable. If the value of significant linearity
<0.05, there is a linear relationship. Based testing can be seen in the significant
value of each variable liniearity less than 0.05 means that there is a significant linear
relationship between each of the independent variables (attitudes, subjective norms,
behavioral control, education, entrepreneurship and self efficacy) with the dependent
variable (intentions entrepreneurship).
Discussion
a. Influence Attitudes toward entrepreneurship as a Partial Intention
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488

The results show that the value of the t test with significance level for
attitude variables (X1) of 0.004 <0.05 means attitudinal variables individually to
give effect to the intention of University Variable. The result of student
entrepreneurship research supported by previous research carried out by Cruz et al.,
(2015 ), which examines the effect of the application of the Theory of Planned
Behavior in entrepreneurship intentions arouse students of economic faculties
Unpaz, Dili, Timor Leste. This study proves that the existence of variables influence
attitudes towards entrepreneurship intention variable.

b. Subjective Norms influence the intention of Entrepreneurship as a Partial

According to Wedayanti, N. P., and Giantari, I., (2016), subjective norms are
the views that are considered important by individuals who advise the individual to
perform or not perform certain behaviors and motivation accompanied by a
willingness to do or not do something that was considered important. Subjective
norm factor is one of the factors driving the growth of entrepreneurship intentions of
an individual. The results show the value of the t test with significance level of
subjective norm variable (X2) amounted to 0.004 <0.05 means that the subjective
norm variable individually to give effect to the intention of variable student
entrepreneurship.
The results of research supported by previous research carried out by Cruz et
al., (2015), which examines the effect of the application of the Theory of Planned
Behavior in entrepreneurship intentions; arouse students of economic faculties
Unpaz, Dili, Timor Leste. In this study proves the existence of the subjective norm
variable influence on the entrepreneurship intention. Factor of subjective norms has
an influence on entrepreneurship intentions of students in Indonesia. The Indicator
"Confidence role of the family can help in starting a business" has the average yield
and the highest standard deviation. It is given that the majority of students had a
family business family business.

c. Effect of Control Attitudes toward entrepreneurship as a Partial Intention

Azjen (1988) describes the behavior control is the perception would be
difficult or not perform an action and assumed a reflection of past experience and the
anticipation of growing obstacle intentions. In the barriers to entrepreneurship, the
control factor is one of the driving behaviors of an individual to entrepreneurship.
The results show the value of the t test with significance level for behavior
control variable (X3) of 0.009 <0.05 means that subjective behavior control
variables individually to give effect to the intention of variable student
entrepreneurship. The results of research supported by previous research carried out
by Cruz et al., (2015), which examines the effect of the application of the Theory of
Planned Behavior in entrepreneurship intentions; arouse students of economic
faculties Unpaz, Dili, Timor Leste. In this study proves the control variables
influence attitudes towards entrepreneurship intentions.
Behavior control factors have an influence on student entrepreneurship intention in
Indonesia. The Indicator "Starting a business can instigate someone to be creative"
has the highest average results. It is given that Indonesian students gain knowledge
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489

about value proposition or increase innovation competitiveness.

d. Effect of Entrepreneurship Education on Entrepreneurship in Partial intention.

According to Gerba, D.T. (2012) entrepreneurship education is a conscious
effort by individuals to add knowledge about entrepreneurship. Entrepreneurship
education is one of the driving factors to foster entrepreneurship intentions.
Variable entrepreneurship education gives effect to the intention of variables
Indonesian student entrepreneurship can be seen from the test results of test t get
significant value for the variable entrepreneurship education significantly below the
limit of 0.000 t-tests of 0.05. Entrepreneurship education variable strong enough
influence to variable entrepreneurship intentions can be seen from the test results of
multiple linear regression analysis with the results of entrepreneurship education
variable regression coefficient of 0.405.

d. Influence of Self Efficacy towards entrepreneurship as a Partial intention.

According to Bandura (1997) Self-efficacy is the belief that someone have
of the ability to perform certain actions in order to achieve something. Self Efficacy
is one contributing factor to foster entrepreneurship intentions.
Self efficacy variables influence on student entrepreneurship intentions variable
Indonesia, can be seen from the test results of test t get significant value for the
variable self efficacy significantly below the limit of 0.000 t-test of 0.05. Self
efficacy variables influence strong enough to variable entrepreneurship intentions
can be seen from the test results of multiple linear regression analysis with the
results of self-efficacy variable regression coefficient of 0.480. Therefore, the
Indonesian students have confidence in the ability themselves in entrepreneurship.

Managerial implications
the following are the managerial implications of variable attitudes, subjective norms
and behavioral control toward entrepreneurship intentions University students.

Attitude Variable
Table 7 Attitude Variable Based Managerial Implications

Indicator After Research

Interested in -The need for add insight such as reading books, news, and see
the business businesses in the local or international market in order to seek
opportunities business opportunities according to their interests.
and a positive  The development of programs that can improve the competence
outlook on of facilitators in growing and developing student interest in business
business failure opportunities

Like the face  Conduct market research so that the risk faced by business is a
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490

of business riskcalculated risk.

 Establishment of an educational program about the market
conditions are updated so that students have the benefit of science
before plunging into the business.
Source: Data processed

Subjective Norms Variable

Table 8 Managerial Implications Based Subjective Norms Variable
Indicator After Research
Confidence -The need for discussion and sharing with the family on a regular
role of the basis, so that confidence in the support of the family can grow.
family in  Holding of the program in which families can participate directly
starting a with students who are running or presenting business. Thus,
business students can get direct support from family.

Support  The need for discussion and sharing with those who are
confidence in considered important, so that confidence in the support of people
the efforts of who are considered important can develop.
those who are  e considered
considered important can participate directly with students who are running
important or presenting business. Thus, students can get support directly
from people who are considered important.
Confidence  The need for discussion and sharing with friends on a regular
support of basis, so that confidence in the support of friends can grow.
friends in the  Holding of the program where friends can participate directly
business with students who are running or presenting business. Thus,
students can get direct support from friends
Source: Data processed

c. Control Behavior Variable

Table 9 Implications Managerial based Control Behavior Variables
Indicator For Students
Confidence in  The need for self-motivated to read books, discuss with family
the ability to and successful entrepreneurs, as well as seeking the experience of
manage a small business advance in order to develop a sense of
entrepreneurial confidence in the ability to manage the business.
 Holding of self-motivation seminars or seminar successful
entrepreneurs so that confidence in the ability to manage self-
employment can be increased.
Choose the  The need for reading books or visiting entrepreneurship seminars
path of self- on successful entrepreneurs in order to foster interest in
employment entrepreneurship.
rather than
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491

work for others  Holding of seminars entrepreneurs engaged in various business

sectors in order to help grow
Human  The need for training program or seminar leadership, that
resources leadership competency can be increased.
Leadership  Holding of leadership training programs to students, so that the
leadership competencies can be increased
Source: Data processed

d. Entrepreneurship Education Variable

Table 10 Managerial implications of Entrepreneurship Education Variable
Indicator After Research
1. • Applied entrepreneurship education in theory
entrepreneurship and practice are driven by questions Entrepreneurship
education program Quotient.
fosters the desire of • Can create Capital Bank program to boost
students to be entrepreneurship intention of students, so every student
entrepreneurship who wanted to open a business may borrow capital from
the Capital Bank but must be returned to the agreed
maturity.
2. The presence of • Keep looking for opportunities in the surrounding
entrepreneurship information to identify what the appropriate business on
education to make the environment, through exhibitions, books, internet
students aware of and seminars.
the business • Provide market trend data annually through
opportunities. exhibitions, seminars and Entrepreneurship-News.
3. • Implement company visit and entrepreneurship
Entrepreneurship seminars in order to add insight.
education to add • Guiding the mentors to educate well.
knowledge of • Adding entrepreneurial insight by reading news, books
students in the and internet entrepreneur.
entrepreneurship.
Source: Data processed

e. Self Efficacy Variable

Tabel 11 Managerial implications of Self Efficacy Variable
Indicator After Research
1. Have the  Provide business organizations of entrepreneurs to be
confidence to clustered together and exchange each other's thoughts.
manage and  Bring an established entrepreneur by opening a seminar
having own or talk show, which can be attended by the students.
business.  Increase confidence through reading books
entrepreneurship. Can also through active in organizing,
seminars, socializing with business people who are
already used to plunge.
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492

2. Ability to  Provide leadership training programs and motivational

manage human seminars to increase confidence in the lead.
resources  Following the training programs and seminars
confidence. leadership motivation to improve their competence and
confidence in the lead.
 Increase confidence in leading HR leadership books.
3. Have  Guiding the students by giving facilitators who also
confidence in her served as an entrepreneur, to motivate / encourage the
abilities on the students to conduct its business and achieve success.
success of the  Persuade themselves often motivate yourself by sharing
business. with entrepreneurs who are already successful and
reading history books of successful people to boost self-
confidence.
Source: Data processed

Conclusion
Based on the results of the research and discussion, it can be concluded as follows.
1. Attitude has a positive and significant influence on the intention of
entrepreneurship.
2. Subjective Norm has positive and significant influence on the intention of
entrepreneurship.
3. Control the behavior has a positive and significant influence on the intention of
entrepreneurship.
4. Entrepreneurship education has a positive and significant influence on the
intention of entrepreneurship.
5. Self Efficacy has a positive and significant effect on the intention of
entrepreneurship.

Advice to Students
Advices to entrepreneurs are:
- The need for increasing the insight by reading books, news, look at the
business in the local or international market and conduct market research so
that interest will be able to grow business opportunities.
- The need for discussion and sharing with family, friends and people that is
important on a regular basis, so that confidence in the support to grow.
- The need for self-motivated to read books, discuss with family and
successful entrepreneurs, gain experience, and leadership training program
in order to develop a sense of confidence in the ability to manage the
business
- The need for intellectual capital investment is entrepreneurship education
and confidence for setting intentions entrepreneurship.
- Active in the business organization for entrepreneurs to know the market
trend is rampant and exchange their thoughts and ideas.
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493

- Frequent leadership training to increase confidence and competence in

leading and collaboration.

Advice to College
Advices to the College are:
- The development of programs that can improve the competence of
facilitators in growing and developing student interest in business
opportunities.
- Holding of the program where family, friends and people that are important
to participate directly with students running or presenting business.
- Holding of self-motivation seminars or seminar successful businessmen and
leadership training programs so that confidence in the ability to manage self-
employment can be increased.
- Conducting business organizations for the entrepreneurs as exchange ideas
spot

Suggestions for Further Research

- For further research, the researchers able to continue researching into the
other factors ie of factors injunctive norms, descriptive norms, behavioral
beliefs, descriptive beliefs, injunctive beliefs, control beliefs, moral norms,
sex, empathic concern and behavior.
- Further Researchers should be able to do further research on the internal and
external factors that influence entrepreneurial intentions of Indonesian using
other methods

Research limitations
This study has several limitations such as:
The independent variables specifically adapted to the conditions of selecting
respondents or sample even though actually there are many internal and external
factors which refers to the entrepreneurship intention.

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