{"paper_id":"2e4dda21-2f5c-4a85-9ff4-1c38c81efe21","body_text":"Pathways to green entrepreneurial intent: a serial-parallel mediation SEM analysis of educational interventions, Teaching Methods, and personality traits | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Pathways to green entrepreneurial intent: a serial-parallel mediation SEM analysis of educational interventions, Teaching Methods, and personality traits Emefa Akua Amponsah, Victor Fannam Nunfam, Maajid Zakaria Suleiman, and 2 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7823025/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 14 You are reading this latest preprint version Abstract The complex interplay linking educational interventions with personality development in fostering green entrepreneurial intention (GEI) remains insufficiently explored within African higher education contexts. In addressing this gap we examine mediation effect of teaching methods (TM) and personality traits (PT) in the connection among entrepreneurship syllabus, university support systems, and students' GEI in Ghana's technical university ecosystem. Combining the theories of Planned Behaviour with Social Cognitive Career, we employed an explanatory cross-sectional design to investigate these relationships. Data collected from 1,329 students across four Ghanaian technical universities were analysed using PLS-SEM to test a novel serial-parallel mediation framework. Our findings revealed that entrepreneurship curriculum and university support mechanisms significantly enhance TM, which in turn foster key PT - particularly self-efficacy, perceived behavioural control, need for achievement, and personal attitude - that directly drive GEI. Notably, risk-taking propensity and subjective social norms showed no significant influence on GEI. The study identified a robust serial mediation pathway where TM, when combined with self-efficacy and perceived behavioural control (PBC), sequentially mediate the link between entrepreneurship education and the intention to engage in green entrepreneurship. Additionally, gender-based differences emerged in how personal attitude and self-efficacy influence entrepreneurial intentions. Entrepreneurship education Green Entrepreneurship Ghana Personality PLS-SEM Figures Figure 1 Figure 2 1. Introduction Green entrepreneurship is critical for sustainable development, driving green economic transformation and accelerating environmental transitions worldwide (Farinelli et al., 2011 ; Tien et al., 2020 ). By harnessing entrepreneurial innovation to develop sustainable products and services, green entrepreneurship addresses pressing environmental and societal challenges while creating employment opportunities and promoting socioeconomic progress (Agu et al., 2021 ; Epstein, 2018 ). This approach aligns directly with Sustainable Development Goals (SDGs), notably SDG 8 (decent work and economic growth), SDG 9 (industry, innovation, and infrastructure), and SDG 13 (climate action), thereby reinforcing global commitments to integrate economic advancement with environmental stewardship (Chehbouni, 2024 ; Leal Filho et al., 2019 ; Meka & Venkateswarlu, 2024 ). In Ghana, rising graduate unemployment has intensified the imperative for green entrepreneurship, which offers innovation-driven solutions to generate jobs and foster sustainable economic growth (Nyukorong, 2022 ; Otchia, 2019 ; Owusu Mintah, 2014). Technical universities (TUs) with their applied, technical and vocational training models play a pivotal role in equipping students with market relevant skills and competencies that meet both industry demands and sustainability imperatives (Amponsah et al., 2024; Yi, 2021 ). By integrating sustainability principles into entrepreneurship curricula and co-curricular activities, TUs help students address local and global ecological challenges while building the knowledge and mindset needed for green ventures (Yi, 2021 ; Soomro et al., 2020 ). Multiple interrelated factors shape students’ green entrepreneurial intentions (GEI), with entrepreneurship education and PT exerting particularly strong influences (Roy, 2023; Álvarez Risco et al., 2021). Student centred, experiential pedagogies (e.g., project-based assignments, internships with green firms and sustainability focused simulations) effectively foster enthusiasm for eco entrepreneurship and cultivate a sustainability driven culture (Soomro et al., 2020 ). These interactive methods enhance attitudes towards green ventures, support self efficacy and reinforce perceived behavioural control by providing hands on experience in launching and managing environmentally responsible businesses (Amponsah et al., 2024; Bandura, 1997 ). Moreover, the impact of education on GEI is maximised when teaching strategies align with students’ adaptive personality characteristics such as need for achievement, risk taking propensity, and resilience while being supported by institutional resources and peer networks (Roy, 2023; Liñán et al., 2011 ). Despite extensive research on GEI and behaviour (Amponsah et al., 2024; Nordin, 2020 ; Noor et al., 2023 ; Prabowo et al., 2022 ), the specific mediating roles of TM and PT within the entrepreneurship education (EE) - GEI relationship remain underexplored. Without clarity on how pedagogical approaches and inherent traits interact to shape GEI, educational practices cannot be optimally tailored to foster sustainable business behaviours; a critical limitation in developing economies where sustainable economic development is urgently needed (Qazi et al., 2020 ; Yi, 2021 ). The combination of Theory of Planned Behaviour (TPB) and Social Cognitive Career Theory (SCCT) offers a comprehensive framework to capture both cognitive and motivational dimensions of GEI. TPB explains how attitudes, subjective social norms, and perceived behavioural control (PBC) inform students’ intentions to engage in GEI (Ajzen, 1991 ; Nunfam et al., 2022 ). SCCT highlights the role of self-efficacy, outcome expectations and personal goals in career decision making and vocational interest formation (Lent et al., 1994 ; Bandura, 1986). However, prior studies have rarely employed robust analytical methods, such as PLS SEM, to rigorously examine these serial parallel mediation effects particularly in the context of Ghana’s TUs. To address these gaps, this study applies PLS SEM to analyse how entrepreneurship curricula and university support mechanisms enhance TM, which in turn cultivate key PT (personal attitudes, subjective social norms, PBC, self-efficacy, propensity for risk taking, and need for achievement) that drive GEI among Ghana’s TU students. By combining TPB and SCCT, we extend the theoretical understanding of how entrepreneurship education drives the formation of sustainable venture intention. The results will offer actionable insights for designers of curriculum, educators, and policy makers to develop targeted, evidence based interventions (e.g., experiential learning modules, mentorship programs and industry partnerships) that effectively nurture eco entrepreneurial mindsets and advance green economic transformation in developing economies. 2. Review of literature and assumptions 2.1 Theoretical context In this study, the entrepreneurship education and GEI nexus can be understood through Ajzen's TPB and Bandura's SCCT. These theories provide insights into the psychological and behavioural mechanisms that influence the entrepreneurship intention of individuals to engage in sustainable practices within the context of TM and PT as mediating factors in this relationship. Ajzen’s TPB, a widely validated psycho-behavioural model (Ajzen 1991 ; Asitik & Nunfam 2019 ; Haddad et al. 2021; Sharma et al. 2024), posits that intentions arise from three core constructs: attitude toward the behaviour (ATB), subjective social norm (SSN), and PBC. ATB reflects one’s evaluation of green entrepreneurship based on anticipated benefits, so integrating sustainability into entrepreneurship curricula can enhance positive attitudes by demonstrating economic and environmental gains. SSN captures perceived social pressure; thus, university initiatives showcasing green success stories and peer endorsements strengthen students’ inclination toward GEI. PBC denotes confidence in one’s capabilities; experiential learning, mentorship, and access to resources bolster self-confidence, increasing students’ readiness to launch green enterprises (Ajzen 1991 ; Ajzen 2015 ). Bandura’s SCCT, grounded in Social Cognitive Theory, emphasizes self-efficacy, outcome expectations, and personal goals as drivers of career-related choices (Bandura 1986; Lent et al. 1994 ). Self‐efficacy is the belief in one’s ability to organise and execute required actions that is a key determinant of entrepreneurial intention (Boyd & Vozikis, 1994 ; Rosique Blasco et al., 2018). SCCT contends that individuals who view themselves as capable of overcoming entrepreneurial challenges, especially those aligned with their values, are more likely to pursue sustainable ventures (Ho 2020). Learning experiences, such as project-based assignments, foster mastery and reinforce positive outcome expectations, further shaping GEI. 2.2 Conceptual paradigm and hypotheses development 2.2.1 GEI Studies on GEI focus on the effect of PT and several other factors (Amponsah et al., 2023), without assessing the combination of multiple factors (Naz et al., 2022) and the mediating relationships between different factors such as curriculum, university support, TM, and how they all, individually and collectively, influence the GEI of TU students. Like previous studies, TPB was modified to explicate students’ GEIs as a direct function of the entrepreneurship curriculum or university entrepreneurship support, how TM and students’ PT influence this linear association (Amponsah et al., 2024). TPB, being a significant theory, has been widely employed in several empirical studies relating to intention (Amponsah et al., 2023; Nunfam et al., 2022 ). Though the tenets of TPB render it inadequate for explaining entrepreneurial intention behaviour as a nonlinear process (Neck & Greene, 2011 ). Therefore, TPB was modified to elucidate the conditions of conceptual models requiring analysis based on indirect, mediation, or moderation relationships among constructs (Brannback et al., 2007; Hayes, 2018). We modified TPB to explain the direct connection between entrepreneurship curriculum and/or university entrepreneurship support (independent variables) and GEI (dependent variable), and the sequential and parallel mediating functions of TM and PT in this connection. Our adapted model proposes that TM and PT serve as mediators in both parallel and serial pathways linking the entrepreneurship curriculum and university entrepreneurship support to students’ GEI. (Fig. 1 ). 2.2.2 Entrepreneurship Curriculum, TM, and PT Entrepreneurship education drives innovation, growth, and job creation by equipping students with the essential skills and mindset (Carpenter & Wilson, 2022 ). The effectiveness of educational programmes depends on a well-designed curriculum, pedagogical methods, and cultivation of relevant PT. Fayolle ( 2010 ) emphasises that such programs such programmes develop entrepreneurial attitudes and capabilities that enables venture creation. Carpenter & Wilson ( 2022 ) and Iwu et al. ( 2021 ) posits that aligning pedagogy and students’ innate traits training alone may fail to achieve its aims. Therefore, ascertaining the veracity of the following hypotheses is imperative: H1 TM mediate the relationship between entrepreneurship curriculum and need for achievement H2 TM mediate the relationship between entrepreneurship curriculum and perceived behavioural control H3 TM mediate the relationship between entrepreneurship curriculum and personal attitudes H4 TM mediate the relationship between entrepreneurship curriculum and risk-taking propensity H5 TM mediate the relationship between entrepreneurship curriculum and Subjective social norms H6 TM mediate the relationship between entrepreneurship curriculum and self-efficacy 2.2.3 University Entrepreneurship Support, TM and PT Students’ entrepreneurial intentions are shaped by personality factors, teaching strategies, and university support including mentorship, training, networking, and funding access (Liñán et al., 2011 ; Lu et al., 2021 ). Experiential, active-learning methods strengthens essential traits for GEI (Carpenter & Wilson, 2022 ; Rideout & Gray, 2013 ; Saeed et al., 2018 ). Well‐designed curricula, engaging techniques, and personalised learning that foster attitudes, self‐efficacy, risk tolerance, and achievement that drive qualities crucial for venture creation (Carpenter & Wilson, 2022 ; Igwe et al., 2022 ; Iwu et al., 2021 ). Institutional entrepreneurship centers reinforce perceived behavioral control by providing real‐world engagement and funding guidance (Liñán et al., 2011 ; Lu et al., 2021 ). Personalized mentorship aligns training with students’ capabilities, boosting self‐efficacy and outcome expectations (Saeed et al., 2018 ). Gender‐sensitive programmme adaptations address differential influences of PT, ensuring inclusive participation in green ventures (Carpenter & Wilson, 2022 ; Igwe et al., 2022 ). By integrating sustainability principles and entrepreneurial skills, universities can prepare graduates for eco‐innovation and competitive market entry (Iwu et al., 2021 ; Rideout & Gray, 2013 ). Therefore, it is essential to test the veracity of the following serial mediation hypotheses: H7 TM mediate the relationship between university entrepreneurial support and need for achievement H8 TM mediate the relationship between university entrepreneurial support and perceived behavioural control H9 TM mediate the relationship between university entrepreneurial support and personal attitudes H10 TM mediate the relationship between university entrepreneurial support and risk-taking propensity H11 TM mediate the relationship between university entrepreneurial support and self-efficacy H12 TM mediate the relationship between university entrepreneurial support and Subjective social norms 2.2.4 Entrepreneurship Curriculum, TM, PT and GEI Entrepreneurship education shapes GEI (Liñán et al., 2011 ), integrating business creation, sustainability, and innovation (Fayolle & Gailly, 2015 ). Its effectiveness hinges on experiential methods that bridge theory, practice (Kolb, 2014 ; Mwasalwiba, 2012 ) and boost engagement (Igwe et al., 2022 ). PT interact with curriculum and pedagogy to drive GEI (Zhao et al., 2010; Liñán & Chen, 2009). Experiential learning enhances self-efficacy, strengthening intentions (Bandura, 1997 ), while interactive teaching shapes attitudes toward sustainability challenges addressed by green ventures (Rideout & Gray, 2013 ). Validating these hypotheses in Ghana's cultural context require to determine how TM and PT serially mediates entrepreneurship curriculum and GEI. H13 TM and need for achievement serially mediate the connection between entrepreneurship curriculum and GEI. H14 TM and PBC serially mediate the connection between entrepreneurship curriculum and GEI. H15 TM and personal attitude serially mediate the connection between entrepreneurship curriculum and GEI. H16 TM and risk-taking propensity serially mediate the connection between entrepreneurship curriculum and GEI. H17 TM and self-efficacy serially mediate the connection between entrepreneurship curriculum and GEI. H18 TM and subjective social norms serially mediate the connection between entrepreneurship curriculum and GEI. 2.2.5 University Entrepreneurship Support, TM, PT and GEI Fayolle and Gailly ( 2015 ) posits that starting and expanding a starts when universities encourage students to pursue entrepreneurial goals. Students' intention to engage in entrepreneurial activities is impacted by university entrepreneurial support (Lu et al., 20221; Su et al., 2021 ). The effectiveness of university support is often shaped by the development of PT and the instructional strategies employed. This study test the connection between university entrepreneurial support and GEI and explore how TM and PT serially interact to influence this linkage. H19 TM and need for achievement serially mediate the connection between university entrepreneurial support and GEI. H20 TM and PBC serially mediate the connection between university entrepreneurial support and GEI. H21 TM and personal attitude serially mediate the connection between university entrepreneurial support and GEI. H22 TM and Risk-taking propensity serially mediate the connection between entrepreneurship curriculum and GEI H23 TM and self-efficacy serially mediate the connection between university entrepreneurial support and GEI. H24 TM and subjective social norms serially mediate the connection between university entrepreneurial support and GEI. 3. Materials and Methods 3.1 Philosophy and Design of the Study This study aligns with the positivist methodological perspective, employing an explanatory cross-sectional design to investigate the research problem (Creswell & Creswell, 2017 ). The use of this research design facilitated the generation of a concise overview of participants' demographic information and helped to explain the mediating role of TM and PT in the relationship between entrepreneurship education and GEI (Creswell & Plano Clark, 2017). 3.2 Participants, sampling technique and sample size Ghanaian TU students constituted the population of this study. The perspectives of respondents were elicited through a self-reported survey of Ghanaian Technical University students in 2023 to assess TM and PT as parallel and serial mediators of the relationship between entrepreneurship education (e.g., entrepreneurship curriculum and university entrepreneurship support) and GEI of university students in Ghana (Creswell & Clark, 2017 ; Mertens, 2015). Four out of Ghana’s ten TUs, namely Takoradi Technical University (TTU), Ho Technical University (HTU), Kumasi Technical University (KTU), and Tamale Technical University (TaTU), were selected through random sampling. A target sub-population of 1,500 was planned, originally targeting 375 respondents from each institution. Overall, 1,329 responses were gathered from the sampled TUs: 297 (22.4%) from TTU, 366 (27.5%) from HTU, 305 (22.9%) from KTU, and 361 (27.2%) from TaTU. This resulted in a response rate (88.6%). The eligible students were randomly selected because they consented to voluntarily take part in the study. Eligible respondents were students who had not owned or started a business, had completed at least one semester of entrepreneurship coursework, and demonstrated both willingness and interest in completing the questionnaire, increasing the likelihood of obtaining a response. The study excluded students with no entrepreneurial intentions, those who had not taken any entrepreneurship-related course or programme, and those who had previously commenced a business. Respondents' demographic profile is shown in Table 1 . Table 1 Background information of Respondents (n = 1329) Background characteristics Frequency Percentage Gender Male 677 50.9 Female 652 49.1 Age 18–25 years 905 68.1 26–35 years 398 29.9 36–45 years 25 1.9 45 years above 1 0.1 Family entrepreneurial background Yes 1045 78.6 No 284 21.4 Highest education Senior High School (SHS) 168 12.7 Higher National Diploma (HND) 879 66.2 Degree 282 21.3 Source: Field survey, 2023 3.3 Sources of data, instrumentation and measures This study used primary data collected from participants via a self-administered survey. Responses were gathered using the Likert scale technique (Jebb et al., 2021 ) over a six-month period from June to December 2023. To mitigate Likert scales bias, reverse scoring was implemented alongsides subject area expert review to remove ambiguous items whiles assuring respondents of data confidentiality anonymity of their responses (Kircher, 2022; Phakiti, 2020; Podsakoff et al., 2012 ). Pretesting of the instrument was conducted with 50 undergraduates, leading to a minor modification in one question with a low impact on internal consistency. We obtained ethical permission from the Ethics Review Committee of TTU, alongside individual consent from respondents. On average, respondent spent at least 35 minutes completing the questionnaire. The questionnaire covered five sections, each focusing on different constructs, including PT, entrepreneurship education, and students' GEI. Section A gathered information on students' knowledge of green entrepreneurship (Soomro et al., 2020 ). Section B focused on students' PT, using 9 items to assess personal attitudes (Liñán & Chen, 2009), ten items for perceived behavioral control (Chen et al., 2014; Liñán & Chen, 2009), 5 items for subjective social norms (Liñán & Chen, 2009), 6 items for risk-taking propensity (Leong & Huang, 2008 ; Schwarz et al., 1991 ), 6 items for the need for achievement (Leong & Huang, 2008 ; Nunfam et al., 2021 ), and 6 items for self-efficacy. Section C examined entrepreneurship education (Kolvereid, 1996 ; Liñán et al., 2011 ) based on TM and entrepreneurial curriculum. It included 8 items to assess TM (Nunfam et al., 2021 , 2022 ), 8 items for entrepreneurial curriculum (Leong & Huang, 2008 ; Nunfam et al., 2021 , 2022 ), and 5 items for university entrepreneurial support (Yi, 2021 ). Section D solicited information on GEI (Amankwah & Sesen, 2021; Yi, 2023) using 5 items. Finally, Section E centred on respondents’ demographic information. 3.4 Data analysis This study employed a comprehensive analytical approach to examine the relationships between entrepreneurship education and GEIs, evaluating several intervening influences in a serial-parallel framework (Yeboah & Afrifa-Yamoah, 2025 ). Descriptive statistics, including frequencies and percentages, were first computed to describe the demographic profile of the study participants. Before proceeding with the main analysis, we assessed the appropriateness of the data through rigorous testing procedures, including univariate normality testing (Shapiro-Wilk test) and multivariate normality assessment (Henze-Zirkler test). The appropriateness of the data for factor analysis was verified using the Kaiser–Meyer–Olkin (KMO) statistic and Bartlett's test of sphericity Measurement for the study was assessed through multiple reliability and validity assessments. We evaluated construct validity using Cronbach's alpha coefficients and assessed convergent validity through the Average Variance Extracted (AVE). Discriminant validity was confirmed using both the Fornell-Larcker Criterion (FLC) and the Heterotrait-Monotrait Ratio (HTMT). For hypothesis testing, PLS-SEM was applied using SmartPLS 4 software (Ringle et al., 2024 ). The PLS-SEM was employed to examine complex mediation relationships in cases of cause-and-effect relationships within multivariate frameworks (Asitik et al., 2025 ; Afrifa-Yamoah, 2016 , 2024 ; Yeboah & Afrifa-Yamoah 2024 , 2025 ). We evaluated the structural equation model using multiple fit indices, including the chi-square test, Comparative Fit Index (CFI), Root Mean Square Error of Approximation (RMSEA), and Tucker-Lewis Index (TLI). We also calculated Composite Reliability (CR) statistics to further confirm construct validity. To test the mediational hypotheses with greater precision, we conducted non-parametric bootstrapping analyses based on 5,000 bootstrapped samples, with statistical significance established at p < 0.05. 3. Results 4.1 Procedural Remedies, Reliability, and Validity The sample adequacy assessment yielded a KMO score of 0.869, exceeding the required minimum threshold of 0.5. Bartlett's test of sphericity produced a significant result ( p < 0.001), confirming the dataset substantially differed from an identity matrix, supporting the use of data reduction techniques. For normality testing, the Shapiro-Wilk test specified that all measurement items were distributed normally (all p - values > 0.05), while the Henze-Zirkler test confirmed multivariate normality ( p - value > 0.05). Common method variance was calculated using Herman's single factor test, which showed a maximum variance of 12.29% explicated by a single factor - well below the 50% threshold - thereby ruling out significant common variance prejudice in the dataset. The confirmatory factor analysis (CFA) model demonstrated statistically significant standardised factor loadings across all items ( p < 0.001), as presented in Table 2 . Overall instrument reliability was excellent (Cronbach's α = 0.928). The extracted domains exhibited robust internal reliability with both Cronbach's α and values of CR falling within the optimal range of 0.80 to 0.99 (Table 2 ). Convergent validity was established for all ten domains, with AVE scores exceeding the 0.5 threshold. The measurement model demonstrated good fit to the data (χ²(786) = 1458.67, p -value = 0.483), with fit indices supporting model adequacy: CFI = 0.918, TLI = 0.936 (both exceeding 0.90), RMSEA = 0.068, and SRMR = 0.038 - both RMSEA and SRMR values remaining within the acceptable cut-off value of 0.08 (Nunfam et al., 2022 ; Nunfam et al., 2021 ). Table 2 Measurement items’ factor loadings and their reliability Constructs and their respective items Loadings Entrepreneurial curriculum (Cronbach’s alpha = 0.971, CR ( \\(\\:{\\varvec{\\rho\\:}}_{\\varvec{c}}\\) ) = 0.975, CR ( \\(\\:{\\varvec{\\rho\\:}}_{\\varvec{a}}\\) ) =0.972, AVE = 0.832) The entrepreneurship course is developed to meet the needs of the economy 0.897*** The subject entrepreneurship is interesting because of its interactive learning nature 0.884*** I gain new experience pursuing the entrepreneurship course 0.933*** I have acquired entrepreneurial skills through the course 0.930*** I have gained sound knowledge about business through the entrepreneurship course 0.934*** Entrepreneurship lessons are real-world situations 0.925*** The entrepreneurship course adequately cover content to guide dealing with uncertainty 0.880*** The entrepreneurship course adequately cover content to guide dealing with ambiguity 0.910*** University entrepreneurial support (Cronbach’s alpha = 0.896, CR ( \\(\\:{\\varvec{\\rho\\:}}_{\\varvec{c}}\\) ) = 0.928, CR ( \\(\\:{\\varvec{\\rho\\:}}_{\\varvec{a}}\\) ) = 0.930, AVE = 0.765) My university offers courses on green entrepreneurship 0.920*** My university motivates students to start a green business 0.931*** My university offers project work focused on green entrepreneurship 0.921*** My university provide students with the financial and policy means to start a new business 0.707*** Teaching methods (Cronbach’s alpha = 0.971, CR ( \\(\\:{\\varvec{\\rho\\:}}_{\\varvec{c}}\\) ) = 0.975, CR ( \\(\\:{\\varvec{\\rho\\:}}_{\\varvec{a}}\\) ) = 0.971, AVE = 0.831) Lecturers teach the entrepreneurship course to meet real-world needs 0.914*** Lecturers demonstrate their experiences in teaching entrepreneurship courses 0.911*** The methodologies used by lecturers to deliver the entrepreneurship courses are very interesting 0.913*** Lecturers are approachable and have excellent ways of presenting the entrepreneurship courses 0.910*** Lecturers presents a comprehensive business plan model that prepares me for the real-world of work 0.936*** Lecturers teaching methodologies stimulate my interest in entrepreneurship course 0.927*** The stories of great entrepreneurs told during lectures motivates me to develop interest in business ventures 0.886*** The participatory nature of entrepreneurship lectures makes lessons engaging 0.896*** Personal attitude (Cronbach’s alpha = 0.936, CR ( \\(\\:{\\varvec{\\rho\\:}}_{\\varvec{c}}\\) ) = 0.948, CR ( \\(\\:{\\varvec{\\rho\\:}}_{\\varvec{a}}\\) ) = 0.950, AVE = 0.701) Being a green entrepreneur brings more advantages than disadvantages to me 0.893*** A career as a green entrepreneur is attractive to me 0.865*** If I had the opportunity and resources, I would like to become a green entrepreneur 0.909*** Being a green entrepreneur would entail great satisfaction for me 0.901*** I support environmental protection measures even if this will cause a loss of jobs 0.845*** I am concerned about the environmental conditions our children must live under 0.874*** News reports concerning environmental problems makes me angry 0.516*** I believe the world is approaching an environmental disaster 0.825*** Need for achievement (Cronbach’s alpha = 0.961, CR ( \\(\\:{\\varvec{\\rho\\:}}_{\\varvec{c}}\\) ) = 0.969, CR ( \\(\\:{\\varvec{\\rho\\:}}_{\\varvec{a}}\\) ) = 0.962, AVE = 0.838) I am mentally prepared to become an entrepreneur 0.914*** It is worth working hard to improve past performance 0.926*** I will excel in fairly difficult task relating to my study and work 0.922*** I have the acquired leadership skills to be an entrepreneur 0.909*** I am responsible in finding solutions to my problems 0.914*** I believe in life, one must aim high and so, take a higher-level risk 0.910*** Perceived behaviour control (Cronbach’s alpha = 0.966, CR ( \\(\\:{\\varvec{\\rho\\:}}_{\\varvec{c}}\\) ) = 0.971, CR ( \\(\\:{\\varvec{\\rho\\:}}_{\\varvec{a}}\\) ) = 0.967, AVE = 0.767) To start a green business and keep it working would be easy for me. 0.826*** I am prepared to start a viable green business. 0.860*** I can control the creation process of a new green business. 0.885*** I know the necessary practical details to start a green business. 0.870*** I know how to develop a green entrepreneurial project. 0.876*** If I tried to start a green business, I would have a high probability of success. 0.903*** If I start-up a green business, I can succeed in accomplishing my business ideas. 0.906*** If I start-up a green business, I can achieve most of my business goals. 0.899*** If I start-up a green business, I can perform effectively on my business missions. 0.873*** If I start-up a green business, I can effectively overcome environmental problems. 0.859*** Risk-taking propensity (Cronbach’s alpha = 0.935, CR ( \\(\\:{\\varvec{\\rho\\:}}_{\\varvec{c}}\\) ) = 0.949, CR ( \\(\\:{\\varvec{\\rho\\:}}_{\\varvec{a}}\\) ) = 0.936, AVE = 0.755) I do not care if the profit is small so long as it is assured and constant 0.864*** I am willing to take high risks for high returns 0.877*** I do not mind working under conditions of uncertainty if there is a reasonable probability of gains 0.880*** I do not fear investing my money in a venture whose dividends I have calculated. 0.884*** I will consider a risk worth taking only if the probability for success is 60% or more 0.879*** I fear moving into a new undertaking I know nothing about 0.826*** Self-efficacy (Cronbach’s alpha = 0.940, CR ( \\(\\:{\\varvec{\\rho\\:}}_{\\varvec{c}}\\) ) = 0.953, CR ( \\(\\:{\\varvec{\\rho\\:}}_{\\varvec{a}}\\) ) = 0.949, AVE = 0.775) I can tolerate unexpected changes in business conditions. 0.897*** I can react quickly to take advantage of business opportunities 0.923*** I can originate new business ideas and products 0.928*** I can create products that fulfill customers' unmet needs. 0.924*** I do not have the skills and capabilities required to succeed as a green entrepreneur (reversed coded). 0.691*** I can develop a well-conceived plan and presentation to potential investors 0.896*** Subjective social norms (Cronbach’s alpha = 0.911, CR ( \\(\\:{\\varvec{\\rho\\:}}_{\\varvec{c}}\\) ) = 0.934, CR ( \\(\\:{\\varvec{\\rho\\:}}_{\\varvec{a}}\\) ) = 0.930, AVE = 0.742) If I decided to become a green entrepreneur, my family will support my decision 0.905*** If I decided to become a green entrepreneur, my friends will support my decision. 0.904*** If I decided to become a green entrepreneur, my course-mates will support my decision. 0.919*** If I decided to become a green entrepreneur, I will receive support from the government. 0.685*** If I decided to become a green entrepreneur, I will receive support from the society. 0.872*** Green entrepreneurial intention (Cronbach’s alpha = 0.958, CR ( \\(\\:{\\varvec{\\rho\\:}}_{\\varvec{c}}\\) ) = 0.967, CR ( \\(\\:{\\varvec{\\rho\\:}}_{\\varvec{a}}\\) ) = 0.958, AVE = 0.856) Becoming a green entrepreneur is my preferred career choice 0.917*** My professional goal is to become a green entrepreneur 0.914*** I am committed to start and run my own green business 0.943*** I am determined to create a green business in the future 0.923*** I have been thinking about green business ideas 0.928*** 4.2. Analysis of moderation, direct and mediation effects A detailed analysis of both direct relationships and the mediation effect among the study's key constructs moderated by gender, based on path regression analysis results are illustrated in Fig. 2 . The structural equation model demonstrates strong explanatory power across multiple constructs, as evidenced by the R-square values displayed within each endogenous variable's circle. These values specify critical insights into the extent to which the model proposed accounts for variance in key entrepreneurial variables. The TM construct (R² = 0.817) shows exceptionally high explained variance, indicating that the combined influence of entrepreneurship curriculum and university entrepreneurship support accounts for 81.7% of the variation in TM. This remarkably high value indicates that the model very effectively captures the factors shaping pedagogical approaches in entrepreneurship education within technical universities. Among the PT, need for achievement (R² = 0.742) and personal attitude (R² = 0.711) exhibit the highest explained variance. This indicates that TM strongly influence these entrepreneurial characteristics, accounting for approximately 74.2% and 71.1% of their variation, respectively. Self-efficacy (R² = 0.692) and perceived behavioural control (R² = 0.683) also show robust R-square values, suggesting TM substantially explain the development of students' confidence in their entrepreneurial capabilities and their perception of control over entrepreneurial behaviours. The model explains slightly less variance in risk-taking propensity (R² = 0.668) and subjective social norm (R² = 0.615), though these R-square values still represent substantial explanatory power. The comparatively lower values might indicate that these traits are influenced by additional factors beyond TM that the current model does not capture. Most notably, the green entrepreneurship intention construct demonstrates an R² value of 0.756, indicating that the blended effects of TM, PT, and gender account for 75.6% of the variation in students' intentions to pursue green entrepreneurship. This high explanatory power validates the model's theoretical framework and confirms the significance of both educational factors and individual characteristics in forming green entrepreneurial intentions. The consistently high R-square values across all constructs provide strong empirical support for the hypothesised relationships and underline the significant role of entrepreneurship education in developing both entrepreneurial traits and sustainable business intentions among technical university students. 4.2.1 Moderation Effects of Gender on Green Entrepreneurial Intention Table 3 reveals significant gender-based differences in how PT influence GEI among technical university students. Gender significantly moderated two key relationships in the model. First, the interrelation between gender and personal attitude demonstrated a significant influence on GEI (β = 0.201, t = 2.374, p = 0.018), indicating that the association between personal attitude and GEI differs between male and female students significantly. Second, gender significantly moderated the connection between self-efficacy and GEI (β = -0.224, t = 2.462, p = 0.014), with the negative coefficient suggesting that the effect of self-efficacy on GEI may be stronger for female students. Interestingly, gender showed a trend toward significance in its direct relationship with GEI (β = -0.053, t = 1.813, p = 0.07), suggesting a potential differential baseline propensity for GEI between genders that merits further investigation. However, gender did not significantly moderate the relationships between risk-taking propensity (β = 0.047, t = 0.605, p = 0.545), subjective social norms (β = 0.075, t = 1.032, p = 0.302), perceived behavioral control (β = -0.003, t = 0.013, p = 0.99), or need for achievement (β = -0.101, t = 1.071, p = 0.284) and GEI. Table 3 Effects of Gender and personality traits on Green Entrepreneurship Intention Measuring construct Est Std T-statistics p-value Remark Gender Green entrepreneurship intention -0.053 0.03 1.813 0.07 Trend toward significant Gender x Risk-taking propensity Green entrepreneurship intention 0.047 0.083 0.605 0.545 Not significant Gender x Subjective social norm Green entrepreneurship intention 0.075 0.07 1.032 0.302 Not significant Gender x Perceived behaviour control Green entrepreneurship intention -0.003 0.089 0.013 0.99 Not significant Gender x Personal attitude Green entrepreneurship intention 0.201 0.085 2.374 0.018 Significant Gender x Need for achievement Green entrepreneurship intention -0.101 0.098 1.071 0.284 Not significant Gender x Self-efficacy Green entrepreneurship intention -0.224 0.091 2.462 0.014 Significant 4.2.2 Direct Effects Analysis Strong significant relationships between entrepreneurship education components and TM (Table 4 ). Specifically, entrepreneurship curriculum showed a strong positive influence on TM (β = 0.74, t = 26.872, p < 0.001), suggesting that curriculum design plays a critical role in shaping pedagogical approaches. Similarly, university entrepreneurship support showed a significant positive effect on TM (β = 0.202, t = 7.275, p < 0.001), though with a smaller magnitude compared to curriculum effects. Teaching methods, in turn, demonstrated significant positive effects on all six PT examined: need for achievement (β = 0.862, t = 79.608, p < 0.001), perceived behavioural control (β = 0.827, t = 68.56, p < 0.001), personal attitude (β = 0.844, t = 72.903, p < 0.001), risk-taking propensity (β = 0.818, t = 65.193, p < 0.001), self-efficacy (β = 0.832, t = 71.467, p < 0.001), and subjective social norms (β = 0.784, t = 53.805, p < 0.001). The consistently high standardised coefficients indicate that TM substantially influence the development of entrepreneurial PT among students. When examining the direct effects of PT on GEI, four traits emerged as significant predictors: self-efficacy demonstrated the strongest effect (β = 0.298, t = 3.869, p < 0.001), followed by perceived behavioural control (β = 0.219, t = 3.168, p = 0.002), need for achievement (β = 0.168, t = 2.188, p = 0.029), and personal attitude (β = 0.126, t = 2.538, p = 0.011). However, risk-taking propensity (β = 0.093, t = 1.32, p = 0.187) and subjective social norms (β = 0.029, t = 0.622, p = 0.534) did not significantly predict GEI directly. Table 4 Direct Effects of Entrepreneurship Education Components on Teaching Methods and Personality Traits on Green Entrepreneurial Intention Measuring construct Est Stdev T-statistics p-values Remark Entrepreneurship curriculum Teaching methods 0.74 0.028 26.872 0 Significant University entrepreneurship support Teaching methods 0.202 0.028 7.275 0 Significant Teaching methods Need for achievement 0.862 0.011 79.608 0 Significant Teaching methods Perceived behaviour control 0.827 0.012 68.56 0 Significant Teaching methods Personal attitude 0.844 0.012 72.903 0 Significant Teaching methods Risk-taking propensity 0.818 0.013 65.193 0 Significant Teaching methods Self-efficacy 0.832 0.012 71.467 0 Significant Teaching methods Subjective social norm 0.784 0.015 53.805 0 Significant Need for achievement Green entrepreneurship intention 0.168 0.079 2.188 0.029 Significant Perceived behaviour control Green entrepreneurship intention 0.219 0.068 3.168 0.002 Significant Personal attitude Green entrepreneurship intention 0.126 0.05 2.538 0.011 Significant Risk-taking propensity Green entrepreneurship intention 0.093 0.069 1.32 0.187 Not significant Self-efficacy Green entrepreneurship intention 0.298 0.077 3.869 0 Significant Subjective social norm Green entrepreneurship intention 0.029 0.05 0.622 0.534 Not significant 4.2.3 Mediation Analysis The results of hypothesis testing for mediation effects, specifically examining how TM mediate the connection between entrepreneurship education components and PT, and subsequently, how these traits influence GEI (Table 5 ). All hypotheses (H1-H12) regarding the mediating function of TM between entrepreneurship education components (curriculum and university support) and PT were supported, with highly significant effects (all p < 0.001). This indicates that TM effectively translate both curriculum content and institutional support into the development of entrepreneurial PT. Table 5 Mediation Effects of Teaching Methods and Personality Traits on the Relationship Between Entrepreneurship Education and Green Entrepreneurial Intention Hypothesis Measuring construct Est Stdev T-statistics p-values Remarks H1 Entrepreneurship curriculum Teaching methods Need for achievement 0.637 0.027 23.205 0 Supported H2 Entrepreneurship curriculum Teaching methods Perceived behaviour control 0.612 0.026 23.663 0 Supported H3 Entrepreneurship curriculum Teaching methods Personal attitude 0.624 0.027 22.855 0 Supported H4 Entrepreneurship curriculum Teaching methods Risk-taking propensity 0.605 0.026 23.362 0 Supported H5 Entrepreneurship curriculum Teaching methods Self-efficacy 0.616 0.027 22.775 0 Supported H6 Entrepreneurship curriculum Teaching methods Subjective social norm 0.58 0.025 22.834 0 Supported H7 University entrepreneurship support Teaching methods Need for achievement 0.175 0.024 7.391 0 Supported H8 University entrepreneurship support Teaching methods Perceived behaviour control 0.168 0.023 7.293 0 Supported H9 University entrepreneurship support Teaching methods Personal attitude 0.171 0.023 7.414 0 Supported H10 University entrepreneurship support Teaching methods Risk-taking propensity 0.166 0.023 7.304 0 Supported H11 University entrepreneurship support Teaching methods Self-efficacy 0.169 0.023 7.415 0 Supported H12 University entrepreneurship support Teaching methods Subjective social norm 0.159 0.022 7.263 0 Supported Second-order hypotheses - Teaching methods Need for achievement Green entrepreneurship intention 0.148 0.068 2.181 0.029 Supported - Teaching methods Perceived behaviour control Green entrepreneurship intention 0.179 0.057 3.14 0.002 Supported - Teaching methods Personal attitude Green entrepreneurship intention 0.107 0.042 2.517 0.012 Supported - Teaching methods Risk-taking propensity Green entrepreneurship intention 0.074 0.056 1.315 0.189 Not supported - Teaching methods Self-efficacy Green entrepreneurship intention 0.249 0.065 3.854 0 Supported - Teaching methods Subjective social norm Green entrepreneurship intention 0.024 0.039 0.62 0.535 Not supported For the entrepreneurship curriculum, TM significantly mediated its effects on all six PT: need for achievement (β = 0.637, t = 23.205, p < 0.001), perceived behavioural control (β = 0.612, t = 23.663, p < 0.001), personal attitude (β = 0.624, t = 22.855, p < 0.001), risk-taking propensity (β = 0.605, t = 23.362, p < 0.001), self-efficacy (β = 0.616, t = 22.775, p < 0.001), and subjective social norms (β = 0.58, t = 22.834, p < 0.001). Similarly, university entrepreneurship support demonstrated significant mediated effects through TM on all PT, though with smaller magnitude compared to curriculum effects: need for achievement (β = 0.175, t = 7.391, p < 0.001), perceived behavioural control (β = 0.168, t = 7.293, p < 0.001), personal attitude (β = 0.171, t = 7.414, p < 0.001), risk-taking propensity (β = 0.166, t = 7.304, p < 0.001), self-efficacy (β = 0.169, t = 7.415, p < 0.001), and subjective social norms (β = 0.159, t = 7.263, p < 0.001). When examining how TM influence green entrepreneurial intention through PT, TM significantly influenced green entrepreneurial intention through self-efficacy (β = 0.249, t = 3.854, p < 0.001), perceived behavioural control (β = 0.179, t = 3.14, p = 0.002), need for achievement (β = 0.148, t = 2.181, p = 0.029), and personal attitude (β = 0.107, t = 2.517, p = 0.012). However, the mediation pathways through risk-taking propensity (β = 0.074, t = 1.315, p = 0.189) and subjective social norms (β = 0.024, t = 0.62, p = 0.535) were not statistically significant. Hypothesis Measuring construct Est Stdev T-statistics p-values Remarks H1 Entrepreneurship curriculum Teaching methods Need for achievement 0.637 0.027 23.205 0 Supported H2 Entrepreneurship curriculum Teaching methods Perceived behaviour control 0.612 0.026 23.663 0 Supported H3 Entrepreneurship curriculum Teaching methods Personal attitude 0.624 0.027 22.855 0 Supported H4 Entrepreneurship curriculum Teaching methods Risk-taking propensity 0.605 0.026 23.362 0 Supported H5 Entrepreneurship curriculum Teaching methods Self-efficacy 0.616 0.027 22.775 0 Supported H6 Entrepreneurship curriculum Teaching methods Subjective social norm 0.58 0.025 22.834 0 Supported H7 University entrepreneurship support Teaching methods Need for achievement 0.175 0.024 7.391 0 Supported H8 University entrepreneurship support Teaching methods Perceived behaviour control 0.168 0.023 7.293 0 Supported H9 University entrepreneurship support Teaching methods Personal attitude 0.171 0.023 7.414 0 Supported H10 University entrepreneurship support Teaching methods Risk-taking propensity 0.166 0.023 7.304 0 Supported H11 University entrepreneurship support Teaching methods Self-efficacy 0.169 0.023 7.415 0 Supported H12 University entrepreneurship support Teaching methods Subjective social norm 0.159 0.022 7.263 0 Supported Second-order hypotheses - Teaching methods Need for achievement Green entrepreneurship intention 0.148 0.068 2.181 0.029 Supported - Teaching methods Perceived behaviour control Green entrepreneurship intention 0.179 0.057 3.14 0.002 Supported - Teaching methods Personal attitude Green entrepreneurship intention 0.107 0.042 2.517 0.012 Supported - Teaching methods Risk-taking propensity Green entrepreneurship intention 0.074 0.056 1.315 0.189 Not supported - Teaching methods Self-efficacy Green entrepreneurship intention 0.249 0.065 3.854 0 Supported - Teaching methods Subjective social norm Green entrepreneurship intention 0.024 0.039 0.62 0.535 Not supported 4.2.4. Serial Mediation Effects Table 5 : Mediation Effects of Teaching Methods and Personality Traits on the Relationship Between Entrepreneurship Education and Green Entrepreneurial Intention Table 6 presents the results of serial mediation analyses, examining the sequential pathways through which entrepreneurship education components influence GEI via TM and PT. For the entrepreneurship curriculum, significant serial mediation effects were observed through TM and four PT: self-efficacy (β = 0.184, t = 3.826, p < 0.001), perceived behavioural control (β = 0.132, t = 3.067, p = 0.002), personal attitude (β = 0.079, t = 2.505, p = 0.012), and need for achievement (β = 0.109, t = 3.067, p = 0.002, not shown in table). However, serial mediation through risk-taking propensity (β = 0.055, t = 1.305, p = 0.192) and subjective social norms (β = 0.018, t = 0.62, p = 0.535) did not yield significant effects. Similarly, university entrepreneurship support demonstrated significant serial mediation effects on GEI through TM and the same four PT: self-efficacy (β = 0.05, t = 3.366, p = 0.001), perceived behavioural control (β = 0.036, t = 2.983, p = 0.003), personal attitude (β = 0.022, t = 2.358, p = 0.018), and need for achievement (β = 0.03, t = 2.039, p = 0.041). Again, the serial mediation pathways through risk-taking propensity (β = 0.015, t = 1.304, p = 0.192) and subjective social norms (β = 0.005, t = 0.61, p = 0.542) were not statistically significant. These results emphasize that the influence of both entrepreneurship curriculum and university entrepreneurship support on GEI operates through complex sequential pathways involving TM and specific PT. The strongest serial mediation effects were observed through self-efficacy and perceived behavioural control, suggesting that these PT play particularly important roles in translating entrepreneurship education into GEIs. Table 6 Serial mediation effects of teaching methods and personality traits on the relationship between entrepreneurship education and green entrepreneurial intention Hypothesis Measuring construct Est Stdev T-statistics p-values Remarks H13 Entrepreneurship curriculum Teaching methods Need for achievement Green entrepreneurship intention 0.107 0.050 2.184 0.029 Supported H14 Entrepreneurship curriculum Teaching methods Perceived behaviour control Green entrepreneurship intention 0.132 0.043 3.067 0.002 Supported H15 Entrepreneurship curriculum Teaching methods Personal attitude Green entrepreneurship intention 0.079 0.031 2.505 0.012 Supported H16 Entrepreneurship curriculum Teaching methods Risk-taking propensity Green entrepreneurship intention 0.055 0.042 1.305 0.192 Not supported H17 Entrepreneurship curriculum Teaching methods Self-efficacy Green entrepreneurship intention 0.184 0.048 3.826 0 Supported H18 Entrepreneurship curriculum Teaching methods Subjective social norm Green entrepreneurship intention 0.018 0.029 0.62 0.535 Not supported H19 University entrepreneurship support Teaching methods Need for achievement Green entrepreneurship intention 0.030 0.015 2.039 0.041 Supported H20 University entrepreneurship support Teaching methods Perceived behaviour control Green entrepreneurship intention 0.036 0.012 2.983 0.003 Supported H21 University entrepreneurship support Teaching methods Personal attitude Green entrepreneurship intention 0.022 0.009 2.358 0.018 Supported H22 University entrepreneurship support Teaching methods Risk-taking propensity Green entrepreneurship intention 0.015 0.012 1.304 0.192 Not supported H23 University entrepreneurship support Teaching methods Self-efficacy Green entrepreneurship intention 0.05 0.015 3.366 0.001 Supported H24 University entrepreneurship support Teaching methods Subjective social norm Green entrepreneurship intention 0.005 0.008 0.61 0.542 Not supported 4. Discussion The path analysis showed that entrepreneurship education significantly shapes GEI among technical university students via a sequential pathway involving TM and PT. Both the entrepreneurship curriculum and university support enhance TM, which in turn, strengthen self-efficacy, perceived behavioural control, need for achievement, and personal attitude that directly drive GEI. While these PT predict GEI, risk-taking propensity and subjective social norms do not. The serial mediation analyses confirm that TM and PT (self-efficacy and perceived behavioural control) mediate the link between entrepreneurship education and GEI, with moderation analysis showing that gender differentially influences the effects of personal attitude and self-efficacy on GEI. Specifically, our results confirm that TM strongly influence the development of key entrepreneurial PT such as self-efficacy, perceived behavioural control, need for achievement, and personal attitude in alignment with prior studies (Nunfam et el., 2021; Nunfam et al., 2022 ). Consistent with TPB, these constructs form the foundation of intention formation: a positive attitude and high perceived behavioural control increase the likelihood that students will commit to GEI (Ajzen, 2002 , 2015 ; Amponsah et al., 2025 ; Nunfam et al., 2022 ). From an SCCT perspective, the observed boost in self‐efficacy - through well-structured and interactive pedagogical approaches - illustrates how mastery experiences and guided learning shape individuals’ confidence in their entrepreneurial abilities (Lent et al., 1994 ). Thus, policymakers and educational institutions should prioritise interactive and experiential learning approaches in entrepreneurship programmes. This means investing in teacher training to adopt student-centred methods, developing real-world simulations, and integrating practical modules that build both technical and self-confidence skills. Such interventions will not only enhance cognitive readiness but also help translate curricular content into actionable entrepreneurial intentions. Aligning with prior studies (Amponsah et al., 2025 ), our study also indicates that self-efficacy, perceived behavioural control, need for achievement, and personal attitude are significant predictors of GEI. However, risk-taking propensity and subjective social norms are not. Based on the tenets of TPB (Ajzen, 2002 , 2015 ), we found that a strong personal attitude toward behaviour and high perceived control are central to the decision-making process, directly influencing an individual’s intention to act. Similarly, SCCT reinforces that self‐efficacy is critical - if students believe they can successfully launch and sustain a green venture, they are more likely to do so (Lent et al., 1994 ; Rosique-Blasco et al., 2018 ). The limited role of risk-taking and social norms suggests that in the context of green entrepreneurship, internal beliefs may outweigh external pressures or predispositions toward risk. Hence, our findings underscore the practice to focus educational resources on building internal motivators rather than relying solely on external incentives or normative pressures. Universities should incorporate modules that develop strategic thinking, resilience, and problem-solving skills while simultaneously offering mentorship and support systems that reinforce students’ confidence. Policy measures could include funding for entrepreneurship incubators, and mentorship programmes that help nurture these critical internal factors. The serial mediation analyses showed that effective TM, when coupled with enhanced PT (particularly self-efficacy and perceived behavioural control), mediate the relationship between entrepreneurship education and GEI (Nunfam et al., 2022 ). This sequential process supports the TPB framework (Ajzen, 2002 , 2015 ) by demonstrating that educational interventions first shape students’ cognitive beliefs, which then translate into strong entrepreneurial intentions (Nunfam et al., 2022 ). From the SCCT viewpoint (Bandura, 1997 ; Lent et al., 1994 ), the process reflects how mastery experiences provided by experiential learning increase self‐efficacy, ultimately catalysing entrepreneurial action. Therefore, our finding points to the importance of a holistic educational strategy where universities should integrate curricula that are both theoretically rigorous and practically oriented. Such programmes should have interactive workshops, real-world case studies, and prospects for students to participate in live projects or entrepreneurial competitions and challenges. Policymakers and funding organisations can further support these initiatives by offering incentives for universities to adopt comprehensive, practice-based entrepreneurship education models that foster robust cognitive and behavioural outcomes. Finally, the moderation analysis indicates that gender significantly influences the relationships between personal attitude and GEI as well as between self-efficacy and GEI (Amponsah et al., 2025 ). This suggests that the influence of these cognitive constructs on entrepreneurial intention can differ by gender. From the TPB perspective, while attitudes and perceived behavioural control are universally important, societal norms and expectations may cause these factors to operate differently for male and female students. In the context of the SCCT, enhancing self‐efficacy can be particularly transformative for groups that face additional barriers, such as women in entrepreneurship. These insights call for gender-sensitive educational and policy interventions with tailored support programmes - such as female mentorship networks, gender-specific workshops, and confidence-building initiatives - can help bridge the gap. Policy measures that address gender disparities in entrepreneurial opportunities, such as targeted funding, networking support, and inclusive curriculum reforms, are critical to ensuring a more equitable entrepreneurial landscape. Notwithstanding the significance of this study’s findings, it is associated with the following limitations. The cross-sectional design approach to this study restricts its ability to infer long term causality among entrepreneurship education, TM, PT, and GEI, therefore, longitudinal or experimental design may provide stronger evidence. We are cautious about the findings' generalisability to other educational and cross-cultural contexts because of the comparatively small scope, sample size, and data collection from only students of Ghanaian technical universities. Furthermore, though we employed methodological safeguards such as reverse scoring, the dependence on self-reported measures could present recall bias. Finally, although the use of PLS-SEM provided robust analytical insights, potential measurement errors and unobserved variables not captured in the model might influence the relationships examined. 5. Conclusions and implications Our study confirms that entrepreneurship education significantly shapes GEI through a complex mediational pathway. Entrepreneurship curricula and university support mechanisms enrich TM, which in turn bolster key PT especially self‑efficacy and perceived behavioural control that directly drive GEI. Personal attitude and need for achievement also contribute, whereas risk‑taking propensity and subjective norms exert no significant effects. The identified serial‑parallel mediation underscores the vital role of interactive, experiential pedagogy in nurturing eco‑entrepreneurial mindsets among technical university students in Ghana. Theoretically, these findings validate the integration of the TPB and SCCT within green entrepreneurship education and reveal gender differences in how PT influence GEI, highlighting the need for gender‑sensitive educational approaches. Practically, policymakers and administrators should reform curricula to embed sustainability and environmental consciousness alongside core entrepreneurial skills. Educator training must emphasize experiential, project‑based, and problem‑solving methodologies that engage students in real‑world sustainability challenges. Technical universities should establish robust support systems (incubators, funding channels, and mentorship programs) targeted at green ventures, and foster university‑industry partnerships to expose students to successful eco‑business models. At the policy level, national entrepreneurship and education policies should explicitly endorse psychological readiness for sustainable venturing, and accreditation frameworks must include sustainability integration and experiential teaching criteria. By adopting these holistic strategies, technical universities can cultivate environmentally conscious entrepreneurs who drive sustainable development and deliver economic value. Declarations Acknowledgments The authors acknowledge the support, sharing and involvement of the research participants for the study. We extend our gratitude to Jones Amegashie-Viglo from Ho Technical University and Rich Yeng from Tamale Technical University who served as field assistants during data collection. Data Availability Statement We will make available the data supporting this study's findings upon reasonable request. Funding The authors declare that they did not receive any financial support for the research, authorship and/or publication of this manuscript. Clinical trial number : Not applicable. Ethical Approval The authors confirm that ethical approval for the conduct of this study was obtained from the Takoradi Technical University Ethical Review Committee (TTUERC). Additionally, written informed consent was obtained from all individual participants in the study Informed Consent Informed consent was obtained from each participant surveyed in this study. Consent for publication All authors and participants consent to the publication of this research. Competing interests The authors declare no competing interest References Afrifa-Yamoah, E. (2016). 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Sustainable Development , 28 (4), 585-594. Mwasalwiba, E. S. (2012). Entrepreneurship education: a review of its objectives, teaching methods, and impact indicators. IEEE Engineering Management Review , 40 (2), 72-94. Su, Y., Zhu, Z., Chen, J., Jin, Y., Wang, T., Lin, C. L., & Xu, D. (2021). Factors influencing entrepreneurial intention of university students in China: integrating the perceived university support and theory of planned behaviour. Sustainability , 13 (8), 4519. https://doi.org/10.3390/su13084519 Tien, N. H., Hiep, P. M., Dai, N. Q., Duc, N. M., & Hong, T. T. K. (2020). Green entrepreneurship understanding in Vietnam. International Journal of Entrepreneurship , 24 (2), 1-14. Yeboah, A., & Afrifa-Yamoah, E. (2024). The Influence of Social Presence on Customer Loyalty in Emerging Market Retail Industry: The Mediating Role of Trust. Journal of African Business , 25(2), 287-308. https://doi.org/10.1080/15228916.2023.2171023 Yeboah, A., & Afrifa-Yamoah, E. (2025). Serial mediation analysis of the integrative model of managerial ties and functional skills, organizational network, innovation, and financial performance, Int. J. of Business Innovation and Research. https://doi.org/10.1504/IJBIR.2023.10142823 Yi, G. (2021). From green entrepreneurial intentions to green entrepreneurial behaviours: The role of university entrepreneurial support and external institutional support. International entrepreneurship and management journal , 17 (2), 963-979. https://doi.org/10.1007/s11365-020-00649-y Zhao, H., Seibert, S. E., & Hills, G. E. (2005). The mediating role of self-efficacy in the development of entrepreneurial intentions. Journal of applied psychology , 90 (6), 1265. Tables Tables 1 to 6 are available in the Supplementary Files section. Additional Declarations No competing interests reported. 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09:40:48\",\"extension\":\"png\",\"order_by\":1,\"title\":\"Figure 1\",\"display\":\"\",\"copyAsset\":false,\"role\":\"figure\",\"size\":77584,\"visible\":true,\"origin\":\"\",\"legend\":\"\\u003cp\\u003e\\u003cstrong\\u003eA conceptual model for parallel and serial mediation\\u003c/strong\\u003e\\u003c/p\\u003e\",\"description\":\"\",\"filename\":\"1.png\",\"url\":\"https://assets-eu.researchsquare.com/files/rs-7823025/v1/04003d722f13054222f008d0.png\"},{\"id\":96708655,\"identity\":\"2310ebb1-3338-410a-b674-953b5b901d4a\",\"added_by\":\"auto\",\"created_at\":\"2025-11-25 10:04:57\",\"extension\":\"png\",\"order_by\":2,\"title\":\"Figure 2\",\"display\":\"\",\"copyAsset\":false,\"role\":\"figure\",\"size\":257897,\"visible\":true,\"origin\":\"\",\"legend\":\"\\u003cp\\u003e\\u003cstrong\\u003ePLS-SEM Path Model Showing Direct, Mediating, and Moderating Effects in the Relationship Between Entrepreneurship Education and Green Entrepreneurial Intention.\\u003c/strong\\u003e\\u003c/p\\u003e\",\"description\":\"\",\"filename\":\"2.png\",\"url\":\"https://assets-eu.researchsquare.com/files/rs-7823025/v1/fcc95e5ddda0e42642fb219b.png\"},{\"id\":96912972,\"identity\":\"058e787f-7211-47c4-87be-5a7c47b3ac22\",\"added_by\":\"auto\",\"created_at\":\"2025-11-27 13:46:33\",\"extension\":\"pdf\",\"order_by\":0,\"title\":\"\",\"display\":\"\",\"copyAsset\":false,\"role\":\"manuscript-pdf\",\"size\":2637045,\"visible\":true,\"origin\":\"\",\"legend\":\"\",\"description\":\"\",\"filename\":\"manuscript.pdf\",\"url\":\"https://assets-eu.researchsquare.com/files/rs-7823025/v1/a67be844-bb41-4128-9539-5b1a8d149b01.pdf\"},{\"id\":96709224,\"identity\":\"64b7d5b8-0b8e-4dd0-a4a2-7a1a3925ee98\",\"added_by\":\"auto\",\"created_at\":\"2025-11-25 10:08:20\",\"extension\":\"docx\",\"order_by\":1,\"title\":\"\",\"display\":\"\",\"copyAsset\":false,\"role\":\"supplement\",\"size\":74943,\"visible\":true,\"origin\":\"\",\"legend\":\"\",\"description\":\"\",\"filename\":\"Table.docx\",\"url\":\"https://assets-eu.researchsquare.com/files/rs-7823025/v1/2046a4844c9a87f279c1d66f.docx\"}],\"financialInterests\":\"No competing interests reported.\",\"formattedTitle\":\"Pathways to green entrepreneurial intent: a serial-parallel mediation SEM analysis of educational interventions, Teaching Methods, and personality traits\",\"fulltext\":[{\"header\":\"1. Introduction\",\"content\":\"\\u003cp\\u003eGreen entrepreneurship is critical for sustainable development, driving green economic transformation and accelerating environmental transitions worldwide (Farinelli et al., \\u003cspan citationid=\\\"CR22\\\" class=\\\"CitationRef\\\"\\u003e2011\\u003c/span\\u003e; Tien et al., \\u003cspan citationid=\\\"CR57\\\" class=\\\"CitationRef\\\"\\u003e2020\\u003c/span\\u003e). By harnessing entrepreneurial innovation to develop sustainable products and services, green entrepreneurship addresses pressing environmental and societal challenges while creating employment opportunities and promoting socioeconomic progress (Agu et al., \\u003cspan citationid=\\\"CR3\\\" class=\\\"CitationRef\\\"\\u003e2021\\u003c/span\\u003e; Epstein, \\u003cspan citationid=\\\"CR19\\\" class=\\\"CitationRef\\\"\\u003e2018\\u003c/span\\u003e). This approach aligns directly with Sustainable Development Goals (SDGs), notably SDG 8 (decent work and economic growth), SDG 9 (industry, innovation, and infrastructure), and SDG 13 (climate action), thereby reinforcing global commitments to integrate economic advancement with environmental stewardship (Chehbouni, \\u003cspan citationid=\\\"CR15\\\" class=\\\"CitationRef\\\"\\u003e2024\\u003c/span\\u003e; Leal Filho et al., \\u003cspan citationid=\\\"CR29\\\" class=\\\"CitationRef\\\"\\u003e2019\\u003c/span\\u003e; Meka \\u0026amp; Venkateswarlu, \\u003cspan citationid=\\\"CR35\\\" class=\\\"CitationRef\\\"\\u003e2024\\u003c/span\\u003e).\\u003c/p\\u003e\\u003cp\\u003eIn Ghana, rising graduate unemployment has intensified the imperative for green entrepreneurship, which offers innovation-driven solutions to generate jobs and foster sustainable economic growth (Nyukorong, \\u003cspan citationid=\\\"CR42\\\" class=\\\"CitationRef\\\"\\u003e2022\\u003c/span\\u003e; Otchia, \\u003cspan citationid=\\\"CR43\\\" class=\\\"CitationRef\\\"\\u003e2019\\u003c/span\\u003e; Owusu Mintah, 2014). Technical universities (TUs) with their applied, technical and vocational training models play a pivotal role in equipping students with market relevant skills and competencies that meet both industry demands and sustainability imperatives (Amponsah et al., 2024; Yi, \\u003cspan citationid=\\\"CR60\\\" class=\\\"CitationRef\\\"\\u003e2021\\u003c/span\\u003e). By integrating sustainability principles into entrepreneurship curricula and co-curricular activities, TUs help students address local and global ecological challenges while building the knowledge and mindset needed for green ventures (Yi, \\u003cspan citationid=\\\"CR60\\\" class=\\\"CitationRef\\\"\\u003e2021\\u003c/span\\u003e; Soomro et al., \\u003cspan citationid=\\\"CR54\\\" class=\\\"CitationRef\\\"\\u003e2020\\u003c/span\\u003e).\\u003c/p\\u003e\\u003cp\\u003eMultiple interrelated factors shape students\\u0026rsquo; green entrepreneurial intentions (GEI), with entrepreneurship education and PT exerting particularly strong influences (Roy, 2023; \\u0026Aacute;lvarez Risco et al., 2021). Student centred, experiential pedagogies (e.g., project-based assignments, internships with green firms and sustainability focused simulations) effectively foster enthusiasm for eco entrepreneurship and cultivate a sustainability driven culture (Soomro et al., \\u003cspan citationid=\\\"CR54\\\" class=\\\"CitationRef\\\"\\u003e2020\\u003c/span\\u003e). These interactive methods enhance attitudes towards green ventures, support self efficacy and reinforce perceived behavioural control by providing hands on experience in launching and managing environmentally responsible businesses (Amponsah et al., 2024; Bandura, \\u003cspan citationid=\\\"CR11\\\" class=\\\"CitationRef\\\"\\u003e1997\\u003c/span\\u003e). Moreover, the impact of education on GEI is maximised when teaching strategies align with students\\u0026rsquo; adaptive personality characteristics such as need for achievement, risk taking propensity, and resilience while being supported by institutional resources and peer networks (Roy, 2023; Li\\u0026ntilde;\\u0026aacute;n et al., \\u003cspan citationid=\\\"CR31\\\" class=\\\"CitationRef\\\"\\u003e2011\\u003c/span\\u003e).\\u003c/p\\u003e\\u003cp\\u003eDespite extensive research on GEI and behaviour (Amponsah et al., 2024; Nordin, \\u003cspan citationid=\\\"CR39\\\" class=\\\"CitationRef\\\"\\u003e2020\\u003c/span\\u003e; Noor et al., \\u003cspan citationid=\\\"CR38\\\" class=\\\"CitationRef\\\"\\u003e2023\\u003c/span\\u003e; Prabowo et al., \\u003cspan citationid=\\\"CR47\\\" class=\\\"CitationRef\\\"\\u003e2022\\u003c/span\\u003e), the specific mediating roles of TM and PT within the entrepreneurship education (EE) - GEI relationship remain underexplored. Without clarity on how pedagogical approaches and inherent traits interact to shape GEI, educational practices cannot be optimally tailored to foster sustainable business behaviours; a critical limitation in developing economies where sustainable economic development is urgently needed (Qazi et al., \\u003cspan citationid=\\\"CR48\\\" class=\\\"CitationRef\\\"\\u003e2020\\u003c/span\\u003e; Yi, \\u003cspan citationid=\\\"CR60\\\" class=\\\"CitationRef\\\"\\u003e2021\\u003c/span\\u003e).\\u003c/p\\u003e\\u003cp\\u003eThe combination of Theory of Planned Behaviour (TPB) and Social Cognitive Career Theory (SCCT) offers a comprehensive framework to capture both cognitive and motivational dimensions of GEI. TPB explains how attitudes, subjective social norms, and perceived behavioural control (PBC) inform students\\u0026rsquo; intentions to engage in GEI (Ajzen, \\u003cspan citationid=\\\"CR4\\\" class=\\\"CitationRef\\\"\\u003e1991\\u003c/span\\u003e; Nunfam et al., \\u003cspan citationid=\\\"CR40\\\" class=\\\"CitationRef\\\"\\u003e2022\\u003c/span\\u003e). SCCT highlights the role of self-efficacy, outcome expectations and personal goals in career decision making and vocational interest formation (Lent et al., \\u003cspan citationid=\\\"CR30\\\" class=\\\"CitationRef\\\"\\u003e1994\\u003c/span\\u003e; Bandura, 1986). However, prior studies have rarely employed robust analytical methods, such as PLS SEM, to rigorously examine these serial parallel mediation effects particularly in the context of Ghana\\u0026rsquo;s TUs.\\u003c/p\\u003e\\u003cp\\u003eTo address these gaps, this study applies PLS SEM to analyse how entrepreneurship curricula and university support mechanisms enhance TM, which in turn cultivate key PT (personal attitudes, subjective social norms, PBC, self-efficacy, propensity for risk taking, and need for achievement) that drive GEI among Ghana\\u0026rsquo;s TU students. By combining TPB and SCCT, we extend the theoretical understanding of how entrepreneurship education drives the formation of sustainable venture intention. The results will offer actionable insights for designers of curriculum, educators, and policy makers to develop targeted, evidence based interventions (e.g., experiential learning modules, mentorship programs and industry partnerships) that effectively nurture eco entrepreneurial mindsets and advance green economic transformation in developing economies.\\u003c/p\\u003e\"},{\"header\":\"2. Review of literature and assumptions\",\"content\":\"\\u003cdiv id=\\\"Sec3\\\" class=\\\"Section2\\\"\\u003e\\u003ch2\\u003e2.1 Theoretical context\\u003c/h2\\u003e\\u003cp\\u003eIn this study, the entrepreneurship education and GEI nexus can be understood through Ajzen's TPB and Bandura's SCCT. These theories provide insights into the psychological and behavioural mechanisms that influence the entrepreneurship intention of individuals to engage in sustainable practices within the context of TM and PT as mediating factors in this relationship.\\u003c/p\\u003e\\u003cp\\u003eAjzen\\u0026rsquo;s TPB, a widely validated psycho-behavioural model (Ajzen \\u003cspan citationid=\\\"CR4\\\" class=\\\"CitationRef\\\"\\u003e1991\\u003c/span\\u003e; Asitik \\u0026amp; Nunfam \\u003cspan citationid=\\\"CR9\\\" class=\\\"CitationRef\\\"\\u003e2019\\u003c/span\\u003e; Haddad et al. 2021; Sharma et al. 2024), posits that intentions arise from three core constructs: attitude toward the behaviour (ATB), subjective social norm (SSN), and PBC. ATB reflects one\\u0026rsquo;s evaluation of green entrepreneurship based on anticipated benefits, so integrating sustainability into entrepreneurship curricula can enhance positive attitudes by demonstrating economic and environmental gains. SSN captures perceived social pressure; thus, university initiatives showcasing green success stories and peer endorsements strengthen students\\u0026rsquo; inclination toward GEI. PBC denotes confidence in one\\u0026rsquo;s capabilities; experiential learning, mentorship, and access to resources bolster self-confidence, increasing students\\u0026rsquo; readiness to launch green enterprises (Ajzen \\u003cspan citationid=\\\"CR4\\\" class=\\\"CitationRef\\\"\\u003e1991\\u003c/span\\u003e; Ajzen \\u003cspan citationid=\\\"CR6\\\" class=\\\"CitationRef\\\"\\u003e2015\\u003c/span\\u003e).\\u003c/p\\u003e\\u003cp\\u003eBandura\\u0026rsquo;s SCCT, grounded in Social Cognitive Theory, emphasizes self-efficacy, outcome expectations, and personal goals as drivers of career-related choices (Bandura 1986; Lent et al. \\u003cspan citationid=\\\"CR30\\\" class=\\\"CitationRef\\\"\\u003e1994\\u003c/span\\u003e). Self‐efficacy is the belief in one\\u0026rsquo;s ability to organise and execute required actions that is a key determinant of entrepreneurial intention (Boyd \\u0026amp; Vozikis, \\u003cspan citationid=\\\"CR13\\\" class=\\\"CitationRef\\\"\\u003e1994\\u003c/span\\u003e; Rosique Blasco et al., 2018). SCCT contends that individuals who view themselves as capable of overcoming entrepreneurial challenges, especially those aligned with their values, are more likely to pursue sustainable ventures (Ho 2020). Learning experiences, such as project-based assignments, foster mastery and reinforce positive outcome expectations, further shaping GEI.\\u003c/p\\u003e\\u003c/div\\u003e\\u003cdiv id=\\\"Sec4\\\" class=\\\"Section2\\\"\\u003e\\u003ch2\\u003e2.2 Conceptual paradigm and hypotheses development\\u003c/h2\\u003e\\u003cdiv id=\\\"Sec5\\\" class=\\\"Section3\\\"\\u003e\\u003ch2\\u003e2.2.1 GEI\\u003c/h2\\u003e\\u003cp\\u003eStudies on GEI focus on the effect of PT and several other factors (Amponsah et al., 2023), without assessing the combination of multiple factors (Naz et al., 2022) and the mediating relationships between different factors such as curriculum, university support, TM, and how they all, individually and collectively, influence the GEI of TU students. Like previous studies, TPB was modified to explicate students\\u0026rsquo; GEIs as a direct function of the entrepreneurship curriculum or university entrepreneurship support, how TM and students\\u0026rsquo; PT influence this linear association (Amponsah et al., 2024). TPB, being a significant theory, has been widely employed in several empirical studies relating to intention (Amponsah et al., 2023; Nunfam et al., \\u003cspan citationid=\\\"CR40\\\" class=\\\"CitationRef\\\"\\u003e2022\\u003c/span\\u003e). Though the tenets of TPB render it inadequate for explaining entrepreneurial intention behaviour as a nonlinear process (Neck \\u0026amp; Greene, \\u003cspan citationid=\\\"CR37\\\" class=\\\"CitationRef\\\"\\u003e2011\\u003c/span\\u003e). Therefore, TPB was modified to elucidate the conditions of conceptual models requiring analysis based on indirect, mediation, or moderation relationships among constructs (Brannback et al., 2007; Hayes, 2018). We modified TPB to explain the direct connection between entrepreneurship curriculum and/or university entrepreneurship support (independent variables) and GEI (dependent variable), and the sequential and parallel mediating functions of TM and PT in this connection. Our adapted model proposes that TM and PT serve as mediators in both parallel and serial pathways linking the entrepreneurship curriculum and university entrepreneurship support to students\\u0026rsquo; GEI. (Fig.\\u0026nbsp;\\u003cspan refid=\\\"Fig1\\\" class=\\\"InternalRef\\\"\\u003e1\\u003c/span\\u003e).\\u003c/p\\u003e\\u003cp\\u003e\\u003c/p\\u003e\\u003c/div\\u003e\\u003cdiv id=\\\"Sec6\\\" class=\\\"Section3\\\"\\u003e\\u003ch2\\u003e2.2.2 Entrepreneurship Curriculum, TM, and PT\\u003c/h2\\u003e\\u003cp\\u003eEntrepreneurship education drives innovation, growth, and job creation by equipping students with the essential skills and mindset (Carpenter \\u0026amp; Wilson, \\u003cspan citationid=\\\"CR14\\\" class=\\\"CitationRef\\\"\\u003e2022\\u003c/span\\u003e). The effectiveness of educational programmes depends on a well-designed curriculum, pedagogical methods, and cultivation of relevant PT. Fayolle (\\u003cspan citationid=\\\"CR20\\\" class=\\\"CitationRef\\\"\\u003e2010\\u003c/span\\u003e) emphasises that such programs such programmes develop entrepreneurial attitudes and capabilities that enables venture creation. Carpenter \\u0026amp; Wilson (\\u003cspan citationid=\\\"CR14\\\" class=\\\"CitationRef\\\"\\u003e2022\\u003c/span\\u003e) and Iwu et al. (\\u003cspan citationid=\\\"CR25\\\" class=\\\"CitationRef\\\"\\u003e2021\\u003c/span\\u003e) posits that aligning pedagogy and students\\u0026rsquo; innate traits training alone may fail to achieve its aims. Therefore, ascertaining the veracity of the following hypotheses is imperative:\\u003c/p\\u003e\\u003cp\\u003eH1 TM mediate the relationship between entrepreneurship curriculum and need for achievement\\u003c/p\\u003e\\u003cp\\u003eH2 TM mediate the relationship between entrepreneurship curriculum and perceived behavioural control\\u003c/p\\u003e\\u003cp\\u003eH3 TM mediate the relationship between entrepreneurship curriculum and personal attitudes\\u003c/p\\u003e\\u003cp\\u003eH4 TM mediate the relationship between entrepreneurship curriculum and risk-taking propensity\\u003c/p\\u003e\\u003cp\\u003eH5 TM mediate the relationship between entrepreneurship curriculum and Subjective social norms\\u003c/p\\u003e\\u003cp\\u003eH6 TM mediate the relationship between entrepreneurship curriculum and self-efficacy\\u003c/p\\u003e\\u003c/div\\u003e\\u003cdiv id=\\\"Sec7\\\" class=\\\"Section3\\\"\\u003e\\u003ch2\\u003e2.2.3 University Entrepreneurship Support, TM and PT\\u003c/h2\\u003e\\u003cp\\u003eStudents\\u0026rsquo; entrepreneurial intentions are shaped by personality factors, teaching strategies, and university support including mentorship, training, networking, and funding access (Li\\u0026ntilde;\\u0026aacute;n et al., \\u003cspan citationid=\\\"CR31\\\" class=\\\"CitationRef\\\"\\u003e2011\\u003c/span\\u003e; Lu et al., \\u003cspan citationid=\\\"CR33\\\" class=\\\"CitationRef\\\"\\u003e2021\\u003c/span\\u003e). Experiential, active-learning methods strengthens essential traits for GEI (Carpenter \\u0026amp; Wilson, \\u003cspan citationid=\\\"CR14\\\" class=\\\"CitationRef\\\"\\u003e2022\\u003c/span\\u003e; Rideout \\u0026amp; Gray, \\u003cspan citationid=\\\"CR49\\\" class=\\\"CitationRef\\\"\\u003e2013\\u003c/span\\u003e; Saeed et al., \\u003cspan citationid=\\\"CR52\\\" class=\\\"CitationRef\\\"\\u003e2018\\u003c/span\\u003e). Well‐designed curricula, engaging techniques, and personalised learning that foster attitudes, self‐efficacy, risk tolerance, and achievement that drive qualities crucial for venture creation (Carpenter \\u0026amp; Wilson, \\u003cspan citationid=\\\"CR14\\\" class=\\\"CitationRef\\\"\\u003e2022\\u003c/span\\u003e; Igwe et al., \\u003cspan citationid=\\\"CR24\\\" class=\\\"CitationRef\\\"\\u003e2022\\u003c/span\\u003e; Iwu et al., \\u003cspan citationid=\\\"CR25\\\" class=\\\"CitationRef\\\"\\u003e2021\\u003c/span\\u003e). Institutional entrepreneurship centers reinforce perceived behavioral control by providing real‐world engagement and funding guidance (Li\\u0026ntilde;\\u0026aacute;n et al., \\u003cspan citationid=\\\"CR31\\\" class=\\\"CitationRef\\\"\\u003e2011\\u003c/span\\u003e; Lu et al., \\u003cspan citationid=\\\"CR33\\\" class=\\\"CitationRef\\\"\\u003e2021\\u003c/span\\u003e). Personalized mentorship aligns training with students\\u0026rsquo; capabilities, boosting self‐efficacy and outcome expectations (Saeed et al., \\u003cspan citationid=\\\"CR52\\\" class=\\\"CitationRef\\\"\\u003e2018\\u003c/span\\u003e). Gender‐sensitive programmme adaptations address differential influences of PT, ensuring inclusive participation in green ventures (Carpenter \\u0026amp; Wilson, \\u003cspan citationid=\\\"CR14\\\" class=\\\"CitationRef\\\"\\u003e2022\\u003c/span\\u003e; Igwe et al., \\u003cspan citationid=\\\"CR24\\\" class=\\\"CitationRef\\\"\\u003e2022\\u003c/span\\u003e). By integrating sustainability principles and entrepreneurial skills, universities can prepare graduates for eco‐innovation and competitive market entry (Iwu et al., \\u003cspan citationid=\\\"CR25\\\" class=\\\"CitationRef\\\"\\u003e2021\\u003c/span\\u003e; Rideout \\u0026amp; Gray, \\u003cspan citationid=\\\"CR49\\\" class=\\\"CitationRef\\\"\\u003e2013\\u003c/span\\u003e). Therefore, it is essential to test the veracity of the following serial mediation hypotheses:\\u003c/p\\u003e\\u003cp\\u003eH7 TM mediate the relationship between university entrepreneurial support and need for achievement\\u003c/p\\u003e\\u003cp\\u003eH8 TM mediate the relationship between university entrepreneurial support and perceived behavioural control\\u003c/p\\u003e\\u003cp\\u003eH9 TM mediate the relationship between university entrepreneurial support and personal attitudes\\u003c/p\\u003e\\u003cp\\u003eH10 TM mediate the relationship between university entrepreneurial support and risk-taking propensity\\u003c/p\\u003e\\u003cp\\u003eH11 TM mediate the relationship between university entrepreneurial support and self-efficacy\\u003c/p\\u003e\\u003cp\\u003eH12 TM mediate the relationship between university entrepreneurial support and Subjective social norms\\u003c/p\\u003e\\u003c/div\\u003e\\u003cdiv id=\\\"Sec8\\\" class=\\\"Section3\\\"\\u003e\\u003ch2\\u003e2.2.4 Entrepreneurship Curriculum, TM, PT and GEI\\u003c/h2\\u003e\\u003cp\\u003eEntrepreneurship education shapes GEI (Li\\u0026ntilde;\\u0026aacute;n et al., \\u003cspan citationid=\\\"CR31\\\" class=\\\"CitationRef\\\"\\u003e2011\\u003c/span\\u003e), integrating business creation, sustainability, and innovation (Fayolle \\u0026amp; Gailly, \\u003cspan citationid=\\\"CR21\\\" class=\\\"CitationRef\\\"\\u003e2015\\u003c/span\\u003e). Its effectiveness hinges on experiential methods that bridge theory, practice (Kolb, \\u003cspan citationid=\\\"CR27\\\" class=\\\"CitationRef\\\"\\u003e2014\\u003c/span\\u003e; Mwasalwiba, \\u003cspan citationid=\\\"CR55\\\" class=\\\"CitationRef\\\"\\u003e2012\\u003c/span\\u003e) and boost engagement (Igwe et al., \\u003cspan citationid=\\\"CR24\\\" class=\\\"CitationRef\\\"\\u003e2022\\u003c/span\\u003e). PT interact with curriculum and pedagogy to drive GEI (Zhao et al., 2010; Li\\u0026ntilde;\\u0026aacute;n \\u0026amp; Chen, 2009). Experiential learning enhances self-efficacy, strengthening intentions (Bandura, \\u003cspan citationid=\\\"CR11\\\" class=\\\"CitationRef\\\"\\u003e1997\\u003c/span\\u003e), while interactive teaching shapes attitudes toward sustainability challenges addressed by green ventures (Rideout \\u0026amp; Gray, \\u003cspan citationid=\\\"CR49\\\" class=\\\"CitationRef\\\"\\u003e2013\\u003c/span\\u003e). Validating these hypotheses in Ghana's cultural context require to determine how TM and PT serially mediates entrepreneurship curriculum and GEI.\\u003c/p\\u003e\\u003cp\\u003eH13 TM and need for achievement serially mediate the connection between entrepreneurship curriculum and GEI.\\u003c/p\\u003e\\u003cp\\u003eH14 TM and PBC serially mediate the connection between entrepreneurship curriculum and GEI.\\u003c/p\\u003e\\u003cp\\u003eH15 TM and personal attitude serially mediate the connection between entrepreneurship curriculum and GEI.\\u003c/p\\u003e\\u003cp\\u003eH16 TM and risk-taking propensity serially mediate the connection between entrepreneurship curriculum and GEI.\\u003c/p\\u003e\\u003cp\\u003eH17 TM and self-efficacy serially mediate the connection between entrepreneurship curriculum and GEI.\\u003c/p\\u003e\\u003cp\\u003eH18 TM and subjective social norms serially mediate the connection between entrepreneurship curriculum and GEI.\\u003c/p\\u003e\\u003c/div\\u003e\\u003cdiv id=\\\"Sec9\\\" class=\\\"Section3\\\"\\u003e\\u003ch2\\u003e2.2.5 University Entrepreneurship Support, TM, PT and GEI\\u003c/h2\\u003e\\u003cp\\u003eFayolle and Gailly (\\u003cspan citationid=\\\"CR21\\\" class=\\\"CitationRef\\\"\\u003e2015\\u003c/span\\u003e) posits that starting and expanding a starts when universities encourage students to pursue entrepreneurial goals. Students' intention to engage in entrepreneurial activities is impacted by university entrepreneurial support (Lu et al., 20221; Su et al., \\u003cspan citationid=\\\"CR56\\\" class=\\\"CitationRef\\\"\\u003e2021\\u003c/span\\u003e). The effectiveness of university support is often shaped by the development of PT and the instructional strategies employed. This study test the connection between university entrepreneurial support and GEI and explore how TM and PT serially interact to influence this linkage.\\u003c/p\\u003e\\u003cp\\u003eH19 TM and need for achievement serially mediate the connection between university entrepreneurial support and GEI.\\u003c/p\\u003e\\u003cp\\u003eH20 TM and PBC serially mediate the connection between university entrepreneurial support and GEI.\\u003c/p\\u003e\\u003cp\\u003eH21 TM and personal attitude serially mediate the connection between university entrepreneurial support and GEI.\\u003c/p\\u003e\\u003cp\\u003eH22 TM and Risk-taking propensity serially mediate the connection between entrepreneurship curriculum and GEI\\u003c/p\\u003e\\u003cp\\u003eH23 TM and self-efficacy serially mediate the connection between university entrepreneurial support and GEI.\\u003c/p\\u003e\\u003cp\\u003eH24 TM and subjective social norms serially mediate the connection between university entrepreneurial support and GEI.\\u003c/p\\u003e\\u003c/div\\u003e\\u003c/div\\u003e\"},{\"header\":\"3. Materials and Methods\",\"content\":\"\\u003cdiv id=\\\"Sec11\\\" class=\\\"Section2\\\"\\u003e\\u003ch2\\u003e3.1 Philosophy and Design of the Study\\u003c/h2\\u003e\\u003cp\\u003eThis study aligns with the positivist methodological perspective, employing an explanatory cross-sectional design to investigate the research problem (Creswell \\u0026amp; Creswell, \\u003cspan citationid=\\\"CR17\\\" class=\\\"CitationRef\\\"\\u003e2017\\u003c/span\\u003e). The use of this research design facilitated the generation of a concise overview of participants' demographic information and helped to explain the mediating role of TM and PT in the relationship between entrepreneurship education and GEI (Creswell \\u0026amp; Plano Clark, 2017).\\u003c/p\\u003e\\u003c/div\\u003e\\u003cdiv id=\\\"Sec12\\\" class=\\\"Section2\\\"\\u003e\\u003ch2\\u003e3.2 Participants, sampling technique and sample size\\u003c/h2\\u003e\\u003cp\\u003eGhanaian TU students constituted the population of this study. The perspectives of respondents were elicited through a self-reported survey of Ghanaian Technical University students in 2023 to assess TM and PT as parallel and serial mediators of the relationship between entrepreneurship education (e.g., entrepreneurship curriculum and university entrepreneurship support) and GEI of university students in Ghana (Creswell \\u0026amp; Clark, \\u003cspan citationid=\\\"CR17\\\" class=\\\"CitationRef\\\"\\u003e2017\\u003c/span\\u003e; Mertens, 2015). Four out of Ghana\\u0026rsquo;s ten TUs, namely Takoradi Technical University (TTU), Ho Technical University (HTU), Kumasi Technical University (KTU), and Tamale Technical University (TaTU), were selected through random sampling. A target sub-population of 1,500 was planned, originally targeting 375 respondents from each institution. Overall, 1,329 responses were gathered from the sampled TUs: 297 (22.4%) from TTU, 366 (27.5%) from HTU, 305 (22.9%) from KTU, and 361 (27.2%) from TaTU. This resulted in a response rate (88.6%). The eligible students were randomly selected because they consented to voluntarily take part in the study. Eligible respondents were students who had not owned or started a business, had completed at least one semester of entrepreneurship coursework, and demonstrated both willingness and interest in completing the questionnaire, increasing the likelihood of obtaining a response. The study excluded students with no entrepreneurial intentions, those who had not taken any entrepreneurship-related course or programme, and those who had previously commenced a business. Respondents' demographic profile is shown in Table\\u0026nbsp;\\u003cspan refid=\\\"Tab1\\\" class=\\\"InternalRef\\\"\\u003e1\\u003c/span\\u003e.\\u003c/p\\u003e\\u003cp\\u003e\\u003cdiv class=\\\"gridtable\\\"\\u003e\\u003ctable float=\\\"Yes\\\" id=\\\"Tab1\\\" border=\\\"1\\\"\\u003e\\u003ccaption language=\\\"En\\\"\\u003e\\u003cdiv class=\\\"CaptionNumber\\\"\\u003eTable 1\\u003c/div\\u003e\\u003cdiv class=\\\"CaptionContent\\\"\\u003e\\u003cp\\u003eBackground information of Respondents (n\\u0026thinsp;=\\u0026thinsp;1329)\\u003c/p\\u003e\\u003c/div\\u003e\\u003c/caption\\u003e\\u003ccolgroup cols=\\\"3\\\"\\u003e\\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c1\\\" colnum=\\\"1\\\"\\u003e\\u003c/div\\u003e\\u003cdiv align=\\\"char\\\" char=\\\".\\\" class=\\\"colspec\\\" colname=\\\"c2\\\" colnum=\\\"2\\\"\\u003e\\u003c/div\\u003e\\u003cdiv align=\\\"char\\\" char=\\\".\\\" class=\\\"colspec\\\" colname=\\\"c3\\\" colnum=\\\"3\\\"\\u003e\\u003c/div\\u003e\\u003cthead\\u003e\\u003ctr\\u003e\\u003cth align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eBackground characteristics\\u003c/p\\u003e\\u003c/th\\u003e\\u003cth align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003eFrequency\\u003c/p\\u003e\\u003c/th\\u003e\\u003cth align=\\\"left\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003ePercentage\\u003c/p\\u003e\\u003c/th\\u003e\\u003c/tr\\u003e\\u003c/thead\\u003e\\u003ctbody\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eGender\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eMale\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e677\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e50.9\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eFemale\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e652\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e49.1\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eAge\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003e18\\u0026ndash;25 years\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e905\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e68.1\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003e26\\u0026ndash;35 years\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e398\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e29.9\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003e36\\u0026ndash;45 years\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e25\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e1.9\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003e45 years above\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e1\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.1\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eFamily entrepreneurial background\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eYes\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e1045\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e78.6\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eNo\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e284\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e21.4\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eHighest education\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eSenior High School (SHS)\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e168\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e12.7\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eHigher National Diploma (HND)\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e879\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e66.2\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eDegree\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e282\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e21.3\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003c/tbody\\u003e\\u003c/colgroup\\u003e\\u003ctfoot\\u003e\\u003ctr\\u003e\\u003ctd colspan=\\\"3\\\"\\u003eSource: Field survey, 2023\\u003c/td\\u003e\\u003c/tr\\u003e\\u003c/tfoot\\u003e\\u003c/table\\u003e\\u003c/div\\u003e\\u003c/p\\u003e\\u003c/div\\u003e\\u003cdiv id=\\\"Sec13\\\" class=\\\"Section2\\\"\\u003e\\u003ch2\\u003e3.3 Sources of data, instrumentation and measures\\u003c/h2\\u003e\\u003cp\\u003eThis study used primary data collected from participants via a self-administered survey. Responses were gathered using the Likert scale technique (Jebb et al., \\u003cspan citationid=\\\"CR26\\\" class=\\\"CitationRef\\\"\\u003e2021\\u003c/span\\u003e) over a six-month period from June to December 2023. To mitigate Likert scales bias, reverse scoring was implemented alongsides subject area expert review to remove ambiguous items whiles assuring respondents of data confidentiality anonymity of their responses (Kircher, 2022; Phakiti, 2020; Podsakoff et al., \\u003cspan citationid=\\\"CR46\\\" class=\\\"CitationRef\\\"\\u003e2012\\u003c/span\\u003e). Pretesting of the instrument was conducted with 50 undergraduates, leading to a minor modification in one question with a low impact on internal consistency. We obtained ethical permission from the Ethics Review Committee of TTU, alongside individual consent from respondents. On average, respondent spent at least 35 minutes completing the questionnaire.\\u003c/p\\u003e\\u003cp\\u003eThe questionnaire covered five sections, each focusing on different constructs, including PT, entrepreneurship education, and students' GEI. Section A gathered information on students' knowledge of green entrepreneurship (Soomro et al., \\u003cspan citationid=\\\"CR54\\\" class=\\\"CitationRef\\\"\\u003e2020\\u003c/span\\u003e). Section B focused on students' PT, using 9 items to assess personal attitudes (Li\\u0026ntilde;\\u0026aacute;n \\u0026amp; Chen, 2009), ten items for perceived behavioral control (Chen et al., 2014; Li\\u0026ntilde;\\u0026aacute;n \\u0026amp; Chen, 2009), 5 items for subjective social norms (Li\\u0026ntilde;\\u0026aacute;n \\u0026amp; Chen, 2009), 6 items for risk-taking propensity (Leong \\u0026amp; Huang, \\u003cspan citationid=\\\"CR32\\\" class=\\\"CitationRef\\\"\\u003e2008\\u003c/span\\u003e; Schwarz et al., \\u003cspan citationid=\\\"CR53\\\" class=\\\"CitationRef\\\"\\u003e1991\\u003c/span\\u003e), 6 items for the need for achievement (Leong \\u0026amp; Huang, \\u003cspan citationid=\\\"CR32\\\" class=\\\"CitationRef\\\"\\u003e2008\\u003c/span\\u003e; Nunfam et al., \\u003cspan citationid=\\\"CR41\\\" class=\\\"CitationRef\\\"\\u003e2021\\u003c/span\\u003e), and 6 items for self-efficacy. Section C examined entrepreneurship education (Kolvereid, \\u003cspan citationid=\\\"CR28\\\" class=\\\"CitationRef\\\"\\u003e1996\\u003c/span\\u003e; Li\\u0026ntilde;\\u0026aacute;n et al., \\u003cspan citationid=\\\"CR31\\\" class=\\\"CitationRef\\\"\\u003e2011\\u003c/span\\u003e) based on TM and entrepreneurial curriculum. It included 8 items to assess TM (Nunfam et al., \\u003cspan citationid=\\\"CR41\\\" class=\\\"CitationRef\\\"\\u003e2021\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR40\\\" class=\\\"CitationRef\\\"\\u003e2022\\u003c/span\\u003e), 8 items for entrepreneurial curriculum (Leong \\u0026amp; Huang, \\u003cspan citationid=\\\"CR32\\\" class=\\\"CitationRef\\\"\\u003e2008\\u003c/span\\u003e; Nunfam et al., \\u003cspan citationid=\\\"CR41\\\" class=\\\"CitationRef\\\"\\u003e2021\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR40\\\" class=\\\"CitationRef\\\"\\u003e2022\\u003c/span\\u003e), and 5 items for university entrepreneurial support (Yi, \\u003cspan citationid=\\\"CR60\\\" class=\\\"CitationRef\\\"\\u003e2021\\u003c/span\\u003e). Section D solicited information on GEI (Amankwah \\u0026amp; Sesen, 2021; Yi, 2023) using 5 items. Finally, Section E centred on respondents\\u0026rsquo; demographic information.\\u003c/p\\u003e\\u003c/div\\u003e\\u003cdiv id=\\\"Sec14\\\" class=\\\"Section2\\\"\\u003e\\u003ch2\\u003e3.4 Data analysis\\u003c/h2\\u003e\\u003cp\\u003eThis study employed a comprehensive analytical approach to examine the relationships between entrepreneurship education and GEIs, evaluating several intervening influences in a serial-parallel framework (Yeboah \\u0026amp; Afrifa-Yamoah, \\u003cspan citationid=\\\"CR59\\\" class=\\\"CitationRef\\\"\\u003e2025\\u003c/span\\u003e). Descriptive statistics, including frequencies and percentages, were first computed to describe the demographic profile of the study participants. Before proceeding with the main analysis, we assessed the appropriateness of the data through rigorous testing procedures, including univariate normality testing (Shapiro-Wilk test) and multivariate normality assessment (Henze-Zirkler test). The appropriateness of the data for factor analysis was verified using the Kaiser\\u0026ndash;Meyer\\u0026ndash;Olkin (KMO) statistic and Bartlett's test of sphericity\\u003c/p\\u003e\\u003cp\\u003eMeasurement for the study was assessed through multiple reliability and validity assessments. We evaluated construct validity using Cronbach's alpha coefficients and assessed convergent validity through the Average Variance Extracted (AVE). Discriminant validity was confirmed using both the Fornell-Larcker Criterion (FLC) and the Heterotrait-Monotrait Ratio (HTMT).\\u003c/p\\u003e\\u003cp\\u003eFor hypothesis testing, PLS-SEM was applied using SmartPLS 4 software (Ringle et al., \\u003cspan citationid=\\\"CR50\\\" class=\\\"CitationRef\\\"\\u003e2024\\u003c/span\\u003e). The PLS-SEM was employed to examine complex mediation relationships in cases of cause-and-effect relationships within multivariate frameworks (Asitik et al., \\u003cspan citationid=\\\"CR10\\\" class=\\\"CitationRef\\\"\\u003e2025\\u003c/span\\u003e; Afrifa-Yamoah, \\u003cspan citationid=\\\"CR1\\\" class=\\\"CitationRef\\\"\\u003e2016\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR2\\\" class=\\\"CitationRef\\\"\\u003e2024\\u003c/span\\u003e; Yeboah \\u0026amp; Afrifa-Yamoah \\u003cspan citationid=\\\"CR58\\\" class=\\\"CitationRef\\\"\\u003e2024\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR59\\\" class=\\\"CitationRef\\\"\\u003e2025\\u003c/span\\u003e).\\u003c/p\\u003e\\u003cp\\u003eWe evaluated the structural equation model using multiple fit indices, including the chi-square test, Comparative Fit Index (CFI), Root Mean Square Error of Approximation (RMSEA), and Tucker-Lewis Index (TLI). We also calculated Composite Reliability (CR) statistics to further confirm construct validity. To test the mediational hypotheses with greater precision, we conducted non-parametric bootstrapping analyses based on 5,000 bootstrapped samples, with statistical significance established at p\\u0026thinsp;\\u0026lt;\\u0026thinsp;0.05.\\u003c/p\\u003e\\u003c/div\\u003e\"},{\"header\":\"3. Results\",\"content\":\"\\u003cdiv id=\\\"Sec16\\\" class=\\\"Section2\\\"\\u003e\\u003ch2\\u003e4.1 Procedural Remedies, Reliability, and Validity\\u003c/h2\\u003e\\u003cp\\u003eThe sample adequacy assessment yielded a KMO score of 0.869, exceeding the required minimum threshold of 0.5. Bartlett's test of sphericity produced a significant result (\\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;\\u0026lt;\\u0026thinsp;0.001), confirming the dataset substantially differed from an identity matrix, supporting the use of data reduction techniques. For normality testing, the Shapiro-Wilk test specified that all measurement items were distributed normally (all \\u003cem\\u003ep\\u003c/em\\u003e - values\\u0026thinsp;\\u0026gt;\\u0026thinsp;0.05), while the Henze-Zirkler test confirmed multivariate normality (\\u003cem\\u003ep\\u003c/em\\u003e - value\\u0026thinsp;\\u0026gt;\\u0026thinsp;0.05). Common method variance was calculated using Herman's single factor test, which showed a maximum variance of 12.29% explicated by a single factor - well below the 50% threshold - thereby ruling out significant common variance prejudice in the dataset.\\u003c/p\\u003e\\u003cp\\u003eThe confirmatory factor analysis (CFA) model demonstrated statistically significant standardised factor loadings across all items (\\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;\\u0026lt;\\u0026thinsp;0.001), as presented in Table\\u0026nbsp;\\u003cspan refid=\\\"Tab2\\\" class=\\\"InternalRef\\\"\\u003e2\\u003c/span\\u003e. Overall instrument reliability was excellent (Cronbach's α\\u0026thinsp;=\\u0026thinsp;0.928). The extracted domains exhibited robust internal reliability with both Cronbach's α and values of CR falling within the optimal range of 0.80 to 0.99 (Table\\u0026nbsp;\\u003cspan refid=\\\"Tab2\\\" class=\\\"InternalRef\\\"\\u003e2\\u003c/span\\u003e). Convergent validity was established for all ten domains, with AVE scores exceeding the 0.5 threshold. The measurement model demonstrated good fit to the data (χ\\u0026sup2;(786)\\u0026thinsp;=\\u0026thinsp;1458.67, \\u003cem\\u003ep\\u003c/em\\u003e-value\\u0026thinsp;=\\u0026thinsp;0.483), with fit indices supporting model adequacy: CFI\\u0026thinsp;=\\u0026thinsp;0.918, TLI\\u0026thinsp;=\\u0026thinsp;0.936 (both exceeding 0.90), RMSEA\\u0026thinsp;=\\u0026thinsp;0.068, and SRMR\\u0026thinsp;=\\u0026thinsp;0.038 - both RMSEA and SRMR values remaining within the acceptable cut-off value of 0.08 (Nunfam et al., \\u003cspan citationid=\\\"CR40\\\" class=\\\"CitationRef\\\"\\u003e2022\\u003c/span\\u003e; Nunfam et al., \\u003cspan citationid=\\\"CR41\\\" class=\\\"CitationRef\\\"\\u003e2021\\u003c/span\\u003e).\\u003c/p\\u003e\\u003cp\\u003e\\u003cdiv class=\\\"gridtable\\\"\\u003e\\u003ctable float=\\\"Yes\\\" id=\\\"Tab2\\\" border=\\\"1\\\"\\u003e\\u003ccaption language=\\\"En\\\"\\u003e\\u003cdiv class=\\\"CaptionNumber\\\"\\u003eTable 2\\u003c/div\\u003e\\u003cdiv class=\\\"CaptionContent\\\"\\u003e\\u003cp\\u003eMeasurement items\\u0026rsquo; factor loadings and their reliability\\u003c/p\\u003e\\u003c/div\\u003e\\u003c/caption\\u003e\\u003ccolgroup cols=\\\"2\\\"\\u003e\\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c1\\\" colnum=\\\"1\\\"\\u003e\\u003c/div\\u003e\\u003cdiv align=\\\"char\\\" char=\\\".\\\" class=\\\"colspec\\\" colname=\\\"c2\\\" colnum=\\\"2\\\"\\u003e\\u003c/div\\u003e\\u003cthead\\u003e\\u003ctr\\u003e\\u003cth align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eConstructs and their respective items\\u003c/p\\u003e\\u003c/th\\u003e\\u003cth align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003eLoadings\\u003c/p\\u003e\\u003c/th\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003cth align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eEntrepreneurial curriculum (Cronbach\\u0026rsquo;s alpha\\u0026thinsp;=\\u0026thinsp;0.971, CR (\\u003cspan class=\\\"InlineEquation\\\"\\u003e\\u003cspan class=\\\"mathinline\\\"\\u003e\\\\(\\\\:{\\\\varvec{\\\\rho\\\\:}}_{\\\\varvec{c}}\\\\)\\u003c/span\\u003e\\u003c/span\\u003e)\\u0026thinsp;=\\u0026thinsp;0.975, CR (\\u003cspan class=\\\"InlineEquation\\\"\\u003e\\u003cspan class=\\\"mathinline\\\"\\u003e\\\\(\\\\:{\\\\varvec{\\\\rho\\\\:}}_{\\\\varvec{a}}\\\\)\\u003c/span\\u003e\\u003c/span\\u003e) =0.972, AVE\\u0026thinsp;=\\u0026thinsp;0.832)\\u003c/p\\u003e\\u003c/th\\u003e\\u003cth align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u0026nbsp;\\u003c/th\\u003e\\u003c/tr\\u003e\\u003c/thead\\u003e\\u003ctbody\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eThe entrepreneurship course is developed to meet the needs of the economy\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.897***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eThe subject entrepreneurship is interesting because of its interactive learning nature\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.884***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eI gain new experience pursuing the entrepreneurship course\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.933***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eI have acquired entrepreneurial skills through the course\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.930***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eI have gained sound knowledge about business through the entrepreneurship course\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.934***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eEntrepreneurship lessons are real-world situations\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.925***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eThe entrepreneurship course adequately cover content to guide dealing with uncertainty\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.880***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eThe entrepreneurship course adequately cover content to guide dealing with ambiguity\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.910***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003e\\u003cb\\u003eUniversity entrepreneurial support (Cronbach\\u0026rsquo;s alpha\\u0026thinsp;=\\u0026thinsp;0.896, CR (\\u003c/b\\u003e\\u003cspan class=\\\"InlineEquation\\\"\\u003e\\u003cspan class=\\\"mathinline\\\"\\u003e\\\\(\\\\:{\\\\varvec{\\\\rho\\\\:}}_{\\\\varvec{c}}\\\\)\\u003c/span\\u003e\\u003c/span\\u003e\\u003cb\\u003e)\\u0026thinsp;=\\u0026thinsp;0.928, CR (\\u003c/b\\u003e\\u003cspan class=\\\"InlineEquation\\\"\\u003e\\u003cspan class=\\\"mathinline\\\"\\u003e\\\\(\\\\:{\\\\varvec{\\\\rho\\\\:}}_{\\\\varvec{a}}\\\\)\\u003c/span\\u003e\\u003c/span\\u003e\\u003cb\\u003e)\\u0026thinsp;=\\u0026thinsp;0.930, AVE\\u0026thinsp;=\\u0026thinsp;0.765)\\u003c/b\\u003e\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eMy university offers courses on green entrepreneurship\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.920***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eMy university motivates students to start a green business\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.931***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eMy university offers project work focused on green entrepreneurship\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.921***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eMy university provide students with the financial and policy means to start a new business\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.707***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003e\\u003cb\\u003eTeaching methods (Cronbach\\u0026rsquo;s alpha\\u0026thinsp;=\\u0026thinsp;0.971, CR (\\u003c/b\\u003e\\u003cspan class=\\\"InlineEquation\\\"\\u003e\\u003cspan class=\\\"mathinline\\\"\\u003e\\\\(\\\\:{\\\\varvec{\\\\rho\\\\:}}_{\\\\varvec{c}}\\\\)\\u003c/span\\u003e\\u003c/span\\u003e\\u003cb\\u003e)\\u0026thinsp;=\\u0026thinsp;0.975, CR (\\u003c/b\\u003e\\u003cspan class=\\\"InlineEquation\\\"\\u003e\\u003cspan class=\\\"mathinline\\\"\\u003e\\\\(\\\\:{\\\\varvec{\\\\rho\\\\:}}_{\\\\varvec{a}}\\\\)\\u003c/span\\u003e\\u003c/span\\u003e\\u003cb\\u003e)\\u0026thinsp;=\\u0026thinsp;0.971, AVE\\u0026thinsp;=\\u0026thinsp;0.831)\\u003c/b\\u003e\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eLecturers teach the entrepreneurship course to meet real-world needs\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.914***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eLecturers demonstrate their experiences in teaching entrepreneurship courses\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.911***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eThe methodologies used by lecturers to deliver the entrepreneurship courses are very interesting\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.913***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eLecturers are approachable and have excellent ways of presenting the entrepreneurship courses\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.910***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eLecturers presents a comprehensive business plan model that prepares me for the real-world of work\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.936***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eLecturers teaching methodologies stimulate my interest in entrepreneurship course\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.927***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eThe stories of great entrepreneurs told during lectures motivates me to develop interest in business ventures\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.886***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eThe participatory nature of entrepreneurship lectures makes lessons engaging\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.896***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003e\\u003cb\\u003ePersonal attitude (Cronbach\\u0026rsquo;s alpha\\u0026thinsp;=\\u0026thinsp;0.936, CR (\\u003c/b\\u003e\\u003cspan class=\\\"InlineEquation\\\"\\u003e\\u003cspan class=\\\"mathinline\\\"\\u003e\\\\(\\\\:{\\\\varvec{\\\\rho\\\\:}}_{\\\\varvec{c}}\\\\)\\u003c/span\\u003e\\u003c/span\\u003e\\u003cb\\u003e)\\u0026thinsp;=\\u0026thinsp;0.948, CR (\\u003c/b\\u003e\\u003cspan class=\\\"InlineEquation\\\"\\u003e\\u003cspan class=\\\"mathinline\\\"\\u003e\\\\(\\\\:{\\\\varvec{\\\\rho\\\\:}}_{\\\\varvec{a}}\\\\)\\u003c/span\\u003e\\u003c/span\\u003e\\u003cb\\u003e)\\u0026thinsp;=\\u0026thinsp;0.950, AVE\\u0026thinsp;=\\u0026thinsp;0.701)\\u003c/b\\u003e\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eBeing a green entrepreneur brings more advantages than disadvantages to me\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.893***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eA career as a green entrepreneur is attractive to me\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.865***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eIf I had the opportunity and resources, I would like to become a green entrepreneur\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.909***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eBeing a green entrepreneur would entail great satisfaction for me\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.901***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eI support environmental protection measures even if this will cause a loss of jobs\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.845***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eI am concerned about the environmental conditions our children must live under\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.874***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eNews reports concerning environmental problems makes me angry\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.516***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eI believe the world is approaching an environmental disaster\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.825***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003e\\u003cb\\u003eNeed for achievement (Cronbach\\u0026rsquo;s alpha\\u0026thinsp;=\\u0026thinsp;0.961, CR (\\u003c/b\\u003e\\u003cspan class=\\\"InlineEquation\\\"\\u003e\\u003cspan class=\\\"mathinline\\\"\\u003e\\\\(\\\\:{\\\\varvec{\\\\rho\\\\:}}_{\\\\varvec{c}}\\\\)\\u003c/span\\u003e\\u003c/span\\u003e\\u003cb\\u003e)\\u0026thinsp;=\\u0026thinsp;0.969, CR (\\u003c/b\\u003e\\u003cspan class=\\\"InlineEquation\\\"\\u003e\\u003cspan class=\\\"mathinline\\\"\\u003e\\\\(\\\\:{\\\\varvec{\\\\rho\\\\:}}_{\\\\varvec{a}}\\\\)\\u003c/span\\u003e\\u003c/span\\u003e\\u003cb\\u003e)\\u0026thinsp;=\\u0026thinsp;0.962, AVE\\u0026thinsp;=\\u0026thinsp;0.838)\\u003c/b\\u003e\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eI am mentally prepared to become an entrepreneur\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.914***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eIt is worth working hard to improve past performance\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.926***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eI will excel in fairly difficult task relating to my study and work\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.922***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eI have the acquired leadership skills to be an entrepreneur\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.909***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eI am responsible in finding solutions to my problems\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.914***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eI believe in life, one must aim high and so, take a higher-level risk\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.910***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003e\\u003cb\\u003ePerceived behaviour control (Cronbach\\u0026rsquo;s alpha\\u0026thinsp;=\\u0026thinsp;0.966, CR (\\u003c/b\\u003e\\u003cspan class=\\\"InlineEquation\\\"\\u003e\\u003cspan class=\\\"mathinline\\\"\\u003e\\\\(\\\\:{\\\\varvec{\\\\rho\\\\:}}_{\\\\varvec{c}}\\\\)\\u003c/span\\u003e\\u003c/span\\u003e\\u003cb\\u003e)\\u0026thinsp;=\\u0026thinsp;0.971, CR (\\u003c/b\\u003e\\u003cspan class=\\\"InlineEquation\\\"\\u003e\\u003cspan class=\\\"mathinline\\\"\\u003e\\\\(\\\\:{\\\\varvec{\\\\rho\\\\:}}_{\\\\varvec{a}}\\\\)\\u003c/span\\u003e\\u003c/span\\u003e\\u003cb\\u003e)\\u0026thinsp;=\\u0026thinsp;0.967, AVE\\u0026thinsp;=\\u0026thinsp;0.767)\\u003c/b\\u003e\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eTo start a green business and keep it working would be easy for me.\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.826***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eI am prepared to start a viable green business.\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.860***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eI can control the creation process of a new green business.\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.885***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eI know the necessary practical details to start a green business.\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.870***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eI know how to develop a green entrepreneurial project.\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.876***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eIf I tried to start a green business, I would have a high probability of success.\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.903***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eIf I start-up a green business, I can succeed in accomplishing my business ideas.\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.906***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eIf I start-up a green business, I can achieve most of my business goals.\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.899***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eIf I start-up a green business, I can perform effectively on my business missions.\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.873***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eIf I start-up a green business, I can effectively overcome environmental problems.\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.859***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003e\\u003cb\\u003eRisk-taking propensity (Cronbach\\u0026rsquo;s alpha\\u0026thinsp;=\\u0026thinsp;0.935, CR (\\u003c/b\\u003e\\u003cspan class=\\\"InlineEquation\\\"\\u003e\\u003cspan class=\\\"mathinline\\\"\\u003e\\\\(\\\\:{\\\\varvec{\\\\rho\\\\:}}_{\\\\varvec{c}}\\\\)\\u003c/span\\u003e\\u003c/span\\u003e\\u003cb\\u003e)\\u0026thinsp;=\\u0026thinsp;0.949, CR (\\u003c/b\\u003e\\u003cspan class=\\\"InlineEquation\\\"\\u003e\\u003cspan class=\\\"mathinline\\\"\\u003e\\\\(\\\\:{\\\\varvec{\\\\rho\\\\:}}_{\\\\varvec{a}}\\\\)\\u003c/span\\u003e\\u003c/span\\u003e\\u003cb\\u003e)\\u0026thinsp;=\\u0026thinsp;0.936, AVE\\u0026thinsp;=\\u0026thinsp;0.755)\\u003c/b\\u003e\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eI do not care if the profit is small so long as it is assured and constant\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.864***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eI am willing to take high risks for high returns\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.877***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eI do not mind working under conditions of uncertainty if there is a reasonable probability of gains\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.880***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eI do not fear investing my money in a venture whose dividends I have calculated.\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.884***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eI will consider a risk worth taking only if the probability for success is 60% or more\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.879***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eI fear moving into a new undertaking I know nothing about\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.826***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003e\\u003cb\\u003eSelf-efficacy (Cronbach\\u0026rsquo;s alpha\\u0026thinsp;=\\u0026thinsp;0.940, CR (\\u003c/b\\u003e\\u003cspan class=\\\"InlineEquation\\\"\\u003e\\u003cspan class=\\\"mathinline\\\"\\u003e\\\\(\\\\:{\\\\varvec{\\\\rho\\\\:}}_{\\\\varvec{c}}\\\\)\\u003c/span\\u003e\\u003c/span\\u003e\\u003cb\\u003e)\\u0026thinsp;=\\u0026thinsp;0.953, CR (\\u003c/b\\u003e\\u003cspan class=\\\"InlineEquation\\\"\\u003e\\u003cspan class=\\\"mathinline\\\"\\u003e\\\\(\\\\:{\\\\varvec{\\\\rho\\\\:}}_{\\\\varvec{a}}\\\\)\\u003c/span\\u003e\\u003c/span\\u003e\\u003cb\\u003e)\\u0026thinsp;=\\u0026thinsp;0.949, AVE\\u0026thinsp;=\\u0026thinsp;0.775)\\u003c/b\\u003e\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eI can tolerate unexpected changes in business conditions.\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.897***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eI can react quickly to take advantage of business opportunities\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.923***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eI can originate new business ideas and products\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.928***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eI can create products that fulfill customers' unmet needs.\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.924***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eI do not have the skills and capabilities required to succeed as a green entrepreneur (reversed coded).\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.691***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eI can develop a well-conceived plan and presentation to potential investors\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.896***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003e\\u003cb\\u003eSubjective social norms (Cronbach\\u0026rsquo;s alpha\\u0026thinsp;=\\u0026thinsp;0.911, CR (\\u003c/b\\u003e\\u003cspan class=\\\"InlineEquation\\\"\\u003e\\u003cspan class=\\\"mathinline\\\"\\u003e\\\\(\\\\:{\\\\varvec{\\\\rho\\\\:}}_{\\\\varvec{c}}\\\\)\\u003c/span\\u003e\\u003c/span\\u003e\\u003cb\\u003e)\\u0026thinsp;=\\u0026thinsp;0.934, CR (\\u003c/b\\u003e\\u003cspan class=\\\"InlineEquation\\\"\\u003e\\u003cspan class=\\\"mathinline\\\"\\u003e\\\\(\\\\:{\\\\varvec{\\\\rho\\\\:}}_{\\\\varvec{a}}\\\\)\\u003c/span\\u003e\\u003c/span\\u003e\\u003cb\\u003e)\\u0026thinsp;=\\u0026thinsp;0.930, AVE\\u0026thinsp;=\\u0026thinsp;0.742)\\u003c/b\\u003e\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eIf I decided to become a green entrepreneur, my family will support my decision\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.905***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eIf I decided to become a green entrepreneur, my friends will support my decision.\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.904***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eIf I decided to become a green entrepreneur, my course-mates will support my decision.\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.919***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eIf I decided to become a green entrepreneur, I will receive support from the government.\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.685***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eIf I decided to become a green entrepreneur, I will receive support from the society.\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.872***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003e\\u003cb\\u003eGreen entrepreneurial intention (Cronbach\\u0026rsquo;s alpha\\u0026thinsp;=\\u0026thinsp;0.958, CR (\\u003c/b\\u003e\\u003cspan class=\\\"InlineEquation\\\"\\u003e\\u003cspan class=\\\"mathinline\\\"\\u003e\\\\(\\\\:{\\\\varvec{\\\\rho\\\\:}}_{\\\\varvec{c}}\\\\)\\u003c/span\\u003e\\u003c/span\\u003e\\u003cb\\u003e)\\u0026thinsp;=\\u0026thinsp;0.967, CR (\\u003c/b\\u003e\\u003cspan class=\\\"InlineEquation\\\"\\u003e\\u003cspan class=\\\"mathinline\\\"\\u003e\\\\(\\\\:{\\\\varvec{\\\\rho\\\\:}}_{\\\\varvec{a}}\\\\)\\u003c/span\\u003e\\u003c/span\\u003e\\u003cb\\u003e)\\u0026thinsp;=\\u0026thinsp;0.958, AVE\\u0026thinsp;=\\u0026thinsp;0.856)\\u003c/b\\u003e\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eBecoming a green entrepreneur is my preferred career choice\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.917***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eMy professional goal is to become a green entrepreneur\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.914***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eI am committed to start and run my own green business\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.943***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eI am determined to create a green business in the future\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.923***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eI have been thinking about green business ideas\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.928***\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003c/tbody\\u003e\\u003c/colgroup\\u003e\\u003c/table\\u003e\\u003c/div\\u003e\\u003c/p\\u003e\\u003c/div\\u003e\\u003cdiv id=\\\"Sec17\\\" class=\\\"Section2\\\"\\u003e\\u003ch2\\u003e4.2. Analysis of moderation, direct and mediation effects\\u003c/h2\\u003e\\u003cp\\u003eA detailed analysis of both direct relationships and the mediation effect among the study's key constructs moderated by gender, based on path regression analysis results are illustrated in Fig.\\u0026nbsp;\\u003cspan refid=\\\"Fig2\\\" class=\\\"InternalRef\\\"\\u003e2\\u003c/span\\u003e. The structural equation model demonstrates strong explanatory power across multiple constructs, as evidenced by the R-square values displayed within each endogenous variable's circle. These values specify critical insights into the extent to which the model proposed accounts for variance in key entrepreneurial variables.\\u003c/p\\u003e\\u003cp\\u003eThe TM construct (R\\u0026sup2; = 0.817) shows exceptionally high explained variance, indicating that the combined influence of entrepreneurship curriculum and university entrepreneurship support accounts for 81.7% of the variation in TM. This remarkably high value indicates that the model very effectively captures the factors shaping pedagogical approaches in entrepreneurship education within technical universities. Among the PT, need for achievement (R\\u0026sup2; = 0.742) and personal attitude (R\\u0026sup2; = 0.711) exhibit the highest explained variance. This indicates that TM strongly influence these entrepreneurial characteristics, accounting for approximately 74.2% and 71.1% of their variation, respectively. Self-efficacy (R\\u0026sup2; = 0.692) and perceived behavioural control (R\\u0026sup2; = 0.683) also show robust R-square values, suggesting TM substantially explain the development of students' confidence in their entrepreneurial capabilities and their perception of control over entrepreneurial behaviours. The model explains slightly less variance in risk-taking propensity (R\\u0026sup2; = 0.668) and subjective social norm (R\\u0026sup2; = 0.615), though these R-square values still represent substantial explanatory power. The comparatively lower values might indicate that these traits are influenced by additional factors beyond TM that the current model does not capture.\\u003c/p\\u003e\\u003cp\\u003eMost notably, the green entrepreneurship intention construct demonstrates an R\\u0026sup2; value of 0.756, indicating that the blended effects of TM, PT, and gender account for 75.6% of the variation in students' intentions to pursue green entrepreneurship. This high explanatory power validates the model's theoretical framework and confirms the significance of both educational factors and individual characteristics in forming green entrepreneurial intentions. The consistently high R-square values across all constructs provide strong empirical support for the hypothesised relationships and underline the significant role of entrepreneurship education in developing both entrepreneurial traits and sustainable business intentions among technical university students.\\u003c/p\\u003e\\u003cp\\u003e\\u003c/p\\u003e\\u003cdiv id=\\\"Sec18\\\" class=\\\"Section3\\\"\\u003e\\u003ch2\\u003e\\u003cb\\u003e4.2.1 Moderation Effects of Gender on Green Entrepreneurial Intention\\u003c/b\\u003e\\u003c/h2\\u003e\\u003cp\\u003eTable\\u0026nbsp;\\u003cspan refid=\\\"Tab3\\\" class=\\\"InternalRef\\\"\\u003e3\\u003c/span\\u003e reveals significant gender-based differences in how PT influence GEI among technical university students. Gender significantly moderated two key relationships in the model. First, the interrelation between gender and personal attitude demonstrated a significant influence on GEI (β\\u0026thinsp;=\\u0026thinsp;0.201, t\\u0026thinsp;=\\u0026thinsp;2.374, p\\u0026thinsp;=\\u0026thinsp;0.018), indicating that the association between personal attitude and GEI differs between male and female students significantly. Second, gender significantly moderated the connection between self-efficacy and GEI (β = -0.224, t\\u0026thinsp;=\\u0026thinsp;2.462, p\\u0026thinsp;=\\u0026thinsp;0.014), with the negative coefficient suggesting that the effect of self-efficacy on GEI may be stronger for female students.\\u003c/p\\u003e\\u003cp\\u003eInterestingly, gender showed a trend toward significance in its direct relationship with GEI (β = -0.053, t\\u0026thinsp;=\\u0026thinsp;1.813, p\\u0026thinsp;=\\u0026thinsp;0.07), suggesting a potential differential baseline propensity for GEI between genders that merits further investigation. However, gender did not significantly moderate the relationships between risk-taking propensity (β\\u0026thinsp;=\\u0026thinsp;0.047, t\\u0026thinsp;=\\u0026thinsp;0.605, p\\u0026thinsp;=\\u0026thinsp;0.545), subjective social norms (β\\u0026thinsp;=\\u0026thinsp;0.075, t\\u0026thinsp;=\\u0026thinsp;1.032, p\\u0026thinsp;=\\u0026thinsp;0.302), perceived behavioral control (β = -0.003, t\\u0026thinsp;=\\u0026thinsp;0.013, p\\u0026thinsp;=\\u0026thinsp;0.99), or need for achievement (β = -0.101, t\\u0026thinsp;=\\u0026thinsp;1.071, p\\u0026thinsp;=\\u0026thinsp;0.284) and GEI.\\u003c/p\\u003e\\u003cp\\u003e\\u003cdiv class=\\\"gridtable\\\"\\u003e\\u003ctable float=\\\"Yes\\\" id=\\\"Tab3\\\" border=\\\"1\\\"\\u003e\\u003ccaption language=\\\"En\\\"\\u003e\\u003cdiv class=\\\"CaptionNumber\\\"\\u003eTable 3\\u003c/div\\u003e\\u003cdiv class=\\\"CaptionContent\\\"\\u003e\\u003cp\\u003eEffects of Gender and personality traits on Green Entrepreneurship Intention\\u003c/p\\u003e\\u003c/div\\u003e\\u003c/caption\\u003e\\u003ccolgroup cols=\\\"6\\\"\\u003e\\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c1\\\" colnum=\\\"1\\\"\\u003e\\u003c/div\\u003e\\u003cdiv align=\\\"char\\\" char=\\\".\\\" class=\\\"colspec\\\" colname=\\\"c2\\\" colnum=\\\"2\\\"\\u003e\\u003c/div\\u003e\\u003cdiv align=\\\"char\\\" char=\\\".\\\" class=\\\"colspec\\\" colname=\\\"c3\\\" colnum=\\\"3\\\"\\u003e\\u003c/div\\u003e\\u003cdiv align=\\\"char\\\" char=\\\".\\\" class=\\\"colspec\\\" colname=\\\"c4\\\" colnum=\\\"4\\\"\\u003e\\u003c/div\\u003e\\u003cdiv align=\\\"char\\\" char=\\\".\\\" class=\\\"colspec\\\" colname=\\\"c5\\\" colnum=\\\"5\\\"\\u003e\\u003c/div\\u003e\\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c6\\\" colnum=\\\"6\\\"\\u003e\\u003c/div\\u003e\\u003cthead\\u003e\\u003ctr\\u003e\\u003cth align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eMeasuring construct\\u003c/p\\u003e\\u003c/th\\u003e\\u003cth align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003eEst\\u003c/p\\u003e\\u003c/th\\u003e\\u003cth align=\\\"left\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003eStd\\u003c/p\\u003e\\u003c/th\\u003e\\u003cth align=\\\"left\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003eT-statistics\\u003c/p\\u003e\\u003c/th\\u003e\\u003cth align=\\\"left\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003ep-value\\u003c/p\\u003e\\u003c/th\\u003e\\u003cth align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003eRemark\\u003c/p\\u003e\\u003c/th\\u003e\\u003c/tr\\u003e\\u003c/thead\\u003e\\u003ctbody\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eGender Green entrepreneurship intention\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e-0.053\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.03\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e1.813\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e0.07\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003eTrend toward significant\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eGender x Risk-taking propensity Green entrepreneurship intention\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.047\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.083\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e0.605\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e0.545\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003eNot significant\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eGender x Subjective social norm Green entrepreneurship intention\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.075\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.07\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e1.032\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e0.302\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003eNot significant\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eGender x Perceived behaviour control Green entrepreneurship intention\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e-0.003\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.089\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e0.013\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e0.99\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003eNot significant\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eGender x Personal attitude Green entrepreneurship intention\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.201\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.085\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e2.374\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e0.018\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003eSignificant\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eGender x Need for achievement Green entrepreneurship intention\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e-0.101\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.098\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e1.071\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e0.284\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003eNot significant\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eGender x Self-efficacy Green entrepreneurship intention\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e-0.224\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.091\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e2.462\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e0.014\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003eSignificant\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003c/tbody\\u003e\\u003c/colgroup\\u003e\\u003c/table\\u003e\\u003c/div\\u003e\\u003c/p\\u003e\\u003c/div\\u003e\\u003cdiv id=\\\"Sec19\\\" class=\\\"Section3\\\"\\u003e\\u003ch2\\u003e4.2.2 Direct Effects Analysis\\u003c/h2\\u003e\\u003cp\\u003eStrong significant relationships between entrepreneurship education components and TM (Table\\u0026nbsp;\\u003cspan refid=\\\"Tab4\\\" class=\\\"InternalRef\\\"\\u003e4\\u003c/span\\u003e). Specifically, entrepreneurship curriculum showed a strong positive influence on TM (β\\u0026thinsp;=\\u0026thinsp;0.74, t\\u0026thinsp;=\\u0026thinsp;26.872, p\\u0026thinsp;\\u0026lt;\\u0026thinsp;0.001), suggesting that curriculum design plays a critical role in shaping pedagogical approaches. Similarly, university entrepreneurship support showed a significant positive effect on TM (β\\u0026thinsp;=\\u0026thinsp;0.202, t\\u0026thinsp;=\\u0026thinsp;7.275, p\\u0026thinsp;\\u0026lt;\\u0026thinsp;0.001), though with a smaller magnitude compared to curriculum effects.\\u003c/p\\u003e\\u003cp\\u003eTeaching methods, in turn, demonstrated significant positive effects on all six PT examined: need for achievement (β\\u0026thinsp;=\\u0026thinsp;0.862, t\\u0026thinsp;=\\u0026thinsp;79.608, p\\u0026thinsp;\\u0026lt;\\u0026thinsp;0.001), perceived behavioural control (β\\u0026thinsp;=\\u0026thinsp;0.827, t\\u0026thinsp;=\\u0026thinsp;68.56, p\\u0026thinsp;\\u0026lt;\\u0026thinsp;0.001), personal attitude (β\\u0026thinsp;=\\u0026thinsp;0.844, t\\u0026thinsp;=\\u0026thinsp;72.903, p\\u0026thinsp;\\u0026lt;\\u0026thinsp;0.001), risk-taking propensity (β\\u0026thinsp;=\\u0026thinsp;0.818, t\\u0026thinsp;=\\u0026thinsp;65.193, p\\u0026thinsp;\\u0026lt;\\u0026thinsp;0.001), self-efficacy (β\\u0026thinsp;=\\u0026thinsp;0.832, t\\u0026thinsp;=\\u0026thinsp;71.467, p\\u0026thinsp;\\u0026lt;\\u0026thinsp;0.001), and subjective social norms (β\\u0026thinsp;=\\u0026thinsp;0.784, t\\u0026thinsp;=\\u0026thinsp;53.805, p\\u0026thinsp;\\u0026lt;\\u0026thinsp;0.001). The consistently high standardised coefficients indicate that TM substantially influence the development of entrepreneurial PT among students. When examining the direct effects of PT on GEI, four traits emerged as significant predictors: self-efficacy demonstrated the strongest effect (β\\u0026thinsp;=\\u0026thinsp;0.298, t\\u0026thinsp;=\\u0026thinsp;3.869, p\\u0026thinsp;\\u0026lt;\\u0026thinsp;0.001), followed by perceived behavioural control (β\\u0026thinsp;=\\u0026thinsp;0.219, t\\u0026thinsp;=\\u0026thinsp;3.168, p\\u0026thinsp;=\\u0026thinsp;0.002), need for achievement (β\\u0026thinsp;=\\u0026thinsp;0.168, t\\u0026thinsp;=\\u0026thinsp;2.188, p\\u0026thinsp;=\\u0026thinsp;0.029), and personal attitude (β\\u0026thinsp;=\\u0026thinsp;0.126, t\\u0026thinsp;=\\u0026thinsp;2.538, p\\u0026thinsp;=\\u0026thinsp;0.011). However, risk-taking propensity (β\\u0026thinsp;=\\u0026thinsp;0.093, t\\u0026thinsp;=\\u0026thinsp;1.32, p\\u0026thinsp;=\\u0026thinsp;0.187) and subjective social norms (β\\u0026thinsp;=\\u0026thinsp;0.029, t\\u0026thinsp;=\\u0026thinsp;0.622, p\\u0026thinsp;=\\u0026thinsp;0.534) did not significantly predict GEI directly.\\u003c/p\\u003e\\u003cp\\u003e\\u003cdiv class=\\\"gridtable\\\"\\u003e\\u003ctable float=\\\"Yes\\\" id=\\\"Tab4\\\" border=\\\"1\\\"\\u003e\\u003ccaption language=\\\"En\\\"\\u003e\\u003cdiv class=\\\"CaptionNumber\\\"\\u003eTable 4\\u003c/div\\u003e\\u003cdiv class=\\\"CaptionContent\\\"\\u003e\\u003cp\\u003eDirect Effects of Entrepreneurship Education Components on Teaching Methods and Personality Traits on Green Entrepreneurial Intention\\u003c/p\\u003e\\u003c/div\\u003e\\u003c/caption\\u003e\\u003ccolgroup cols=\\\"6\\\"\\u003e\\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c1\\\" colnum=\\\"1\\\"\\u003e\\u003c/div\\u003e\\u003cdiv align=\\\"char\\\" char=\\\".\\\" class=\\\"colspec\\\" colname=\\\"c2\\\" colnum=\\\"2\\\"\\u003e\\u003c/div\\u003e\\u003cdiv align=\\\"char\\\" char=\\\".\\\" class=\\\"colspec\\\" colname=\\\"c3\\\" colnum=\\\"3\\\"\\u003e\\u003c/div\\u003e\\u003cdiv align=\\\"char\\\" char=\\\".\\\" class=\\\"colspec\\\" colname=\\\"c4\\\" colnum=\\\"4\\\"\\u003e\\u003c/div\\u003e\\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c5\\\" colnum=\\\"5\\\"\\u003e\\u003c/div\\u003e\\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c6\\\" colnum=\\\"6\\\"\\u003e\\u003c/div\\u003e\\u003cthead\\u003e\\u003ctr\\u003e\\u003cth align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eMeasuring construct\\u003c/p\\u003e\\u003c/th\\u003e\\u003cth align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003eEst\\u003c/p\\u003e\\u003c/th\\u003e\\u003cth align=\\\"left\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003eStdev\\u003c/p\\u003e\\u003c/th\\u003e\\u003cth align=\\\"left\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003eT-statistics\\u003c/p\\u003e\\u003c/th\\u003e\\u003cth align=\\\"left\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003ep-values\\u003c/p\\u003e\\u003c/th\\u003e\\u003cth align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003eRemark\\u003c/p\\u003e\\u003c/th\\u003e\\u003c/tr\\u003e\\u003c/thead\\u003e\\u003ctbody\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eEntrepreneurship curriculum Teaching methods\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.74\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.028\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e26.872\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e0\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003eSignificant\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eUniversity entrepreneurship support Teaching methods\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.202\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.028\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e7.275\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e0\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003eSignificant\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eTeaching methods Need for achievement\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.862\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.011\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e79.608\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e0\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003eSignificant\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eTeaching methods Perceived behaviour control\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.827\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.012\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e68.56\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e0\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003eSignificant\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eTeaching methods Personal attitude\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.844\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.012\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e72.903\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e0\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003eSignificant\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eTeaching methods Risk-taking propensity\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.818\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.013\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e65.193\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e0\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003eSignificant\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eTeaching methods Self-efficacy\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.832\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.012\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e71.467\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e0\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003eSignificant\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eTeaching methods Subjective social norm\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.784\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.015\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e53.805\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e0\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003eSignificant\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eNeed for achievement Green entrepreneurship intention\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.168\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.079\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e2.188\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e0.029\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003eSignificant\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003ePerceived behaviour control Green entrepreneurship intention\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.219\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.068\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e3.168\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e0.002\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003eSignificant\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003ePersonal attitude Green entrepreneurship intention\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.126\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.05\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e2.538\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e0.011\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003eSignificant\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eRisk-taking propensity Green entrepreneurship intention\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.093\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.069\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e1.32\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e0.187\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003eNot significant\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eSelf-efficacy Green entrepreneurship intention\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.298\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.077\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e3.869\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e0\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003eSignificant\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eSubjective social norm Green entrepreneurship intention\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e0.029\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.05\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e0.622\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e0.534\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003eNot significant\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003c/tbody\\u003e\\u003c/colgroup\\u003e\\u003c/table\\u003e\\u003c/div\\u003e\\u003c/p\\u003e\\u003c/div\\u003e\\u003cdiv id=\\\"Sec20\\\" class=\\\"Section3\\\"\\u003e\\u003ch2\\u003e4.2.3 Mediation Analysis\\u003c/h2\\u003e\\u003cp\\u003eThe results of hypothesis testing for mediation effects, specifically examining how TM mediate the connection between entrepreneurship education components and PT, and subsequently, how these traits influence GEI (Table\\u0026nbsp;\\u003cspan refid=\\\"Tab5\\\" class=\\\"InternalRef\\\"\\u003e5\\u003c/span\\u003e). All hypotheses (H1-H12) regarding the mediating function of TM between entrepreneurship education components (curriculum and university support) and PT were supported, with highly significant effects (all p\\u0026thinsp;\\u0026lt;\\u0026thinsp;0.001). This indicates that TM effectively translate both curriculum content and institutional support into the development of entrepreneurial PT.\\u003c/p\\u003e\\u003cp\\u003e\\u003cdiv class=\\\"gridtable\\\"\\u003e\\u003ctable float=\\\"Yes\\\" id=\\\"Tab5\\\" border=\\\"1\\\"\\u003e\\u003ccaption language=\\\"En\\\"\\u003e\\u003cdiv class=\\\"CaptionNumber\\\"\\u003eTable 5\\u003c/div\\u003e\\u003cdiv class=\\\"CaptionContent\\\"\\u003e\\u003cp\\u003eMediation Effects of Teaching Methods and Personality Traits on the Relationship Between Entrepreneurship Education and Green Entrepreneurial Intention\\u003c/p\\u003e\\u003c/div\\u003e\\u003c/caption\\u003e\\u003ccolgroup cols=\\\"7\\\"\\u003e\\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c1\\\" colnum=\\\"1\\\"\\u003e\\u003c/div\\u003e\\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c2\\\" colnum=\\\"2\\\"\\u003e\\u003c/div\\u003e\\u003cdiv align=\\\"char\\\" char=\\\".\\\" class=\\\"colspec\\\" colname=\\\"c3\\\" colnum=\\\"3\\\"\\u003e\\u003c/div\\u003e\\u003cdiv align=\\\"char\\\" char=\\\".\\\" class=\\\"colspec\\\" colname=\\\"c4\\\" colnum=\\\"4\\\"\\u003e\\u003c/div\\u003e\\u003cdiv align=\\\"char\\\" char=\\\".\\\" class=\\\"colspec\\\" colname=\\\"c5\\\" colnum=\\\"5\\\"\\u003e\\u003c/div\\u003e\\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c6\\\" colnum=\\\"6\\\"\\u003e\\u003c/div\\u003e\\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c7\\\" colnum=\\\"7\\\"\\u003e\\u003c/div\\u003e\\u003cthead\\u003e\\u003ctr\\u003e\\u003cth align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eHypothesis\\u003c/p\\u003e\\u003c/th\\u003e\\u003cth align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003eMeasuring construct\\u003c/p\\u003e\\u003c/th\\u003e\\u003cth align=\\\"left\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003eEst\\u003c/p\\u003e\\u003c/th\\u003e\\u003cth align=\\\"left\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003eStdev\\u003c/p\\u003e\\u003c/th\\u003e\\u003cth align=\\\"left\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003eT-statistics\\u003c/p\\u003e\\u003c/th\\u003e\\u003cth align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003ep-values\\u003c/p\\u003e\\u003c/th\\u003e\\u003cth align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u003cp\\u003eRemarks\\u003c/p\\u003e\\u003c/th\\u003e\\u003c/tr\\u003e\\u003c/thead\\u003e\\u003ctbody\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eH1\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003eEntrepreneurship curriculum Teaching methods Need for achievement\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.637\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e0.027\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e23.205\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003e0\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u003cp\\u003eSupported\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eH2\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003eEntrepreneurship curriculum Teaching methods Perceived behaviour control\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.612\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e0.026\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e23.663\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003e0\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u003cp\\u003eSupported\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eH3\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003eEntrepreneurship curriculum Teaching methods Personal attitude\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.624\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e0.027\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e22.855\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003e0\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u003cp\\u003eSupported\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eH4\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003eEntrepreneurship curriculum Teaching methods Risk-taking propensity\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.605\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e0.026\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e23.362\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003e0\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u003cp\\u003eSupported\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eH5\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003eEntrepreneurship curriculum Teaching methods Self-efficacy\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.616\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e0.027\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e22.775\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003e0\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u003cp\\u003eSupported\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eH6\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003eEntrepreneurship curriculum Teaching methods Subjective social norm\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.58\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e0.025\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e22.834\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003e0\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u003cp\\u003eSupported\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eH7\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003eUniversity entrepreneurship support Teaching methods Need for achievement\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.175\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e0.024\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e7.391\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003e0\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u003cp\\u003eSupported\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eH8\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003eUniversity entrepreneurship support Teaching methods Perceived behaviour control\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.168\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e0.023\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e7.293\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003e0\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u003cp\\u003eSupported\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eH9\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003eUniversity entrepreneurship support Teaching methods Personal attitude\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.171\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e0.023\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e7.414\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003e0\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u003cp\\u003eSupported\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eH10\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003eUniversity entrepreneurship support Teaching methods Risk-taking propensity\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.166\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e0.023\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e7.304\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003e0\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u003cp\\u003eSupported\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eH11\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003eUniversity entrepreneurship support Teaching methods Self-efficacy\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.169\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e0.023\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e7.415\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003e0\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u003cp\\u003eSupported\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eH12\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003eUniversity entrepreneurship support Teaching methods Subjective social norm\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.159\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e0.022\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e7.263\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003e0\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u003cp\\u003eSupported\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e\\u003cb\\u003eSecond-order hypotheses\\u003c/b\\u003e\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003e-\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003eTeaching methods Need for achievement Green entrepreneurship intention\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.148\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e0.068\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e2.181\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003e0.029\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u003cp\\u003eSupported\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003e-\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003eTeaching methods Perceived behaviour control Green entrepreneurship intention\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.179\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e0.057\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e3.14\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003e0.002\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u003cp\\u003eSupported\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003e-\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003eTeaching methods Personal attitude Green entrepreneurship intention\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.107\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e0.042\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e2.517\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003e0.012\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u003cp\\u003eSupported\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003e-\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003eTeaching methods Risk-taking propensity Green entrepreneurship intention\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.074\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e0.056\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e1.315\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003e0.189\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u003cp\\u003eNot supported\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003e-\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003eTeaching methods Self-efficacy Green entrepreneurship intention\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.249\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e0.065\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e3.854\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003e0\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u003cp\\u003eSupported\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003e-\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003eTeaching methods Subjective social norm Green entrepreneurship intention\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.024\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e0.039\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e0.62\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003e0.535\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u003cp\\u003eNot supported\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003c/tbody\\u003e\\u003c/colgroup\\u003e\\u003c/table\\u003e\\u003c/div\\u003e\\u003c/p\\u003e\\u003cp\\u003eFor the entrepreneurship curriculum, TM significantly mediated its effects on all six PT: need for achievement (β\\u0026thinsp;=\\u0026thinsp;0.637, t\\u0026thinsp;=\\u0026thinsp;23.205, p\\u0026thinsp;\\u0026lt;\\u0026thinsp;0.001), perceived behavioural control (β\\u0026thinsp;=\\u0026thinsp;0.612, t\\u0026thinsp;=\\u0026thinsp;23.663, p\\u0026thinsp;\\u0026lt;\\u0026thinsp;0.001), personal attitude (β\\u0026thinsp;=\\u0026thinsp;0.624, t\\u0026thinsp;=\\u0026thinsp;22.855, p\\u0026thinsp;\\u0026lt;\\u0026thinsp;0.001), risk-taking propensity (β\\u0026thinsp;=\\u0026thinsp;0.605, t\\u0026thinsp;=\\u0026thinsp;23.362, p\\u0026thinsp;\\u0026lt;\\u0026thinsp;0.001), self-efficacy (β\\u0026thinsp;=\\u0026thinsp;0.616, t\\u0026thinsp;=\\u0026thinsp;22.775, p\\u0026thinsp;\\u0026lt;\\u0026thinsp;0.001), and subjective social norms (β\\u0026thinsp;=\\u0026thinsp;0.58, t\\u0026thinsp;=\\u0026thinsp;22.834, p\\u0026thinsp;\\u0026lt;\\u0026thinsp;0.001).\\u003c/p\\u003e\\u003cp\\u003eSimilarly, university entrepreneurship support demonstrated significant mediated effects through TM on all PT, though with smaller magnitude compared to curriculum effects: need for achievement (β\\u0026thinsp;=\\u0026thinsp;0.175, t\\u0026thinsp;=\\u0026thinsp;7.391, p\\u0026thinsp;\\u0026lt;\\u0026thinsp;0.001), perceived behavioural control (β\\u0026thinsp;=\\u0026thinsp;0.168, t\\u0026thinsp;=\\u0026thinsp;7.293, p\\u0026thinsp;\\u0026lt;\\u0026thinsp;0.001), personal attitude (β\\u0026thinsp;=\\u0026thinsp;0.171, t\\u0026thinsp;=\\u0026thinsp;7.414, p\\u0026thinsp;\\u0026lt;\\u0026thinsp;0.001), risk-taking propensity (β\\u0026thinsp;=\\u0026thinsp;0.166, t\\u0026thinsp;=\\u0026thinsp;7.304, p\\u0026thinsp;\\u0026lt;\\u0026thinsp;0.001), self-efficacy (β\\u0026thinsp;=\\u0026thinsp;0.169, t\\u0026thinsp;=\\u0026thinsp;7.415, p\\u0026thinsp;\\u0026lt;\\u0026thinsp;0.001), and subjective social norms (β\\u0026thinsp;=\\u0026thinsp;0.159, t\\u0026thinsp;=\\u0026thinsp;7.263, p\\u0026thinsp;\\u0026lt;\\u0026thinsp;0.001).\\u003c/p\\u003e\\u003cp\\u003eWhen examining how TM influence green entrepreneurial intention through PT, TM significantly influenced green entrepreneurial intention through self-efficacy (β\\u0026thinsp;=\\u0026thinsp;0.249, t\\u0026thinsp;=\\u0026thinsp;3.854, p\\u0026thinsp;\\u0026lt;\\u0026thinsp;0.001), perceived behavioural control (β\\u0026thinsp;=\\u0026thinsp;0.179, t\\u0026thinsp;=\\u0026thinsp;3.14, p\\u0026thinsp;=\\u0026thinsp;0.002), need for achievement (β\\u0026thinsp;=\\u0026thinsp;0.148, t\\u0026thinsp;=\\u0026thinsp;2.181, p\\u0026thinsp;=\\u0026thinsp;0.029), and personal attitude (β\\u0026thinsp;=\\u0026thinsp;0.107, t\\u0026thinsp;=\\u0026thinsp;2.517, p\\u0026thinsp;=\\u0026thinsp;0.012). However, the mediation pathways through risk-taking propensity (β\\u0026thinsp;=\\u0026thinsp;0.074, t\\u0026thinsp;=\\u0026thinsp;1.315, p\\u0026thinsp;=\\u0026thinsp;0.189) and subjective social norms (β\\u0026thinsp;=\\u0026thinsp;0.024, t\\u0026thinsp;=\\u0026thinsp;0.62, p\\u0026thinsp;=\\u0026thinsp;0.535) were not statistically significant.\\u003c/p\\u003e\\u003cp\\u003e\\u003cdiv class=\\\"gridtable\\\"\\u003e\\u003ctable float=\\\"No\\\" id=\\\"Taba\\\" border=\\\"1\\\"\\u003e\\u003ccolgroup cols=\\\"7\\\"\\u003e\\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c1\\\" colnum=\\\"1\\\"\\u003e\\u003c/div\\u003e\\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c2\\\" colnum=\\\"2\\\"\\u003e\\u003c/div\\u003e\\u003cdiv align=\\\"char\\\" char=\\\".\\\" class=\\\"colspec\\\" colname=\\\"c3\\\" colnum=\\\"3\\\"\\u003e\\u003c/div\\u003e\\u003cdiv align=\\\"char\\\" char=\\\".\\\" class=\\\"colspec\\\" colname=\\\"c4\\\" colnum=\\\"4\\\"\\u003e\\u003c/div\\u003e\\u003cdiv align=\\\"char\\\" char=\\\".\\\" class=\\\"colspec\\\" colname=\\\"c5\\\" colnum=\\\"5\\\"\\u003e\\u003c/div\\u003e\\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c6\\\" colnum=\\\"6\\\"\\u003e\\u003c/div\\u003e\\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c7\\\" colnum=\\\"7\\\"\\u003e\\u003c/div\\u003e\\u003cthead\\u003e\\u003ctr\\u003e\\u003cth align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eHypothesis\\u003c/p\\u003e\\u003c/th\\u003e\\u003cth align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003eMeasuring construct\\u003c/p\\u003e\\u003c/th\\u003e\\u003cth align=\\\"left\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003eEst\\u003c/p\\u003e\\u003c/th\\u003e\\u003cth align=\\\"left\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003eStdev\\u003c/p\\u003e\\u003c/th\\u003e\\u003cth align=\\\"left\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003eT-statistics\\u003c/p\\u003e\\u003c/th\\u003e\\u003cth align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003ep-values\\u003c/p\\u003e\\u003c/th\\u003e\\u003cth align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u003cp\\u003eRemarks\\u003c/p\\u003e\\u003c/th\\u003e\\u003c/tr\\u003e\\u003c/thead\\u003e\\u003ctbody\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eH1\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003eEntrepreneurship curriculum Teaching methods Need for achievement\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.637\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e0.027\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e23.205\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003e0\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u003cp\\u003eSupported\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eH2\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003eEntrepreneurship curriculum Teaching methods Perceived behaviour control\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.612\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e0.026\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e23.663\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003e0\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u003cp\\u003eSupported\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eH3\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003eEntrepreneurship curriculum Teaching methods Personal attitude\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.624\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e0.027\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e22.855\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003e0\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u003cp\\u003eSupported\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eH4\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003eEntrepreneurship curriculum Teaching methods Risk-taking propensity\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.605\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e0.026\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e23.362\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003e0\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u003cp\\u003eSupported\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eH5\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003eEntrepreneurship curriculum Teaching methods Self-efficacy\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.616\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e0.027\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e22.775\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003e0\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u003cp\\u003eSupported\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eH6\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003eEntrepreneurship curriculum Teaching methods Subjective social norm\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.58\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e0.025\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e22.834\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003e0\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u003cp\\u003eSupported\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eH7\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003eUniversity entrepreneurship support Teaching methods Need for achievement\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.175\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e0.024\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e7.391\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003e0\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u003cp\\u003eSupported\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eH8\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003eUniversity entrepreneurship support Teaching methods Perceived behaviour control\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.168\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e0.023\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e7.293\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003e0\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u003cp\\u003eSupported\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eH9\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003eUniversity entrepreneurship support Teaching methods Personal attitude\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.171\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e0.023\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e7.414\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003e0\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u003cp\\u003eSupported\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eH10\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003eUniversity entrepreneurship support Teaching methods Risk-taking propensity\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.166\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e0.023\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e7.304\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003e0\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u003cp\\u003eSupported\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eH11\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003eUniversity entrepreneurship support Teaching methods Self-efficacy\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.169\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e0.023\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e7.415\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003e0\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u003cp\\u003eSupported\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eH12\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003eUniversity entrepreneurship support Teaching methods Subjective social norm\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.159\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e0.022\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e7.263\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003e0\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u003cp\\u003eSupported\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003e\\u003cb\\u003eSecond-order hypotheses\\u003c/b\\u003e\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003e-\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003eTeaching methods Need for achievement Green entrepreneurship intention\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.148\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e0.068\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e2.181\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003e0.029\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u003cp\\u003eSupported\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003e-\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003eTeaching methods Perceived behaviour control Green entrepreneurship intention\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.179\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e0.057\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e3.14\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003e0.002\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u003cp\\u003eSupported\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003e-\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003eTeaching methods Personal attitude Green entrepreneurship intention\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.107\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e0.042\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e2.517\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003e0.012\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u003cp\\u003eSupported\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003e-\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003eTeaching methods Risk-taking propensity Green entrepreneurship intention\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.074\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e0.056\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e1.315\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003e0.189\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u003cp\\u003eNot supported\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003e-\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003eTeaching methods Self-efficacy Green entrepreneurship intention\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.249\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e0.065\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e3.854\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003e0\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u003cp\\u003eSupported\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003e-\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003eTeaching methods Subjective social norm Green entrepreneurship intention\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.024\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e0.039\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e0.62\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003e0.535\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u003cp\\u003eNot supported\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003c/tbody\\u003e\\u003c/colgroup\\u003e\\u003c/table\\u003e\\u003c/div\\u003e\\u003c/p\\u003e\\u003c/div\\u003e\\u003cdiv id=\\\"Sec21\\\" class=\\\"Section3\\\"\\u003e\\u003ch2\\u003e4.2.4. Serial Mediation Effects\\u003c/h2\\u003e\\u003cp\\u003eTable\\u0026nbsp;\\u003cspan refid=\\\"Tab5\\\" class=\\\"InternalRef\\\"\\u003e5\\u003c/span\\u003e: \\u003cb\\u003eMediation Effects of Teaching Methods and Personality Traits on the Relationship Between Entrepreneurship Education and Green Entrepreneurial Intention\\u003c/b\\u003e\\u003c/p\\u003e\\u003cp\\u003eTable\\u0026nbsp;\\u003cspan refid=\\\"Tab6\\\" class=\\\"InternalRef\\\"\\u003e6\\u003c/span\\u003e presents the results of serial mediation analyses, examining the sequential pathways through which entrepreneurship education components influence GEI via TM and PT. For the entrepreneurship curriculum, significant serial mediation effects were observed through TM and four PT: self-efficacy (β\\u0026thinsp;=\\u0026thinsp;0.184, t\\u0026thinsp;=\\u0026thinsp;3.826, p\\u0026thinsp;\\u0026lt;\\u0026thinsp;0.001), perceived behavioural control (β\\u0026thinsp;=\\u0026thinsp;0.132, t\\u0026thinsp;=\\u0026thinsp;3.067, p\\u0026thinsp;=\\u0026thinsp;0.002), personal attitude (β\\u0026thinsp;=\\u0026thinsp;0.079, t\\u0026thinsp;=\\u0026thinsp;2.505, p\\u0026thinsp;=\\u0026thinsp;0.012), and need for achievement (β\\u0026thinsp;=\\u0026thinsp;0.109, t\\u0026thinsp;=\\u0026thinsp;3.067, p\\u0026thinsp;=\\u0026thinsp;0.002, not shown in table). However, serial mediation through risk-taking propensity (β\\u0026thinsp;=\\u0026thinsp;0.055, t\\u0026thinsp;=\\u0026thinsp;1.305, p\\u0026thinsp;=\\u0026thinsp;0.192) and subjective social norms (β\\u0026thinsp;=\\u0026thinsp;0.018, t\\u0026thinsp;=\\u0026thinsp;0.62, p\\u0026thinsp;=\\u0026thinsp;0.535) did not yield significant effects.\\u003c/p\\u003e\\u003cp\\u003eSimilarly, university entrepreneurship support demonstrated significant serial mediation effects on GEI through TM and the same four PT: self-efficacy (β\\u0026thinsp;=\\u0026thinsp;0.05, t\\u0026thinsp;=\\u0026thinsp;3.366, p\\u0026thinsp;=\\u0026thinsp;0.001), perceived behavioural control (β\\u0026thinsp;=\\u0026thinsp;0.036, t\\u0026thinsp;=\\u0026thinsp;2.983, p\\u0026thinsp;=\\u0026thinsp;0.003), personal attitude (β\\u0026thinsp;=\\u0026thinsp;0.022, t\\u0026thinsp;=\\u0026thinsp;2.358, p\\u0026thinsp;=\\u0026thinsp;0.018), and need for achievement (β\\u0026thinsp;=\\u0026thinsp;0.03, t\\u0026thinsp;=\\u0026thinsp;2.039, p\\u0026thinsp;=\\u0026thinsp;0.041). Again, the serial mediation pathways through risk-taking propensity (β\\u0026thinsp;=\\u0026thinsp;0.015, t\\u0026thinsp;=\\u0026thinsp;1.304, p\\u0026thinsp;=\\u0026thinsp;0.192) and subjective social norms (β\\u0026thinsp;=\\u0026thinsp;0.005, t\\u0026thinsp;=\\u0026thinsp;0.61, p\\u0026thinsp;=\\u0026thinsp;0.542) were not statistically significant.\\u003c/p\\u003e\\u003cp\\u003eThese results emphasize that the influence of both entrepreneurship curriculum and university entrepreneurship support on GEI operates through complex sequential pathways involving TM and specific PT. The strongest serial mediation effects were observed through self-efficacy and perceived behavioural control, suggesting that these PT play particularly important roles in translating entrepreneurship education into GEIs.\\u003c/p\\u003e\\u003cp\\u003e\\u003cdiv class=\\\"gridtable\\\"\\u003e\\u003ctable float=\\\"Yes\\\" id=\\\"Tab6\\\" border=\\\"1\\\"\\u003e\\u003ccaption language=\\\"En\\\"\\u003e\\u003cdiv class=\\\"CaptionNumber\\\"\\u003eTable 6\\u003c/div\\u003e\\u003cdiv class=\\\"CaptionContent\\\"\\u003e\\u003cp\\u003eSerial mediation effects of teaching methods and personality traits on the relationship between entrepreneurship education and green entrepreneurial intention\\u003c/p\\u003e\\u003c/div\\u003e\\u003c/caption\\u003e\\u003ccolgroup cols=\\\"7\\\"\\u003e\\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c1\\\" colnum=\\\"1\\\"\\u003e\\u003c/div\\u003e\\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c2\\\" 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colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.030\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e0.015\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e2.039\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003e0.041\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u003cp\\u003eSupported\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eH20\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003eUniversity entrepreneurship support Teaching methods Perceived behaviour control Green entrepreneurship intention\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.036\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e0.012\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e2.983\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003e0.003\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u003cp\\u003eSupported\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eH21\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003eUniversity entrepreneurship support Teaching methods Personal attitude Green entrepreneurship intention\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.022\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e0.009\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e2.358\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003e0.018\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u003cp\\u003eSupported\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eH22\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003eUniversity entrepreneurship support Teaching methods Risk-taking propensity Green entrepreneurship intention\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.015\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e0.012\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e1.304\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003e0.192\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u003cp\\u003eNot supported\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eH23\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003eUniversity entrepreneurship support Teaching methods Self-efficacy Green entrepreneurship intention\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.05\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e0.015\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e3.366\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003e0.001\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u003cp\\u003eSupported\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u003cp\\u003eH24\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u003cp\\u003eUniversity entrepreneurship support Teaching methods Subjective social norm Green entrepreneurship intention\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e\\u003cp\\u003e0.005\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e\\u003cp\\u003e0.008\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e\\u003cp\\u003e0.61\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u003cp\\u003e0.542\\u003c/p\\u003e\\u003c/td\\u003e\\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u003cp\\u003eNot supported\\u003c/p\\u003e\\u003c/td\\u003e\\u003c/tr\\u003e\\u003c/tbody\\u003e\\u003c/colgroup\\u003e\\u003c/table\\u003e\\u003c/div\\u003e\\u003c/p\\u003e\\u003c/div\\u003e\\u003c/div\\u003e\"},{\"header\":\"4. Discussion\",\"content\":\"\\u003cp\\u003eThe path analysis showed that entrepreneurship education significantly shapes GEI among technical university students via a sequential pathway involving TM and PT. Both the entrepreneurship curriculum and university support enhance TM, which in turn, strengthen self-efficacy, perceived behavioural control, need for achievement, and personal attitude that directly drive GEI. While these PT predict GEI, risk-taking propensity and subjective social norms do not. The serial mediation analyses confirm that TM and PT (self-efficacy and perceived behavioural control) mediate the link between entrepreneurship education and GEI, with moderation analysis showing that gender differentially influences the effects of personal attitude and self-efficacy on GEI.\\u003c/p\\u003e\\u003cp\\u003eSpecifically, our results confirm that TM strongly influence the development of key entrepreneurial PT such as self-efficacy, perceived behavioural control, need for achievement, and personal attitude in alignment with prior studies (Nunfam et el., 2021; Nunfam et al., \\u003cspan citationid=\\\"CR40\\\" class=\\\"CitationRef\\\"\\u003e2022\\u003c/span\\u003e). Consistent with TPB, these constructs form the foundation of intention formation: a positive attitude and high perceived behavioural control increase the likelihood that students will commit to GEI (Ajzen, \\u003cspan citationid=\\\"CR5\\\" class=\\\"CitationRef\\\"\\u003e2002\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR6\\\" class=\\\"CitationRef\\\"\\u003e2015\\u003c/span\\u003e; Amponsah et al., \\u003cspan citationid=\\\"CR8\\\" class=\\\"CitationRef\\\"\\u003e2025\\u003c/span\\u003e; Nunfam et al., \\u003cspan citationid=\\\"CR40\\\" class=\\\"CitationRef\\\"\\u003e2022\\u003c/span\\u003e). From an SCCT perspective, the observed boost in self‐efficacy - through well-structured and interactive pedagogical approaches - illustrates how mastery experiences and guided learning shape individuals\\u0026rsquo; confidence in their entrepreneurial abilities (Lent et al., \\u003cspan citationid=\\\"CR30\\\" class=\\\"CitationRef\\\"\\u003e1994\\u003c/span\\u003e). Thus, policymakers and educational institutions should prioritise interactive and experiential learning approaches in entrepreneurship programmes. This means investing in teacher training to adopt student-centred methods, developing real-world simulations, and integrating practical modules that build both technical and self-confidence skills. Such interventions will not only enhance cognitive readiness but also help translate curricular content into actionable entrepreneurial intentions.\\u003c/p\\u003e\\u003cp\\u003eAligning with prior studies (Amponsah et al., \\u003cspan citationid=\\\"CR8\\\" class=\\\"CitationRef\\\"\\u003e2025\\u003c/span\\u003e), our study also indicates that self-efficacy, perceived behavioural control, need for achievement, and personal attitude are significant predictors of GEI. However, risk-taking propensity and subjective social norms are not. Based on the tenets of TPB (Ajzen, \\u003cspan citationid=\\\"CR5\\\" class=\\\"CitationRef\\\"\\u003e2002\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR6\\\" class=\\\"CitationRef\\\"\\u003e2015\\u003c/span\\u003e), we found that a strong personal attitude toward behaviour and high perceived control are central to the decision-making process, directly influencing an individual\\u0026rsquo;s intention to act. Similarly, SCCT reinforces that self‐efficacy is critical - if students believe they can successfully launch and sustain a green venture, they are more likely to do so (Lent et al., \\u003cspan citationid=\\\"CR30\\\" class=\\\"CitationRef\\\"\\u003e1994\\u003c/span\\u003e; Rosique-Blasco et al., \\u003cspan citationid=\\\"CR51\\\" class=\\\"CitationRef\\\"\\u003e2018\\u003c/span\\u003e). The limited role of risk-taking and social norms suggests that in the context of green entrepreneurship, internal beliefs may outweigh external pressures or predispositions toward risk. Hence, our findings underscore the practice to focus educational resources on building internal motivators rather than relying solely on external incentives or normative pressures. Universities should incorporate modules that develop strategic thinking, resilience, and problem-solving skills while simultaneously offering mentorship and support systems that reinforce students\\u0026rsquo; confidence. Policy measures could include funding for entrepreneurship incubators, and mentorship programmes that help nurture these critical internal factors.\\u003c/p\\u003e\\u003cp\\u003eThe serial mediation analyses showed that effective TM, when coupled with enhanced PT (particularly self-efficacy and perceived behavioural control), mediate the relationship between entrepreneurship education and GEI (Nunfam et al., \\u003cspan citationid=\\\"CR40\\\" class=\\\"CitationRef\\\"\\u003e2022\\u003c/span\\u003e). This sequential process supports the TPB framework (Ajzen, \\u003cspan citationid=\\\"CR5\\\" class=\\\"CitationRef\\\"\\u003e2002\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR6\\\" class=\\\"CitationRef\\\"\\u003e2015\\u003c/span\\u003e) by demonstrating that educational interventions first shape students\\u0026rsquo; cognitive beliefs, which then translate into strong entrepreneurial intentions (Nunfam et al., \\u003cspan citationid=\\\"CR40\\\" class=\\\"CitationRef\\\"\\u003e2022\\u003c/span\\u003e). From the SCCT viewpoint (Bandura, \\u003cspan citationid=\\\"CR11\\\" class=\\\"CitationRef\\\"\\u003e1997\\u003c/span\\u003e; Lent et al., \\u003cspan citationid=\\\"CR30\\\" class=\\\"CitationRef\\\"\\u003e1994\\u003c/span\\u003e), the process reflects how mastery experiences provided by experiential learning increase self‐efficacy, ultimately catalysing entrepreneurial action. Therefore, our finding points to the importance of a holistic educational strategy where universities should integrate curricula that are both theoretically rigorous and practically oriented. Such programmes should have interactive workshops, real-world case studies, and prospects for students to participate in live projects or entrepreneurial competitions and challenges. Policymakers and funding organisations can further support these initiatives by offering incentives for universities to adopt comprehensive, practice-based entrepreneurship education models that foster robust cognitive and behavioural outcomes.\\u003c/p\\u003e\\u003cp\\u003eFinally, the moderation analysis indicates that gender significantly influences the relationships between personal attitude and GEI as well as between self-efficacy and GEI (Amponsah et al., \\u003cspan citationid=\\\"CR8\\\" class=\\\"CitationRef\\\"\\u003e2025\\u003c/span\\u003e). This suggests that the influence of these cognitive constructs on entrepreneurial intention can differ by gender. From the TPB perspective, while attitudes and perceived behavioural control are universally important, societal norms and expectations may cause these factors to operate differently for male and female students. In the context of the SCCT, enhancing self‐efficacy can be particularly transformative for groups that face additional barriers, such as women in entrepreneurship. These insights call for gender-sensitive educational and policy interventions with tailored support programmes - such as female mentorship networks, gender-specific workshops, and confidence-building initiatives - can help bridge the gap. Policy measures that address gender disparities in entrepreneurial opportunities, such as targeted funding, networking support, and inclusive curriculum reforms, are critical to ensuring a more equitable entrepreneurial landscape.\\u003c/p\\u003e\\u003cp\\u003eNotwithstanding the significance of this study\\u0026rsquo;s findings, it is associated with the following limitations. The cross-sectional design approach to this study restricts its ability to infer long term causality among entrepreneurship education, TM, PT, and GEI, therefore, longitudinal or experimental design may provide stronger evidence. We are cautious about the findings' generalisability to other educational and cross-cultural contexts because of the comparatively small scope, sample size, and data collection from only students of Ghanaian technical universities. Furthermore, though we employed methodological safeguards such as reverse scoring, the dependence on self-reported measures could present recall bias. Finally, although the use of PLS-SEM provided robust analytical insights, potential measurement errors and unobserved variables not captured in the model might influence the relationships examined.\\u003c/p\\u003e\"},{\"header\":\"5. Conclusions and implications\",\"content\":\"\\u003cp\\u003eOur study confirms that entrepreneurship education significantly shapes GEI through a complex mediational pathway. Entrepreneurship curricula and university support mechanisms enrich TM, which in turn bolster key PT especially self‑efficacy and perceived behavioural control that directly drive GEI. Personal attitude and need for achievement also contribute, whereas risk‑taking propensity and subjective norms exert no significant effects. The identified serial‑parallel mediation underscores the vital role of interactive, experiential pedagogy in nurturing eco‑entrepreneurial mindsets among technical university students in Ghana.\\u003c/p\\u003e\\u003cp\\u003eTheoretically, these findings validate the integration of the TPB and SCCT within green entrepreneurship education and reveal gender differences in how PT influence GEI, highlighting the need for gender‑sensitive educational approaches. Practically, policymakers and administrators should reform curricula to embed sustainability and environmental consciousness alongside core entrepreneurial skills. Educator training must emphasize experiential, project‑based, and problem‑solving methodologies that engage students in real‑world sustainability challenges. Technical universities should establish robust support systems (incubators, funding channels, and mentorship programs) targeted at green ventures, and foster university‑industry partnerships to expose students to successful eco‑business models. At the policy level, national entrepreneurship and education policies should explicitly endorse psychological readiness for sustainable venturing, and accreditation frameworks must include sustainability integration and experiential teaching criteria. By adopting these holistic strategies, technical universities can cultivate environmentally conscious entrepreneurs who drive sustainable development and deliver economic value.\\u003c/p\\u003e\"},{\"header\":\"Declarations\",\"content\":\"\\u003cp\\u003e\\u003cstrong\\u003eAcknowledgments\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eThe authors acknowledge the support, sharing and involvement of the research participants for the study. \\u0026nbsp;We extend our gratitude to Jones Amegashie-Viglo from Ho Technical University and Rich Yeng from Tamale Technical University who served as field assistants during data collection.\\u0026nbsp;\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eData Availability Statement\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eWe will make available the data supporting this study\\u0026apos;s findings upon reasonable request.\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eFunding\\u0026nbsp;\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eThe authors declare that they did not receive any financial support for the research, authorship and/or publication of this manuscript.\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eClinical trial number\\u003c/strong\\u003e: Not applicable.\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eEthical Approval\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eThe authors confirm that ethical approval for the conduct of this study was obtained from the Takoradi Technical University Ethical Review Committee (TTUERC). Additionally, written informed consent was obtained from all individual participants in the study\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eInformed Consent\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eInformed consent was obtained from each participant surveyed in this study.\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eConsent for publication\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eAll authors and participants consent to the publication of this research.\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eCompeting interests\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eThe authors declare no competing interest\\u003c/p\\u003e\"},{\"header\":\"References\",\"content\":\"\\u003col\\u003e\\n \\u003cli\\u003eAfrifa-Yamoah, E. (2016). 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From green entrepreneurial intentions to green entrepreneurial behaviours: The role of university entrepreneurial support and external institutional support. \\u003cem\\u003eInternational entrepreneurship and management journal\\u003c/em\\u003e, \\u003cem\\u003e17\\u003c/em\\u003e(2), 963-979. https://doi.org/10.1007/s11365-020-00649-y\\u003c/li\\u003e\\n \\u003cli\\u003eZhao, H., Seibert, S. E., \\u0026amp; Hills, G. E. (2005). The mediating role of self-efficacy in the development of entrepreneurial intentions. \\u003cem\\u003eJournal of applied psychology\\u003c/em\\u003e, \\u003cem\\u003e90\\u003c/em\\u003e(6), 1265.\\u003c/li\\u003e\\n\\u003c/ol\\u003e\"},{\"header\":\"Tables\",\"content\":\"\\u003cp\\u003eTables 1 to 6 are available in the Supplementary Files section.\\u003c/p\\u003e\"}],\"fulltextSource\":\"\",\"fullText\":\"\",\"funders\":[],\"hasAdminPriorityOnWorkflow\":false,\"hasManuscriptDocX\":true,\"hasOptedInToPreprint\":true,\"hasPassedJournalQc\":\"\",\"hasAnyPriority\":false,\"hideJournal\":false,\"highlight\":\"\",\"institution\":\"\",\"isAcceptedByJournal\":false,\"isAuthorSuppliedPdf\":false,\"isDeskRejected\":\"\",\"isHiddenFromSearch\":false,\"isInQc\":false,\"isInWorkflow\":false,\"isPdf\":false,\"isPdfUpToDate\":true,\"isWithdrawnOrRetracted\":false,\"journal\":{\"display\":true,\"email\":\"info@researchsquare.com\",\"identity\":\"discover-education\",\"isNatureJournal\":false,\"hasQc\":true,\"allowDirectSubmit\":false,\"externalIdentity\":\"diedu\",\"sideBox\":\"Learn more about [Discover Education](https://www.springer.com/journal/44217)\",\"snPcode\":\"44217\",\"submissionUrl\":\"https://submission.nature.com/new-submission/44217/3\",\"title\":\"Discover Education\",\"twitterHandle\":\"\",\"acdcEnabled\":true,\"dfaEnabled\":true,\"editorialSystem\":\"stoa\",\"reportingPortfolio\":\"Discover Series\",\"inReviewEnabled\":true,\"inReviewRevisionsEnabled\":true},\"keywords\":\"Entrepreneurship education, Green Entrepreneurship, Ghana, Personality, PLS-SEM\",\"lastPublishedDoi\":\"10.21203/rs.3.rs-7823025/v1\",\"lastPublishedDoiUrl\":\"https://doi.org/10.21203/rs.3.rs-7823025/v1\",\"license\":{\"name\":\"CC BY 4.0\",\"url\":\"https://creativecommons.org/licenses/by/4.0/\"},\"manuscriptAbstract\":\"\\u003cp\\u003eThe complex interplay linking educational interventions with personality development in fostering green entrepreneurial intention (GEI) remains insufficiently explored within African higher education contexts. In addressing this gap we examine mediation effect of teaching methods (TM) and personality traits (PT) in the connection among entrepreneurship syllabus, university support systems, and students' GEI in Ghana's technical university ecosystem. Combining the theories of Planned Behaviour with Social Cognitive Career, we employed an explanatory cross-sectional design to investigate these relationships. Data collected from 1,329 students across four Ghanaian technical universities were analysed using PLS-SEM to test a novel serial-parallel mediation framework. Our findings revealed that entrepreneurship curriculum and university support mechanisms significantly enhance TM, which in turn foster key PT - particularly self-efficacy, perceived behavioural control, need for achievement, and personal attitude - that directly drive GEI. Notably, risk-taking propensity and subjective social norms showed no significant influence on GEI. The study identified a robust serial mediation pathway where TM, when combined with self-efficacy and perceived behavioural control (PBC), sequentially mediate the link between entrepreneurship education and the intention to engage in green entrepreneurship. 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