The Role of Psychosocial Factors on Entrepreneur motivation: A Study on Disadvantaged University Graduates students in China

The Role of Psychosocial Factors on Entrepreneur motivation: A Study on Disadvantaged University Graduates students in China | 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 Article The Role of Psychosocial Factors on Entrepreneur motivation: A Study on Disadvantaged University Graduates students in China Kui Li, Yaoping Liu, Yudhi Arifani, Junaidi Junaidi This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6680906/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Entrepreneurial motivations are a crucial aspect of an individual's life, especially for college graduates facing financial challenges. This study examines the influence of coping style, self-efficacy, and social support on entrepreneurial motivation among disadvantaged students in China. A total of 634 participants in this study. Structural Equation Modelling (SEM) was used to investigate research questions and hypotheses. Coping styles has not a positive effect on students’ social support, meanwhile self-efficacy has a crucial role in influencing social support. Furthermore, coping style has a positive effect on disadvantaged students’ entrepreneurial motivation directly and toward social support. Contrarily, self-efficacy does not have a pivotal role in students’ entrepreneurial motivation. It means that disadvantaged students’ personal needs and social support are a fundamental effect of entrepreneurial motivation. Education stakeholders and government can also make the most of entrepreneurial motivation among disadvantaged students towards developing feedback-friendly channels, such as courses and programs to enhance students’ psychological well-being. The education leaders should not only concentrate on increasing students’ academic performance but also on giving disadvantaged students a community and integrating them into a larger business community development. These findings highlight the importance of intervention through career guidance programs and social network enhancement among low-income students to prepare them more for the workforce. Business and commerce/Business and management Social science/Business and management Social science/Education Entrepreneur motivation Coping style Self-efficacy Social support Students Figures Figure 1 1. INTRODUCTION Entrepreneurial motivation can be a powerful tool to uplift disadvantaged students in China and globally towards providing opportunities to overcome financial and social barriers (Genshu et al., 2021; Pham et al., 2023 ). Disadvantaged students face significant economic and social challenges that hinder access to quality education and future opportunities (Woldegiorgis & Chiramba, 2025 ; Zickafoose., 2024). The urban-rural education gap exacerbates inequality, with rural schools receiving fewer resources and less qualified teachers. The disadvantaged students encountered some global issues, such as child labor, gender inequality, and racial discrimination (Kaur & Byard, 2021 ; Khairoowala & Singh, 2013 ). It also makes the prevention of millions from completing education, while conflicts and refugee crises disrupt learning for displaced children. Especially in situations where students’ have to choose majors in college or subjects in high school, it has great predictive power. The disadvantage of students is also due to a lack of effective support from families, schools, and society to employ smoothly (Cage et al., 2021 ; van de Werfhorst et al., 2022 ). The systemic barriers are essential for fostering an inclusive and fair education system that empowers all students, regardless of socio-economic background, towards enhancing the students’ psychological well-being, self-efficacy, and social support (Fort et al., 2018; Brown et al., 2018 ; Molla & Gale, 2023 ; Roffey et al., 2021). Therefore, highlighting the need for personal values such as coping styles, self-efficacy, and social support is crucial among disadvantaged students to enhance entrepreneurial motivations (Ahmed et al., 2022 ; Caliendo et al., 2023 ; Fan et al., 2024 ). Coping styles are the strategies people use to handle stress or uncertainty in different situations, including making career choices, as they determine how these students respond to adversity, financial struggles, and social barriers (Ahmed et al., 2022 ; Domínguez et al., 2022 ). It also becomes a mechanism that can be broadly categorized into problem-focused coping, which involves actively finding solutions, and emotion-focused coping, which deals with managing stress and emotions. The coping styles also play an important role in influencing students’ transformation towards productive and support-seeking behavior (Gustems et al., 2012; Lipshits-Braziler et al., 2019; Wang et al., 2022 ). Students with a problem-focused coping style tend to be more proactive in overcoming obstacles, which directly enhances entrepreneurial motivation towards social support (Darling-Hammond et al., 2019 ; Russo et al., 2023 ). Coping style, including mentorship programs, entrepreneurial education, and financial assistance, is essential in facilitating entrepreneurial opportunities (Abbes, 2024 ; Serpente et al., 2025 ). It helps students develop necessary skills, access available resources, and build resilience in starting businesses. An effective coping strategy can turn challenges into motivation for entrepreneurs and enable them to navigate uncertainties more effectively and pursue innovative careers. Self-efficacy, a person's ability to achieve goals, plays an important role in shaping entrepreneurial motivation, especially among disadvantaged students (Wardana et al., 2020 ; Staniewski et al., 2024 ). Given the economic and social obstacles they often face, these students must rely on confidence and resilience to pursue entrepreneurship as a means of economic empowerment. They need to be willing to take calculated risks, explore innovative ideas, and step out of their comfort zones to build successful businesses. Self-efficacy fosters a proactive mindset, encouraging students to seek opportunities rather than being constrained by financial limitations or a lack of resources (Luo et al., 2024 ). Providing hands-on entrepreneurial experiences, such as internships and small business incubators, can significantly increase students' confidence in entrepreneurial abilities. On the other hand, fostering a supportive learning environment that encourages trial and error, celebrates small successes, and provides mentorship can further strengthen entrepreneurial motivation (Chen et al., 2022 ; Shetty et al., 2024 ). Integrating self-efficacy development strategies into education and training programs, institutions can empower disadvantaged students to overcome barriers and foster a strong entrepreneurial mindset (Jiatong et al., 2021 ; Bachmann et al., 2024 ). Social support plays a fundamental role in fostering motivation among disadvantaged students, providing the emotional, informational, and financial resources needed to face the challenges of entrepreneurship (Bansal et al., 2019 ; Neneh et al., 2020). However, a strong social support network of family, mentors, and peers can reduce these barriers, instilling confidence, increasing resilience, and facilitating access to important entrepreneurial resources (Arrégle et al., 2015 ; Wu et al., 2023 ). Family support, in particular, plays an important role in shaping entrepreneurial aspirations. Even in economically disadvantaged households, parental encouragement and emotional reinforcement can foster confidence, motivating students to explore entrepreneurial opportunities despite financial difficulties (Li et al., 2024 ; Shahzad et al., 2021 ). Mentors act as role models who provide practical insights, strategic advice, and psychological encouragement, enabling disadvantaged students to develop the problem-solving skills and adaptability that are essential for entrepreneurial success. In addition, structured mentoring programs and entrepreneurial incubators in educational institutions enable students to engage with professionals who can offer exposure to the real-world business environment (Laine et al., 2024 ; Wasim et al., 2024 ). Peer support also plays an important role in fostering entrepreneurial motivation, as collaborative learning and shared experiences create a sense of belonging and strengthen self-confidence. Strengthening this support system is essential to encourage inclusive economic growth and expand opportunities for aspiring entrepreneurs from disadvantaged backgrounds. Despite, the existing studies highlight the role of social support, coping styles, and self-efficacy in entrepreneurial motivation among disadvantaged students. However, limited research explores how different coping styles interact with social support, the comparative effectiveness of various support sources, and the mediating role of self-efficacy. In addition, most studies focus on developed countries, leaving a gap in understanding these dynamics in emerging economies with greater systemic barriers. Hence, some questions arise, such as whether coping style and self-efficacy have a positive effect on disadvantaged students’ social support. Furthermore, coping style and self-efficacy effects on disadvantaged students’ entrepreneurial motivation directly and towards social support also remain an open question. 2. LITERATURE REVIEW 2.1. Social Cognitive Theory (SCT) Social Cognitive Theory (SCT), developed Albert Bandura in 1986, provides a comprehensive framework for understanding behavior emphasizing the interplay between cognitive, environmental, and behavioral factors. A key aspect of SCT is self-efficacy, which influences an individual's motivation and capacity to perform specific actions Beauchamp et al. ( 2019 ) highlight that self-efficacy is a central mechanism in promoting physical activity, with research demonstrating its role in sustaining long-term behavior change (Beauchamp, Crawford, & Jackson, 2019 ). Additionally, SCT has been widely applied in career development, where Lent and Brown ( 1996 ) illustrate its role in shaping career choices and performance linking personal goals, outcome expectations, and self-efficacy beliefs (Lent & Brown, 1996 ). Beyond its applications in physical activity and career development, SCT has influenced various domains, including psychotherapy and clinical interventions. Scott et al., ( 2024 ) discuss how Bandura’s theory has shaped cognitive-behavioral therapies, particularly in addressing anxiety disorders through guided mastery techniques (Scott et al., 2024 ). The theory has also been instrumental in explaining motivation, where Schunk and DiBenedetto ( 2020 ) emphasize how self-efficacy, goal-setting, and self-regulation drive learning and achievement (Schunk & DiBenedetto, 2020 ). Overall, SCT continues to serve as a foundational model in behavioral science, informing diverse research areas and practical interventions (See Fig. 1 ). 2.2. Entrepreneurial Motivation Entrepreneurial motivation is an internal and external factor that encourages someone to recognise, start and maintain a business. This concept includes personal aspirations, socio-economic conditions, and individual perceptions of opportunities or needs (Carsrud & Brännback, 2010; Shahzad et al., 2021 ). Previous literature shows that entrepreneurial motivation is multidimensional and is generally classified into opportunity-based and need-based entrepreneurship (Hessels et al., 2008). Entrepreneurship is a field driven innovation, financial growth, and independence. However, individuals who become entrepreneurs out of necessity generally enter the business world due to unemployment or limited options for better careers (Bourlès & Cozarenco, 2018; Scott et al., 2024 ). Furthermore, the motivation to become an entrepreneur is influenced social networks and the institutional environment. Individuals who possess strong business relationships tend to prioritise opportunities and demonstrate superior business performance (Liu et al., 2024; Staniewski et al., 2024 ). The study also explores the role of personal identity, social environment, and educational background in shaping entrepreneurial motivation, highlighting the influence of self-evaluation and the pursuit of self-improvement (Mahto & McDowell, 2018; Wardana et al., 2020 ). In the academic context, the influence of curricular and extracurricular experiences, along with students' perception of market opportunities, on entrepreneurial motivation is examined (Rivero & Ubierna, 2021). In addition, psychological factors toward self-efficacy and goal orientation play an important role in sustaining entrepreneurial efforts (Ephrem et al., 2021; Wu et al., 2023 ). Given the impact of entrepreneurial motivation on business success, the present study aims to analyse the relationship between motivation types and business performance. 2.3. Coping Style Coping style refers to the cognitive and behavioural strategies that individuals use to manage stress and environmental demands (Chao & Wang, 2013 ; Wu et al., 2020 ). Coping strategies are very important in determining the effectiveness of social support structures for underprivileged students. Research shows that students who have higher levels of self-efficacy and have a better perception of structural support are more likely to use active coping mechanisms, which then increases access to social support networks (Morales-Rodríguez, 2021 ; Wu & Mao, 2020). Students who rely on avoidance-based coping mechanisms, toward emotional release or dependence on external assistance, may face challenges in building a substantial support network, thus limiting ability to utilise social resources. This functions as a mediator that connects individuals to the social environment, enabling them to navigate personal and academic challenges. The importance of coping styles is underlined the need for social support in the development of resilience among disadvantaged students, as it directly affects the extent of access to and utilisation of available support systems (Li & Li, 2024 ; Pham et al., 2023 ; Russo et el., 2023). In addition to its impact on social support, students' entrepreneurial motivation is significantly influenced coping strategies. Previous research has shown that problem-oriented coping, characterised active problem solving and resource mobilisation, provides individuals with the skills necessary to overcome obstacles and take advantage of commercial opportunities, thus fostering entrepreneurial motivation (Rivero & Ubierna, 2021; Serpente et al., 2025 ). Individuals who apply problem-solving strategies are much more likely to develop the adaptability, resilience, and mindset that thrive to sustain entrepreneurial endeavours (Shore et al., 2024 ). In contrast, emotion-focused coping, which involves avoidance and dependence on external assistance without active participation, has been shown to inhibit entrepreneurial motivation reinforcing dependence and reducing risk-taking behaviour. In addition, research has shown that incorporating entrepreneurship education into the curriculum encourages the development of adaptive problem-solving strategies among disadvantage students. It also improves students' problem-solving skills, and fosters an entrepreneurial mindset (Arranz et al., 2018; Joseph, 2013). Therefore, the importance of targeted interventions to encourage adaptive coping strategies to improve social and economic outcomes is emphasised the fact that coping style is a significant determinant in the development of entrepreneurial motivation and access to social support. H1. Coping style has a significant positive effect on social support H2. Coping style has a significant positive effect on entrepreneur motivation 2.4. Self Efficacy Self-efficacy, as defined Bandura (1997), is a person's confidence in ability to take the necessary actions to achieve certain goals. This psychological concept is a significant predictor of employability and career aspirations, especially among disadvantaged students (Cheng et al., 2024; Wang et al., 2022 ). Students with high self-efficacy are more proactive in using institutional resources, peer support, and social networks to overcome academic and professional challenges (Karimi et al., 2025 ; Zhao et al., 2005). Self-efficacy increases the use of available resources promoting personal initiative and resilience, increasing the individual's capacity to overcome socioeconomic challenges. Entrepreneurship education has been shown to substantially increase students' self-confidence in abilities, motivating them to utilise social support networks to create businesses and professional development (Quinlan & Ann Renninger, 2022; Luo et al., 2022). This underlines the important role of self-efficacy as a predictor of individual success and a catalyst for social and economic mobility increasing dependence on institutional support networks. Self-efficacy is essential for evaluating entrepreneurial motivation, as well as its influence on the availability of social support. External socioeconomic factors, toward financial constraints and insufficient resources, often impact the entrepreneurial motivation of disadvantaged students. Those with high self-efficacy are more likely to recognise and take advantage of business opportunities in the face of obstacles, as they have confidence in ability to make independent decisions and solve problems (Gielnik et al., 2020; Gómez-Jorge et al., 2025 ). The intrinsic motivation and personal initiative act as moderators in the relationship between self-efficacy and entrepreneurial intention, which further strengthens students' commitment to entrepreneurial ventures (Junaidi et al., 2023 ; Ogba et al. (2022). Entrepreneurship education is recognised as an important tool for improving self-efficacy, as it offers students practical training, experiential learning and mentoring opportunities that increase perceived capacity to build and operate a business and are able to foster an entrepreneurial mindset and increase self-efficacy providing students with the necessary skills, knowledge and confidence, thus increasing likelihood of engaging in and succeeding in business ventures. H3. Self-efficacy has a significant positive effect on social support H4. Self-efficacy has a significant positive effect on entrepreneur motivation 2.5. Social Support Social support plays an important role in entrepreneurial motivation, especially among disadvantaged students (Emami et al., 2023 ; Ledi et al., 2024). Social support provides emotional, informational, and instrumental assistance from the environment (Fan & Wang, 2024). Research shows that an established social support network, including family, mentors, and institutional support, significantly increases students' confidence and willingness to engage in entrepreneurial activities providing guidance, encouragement, and access to important resources (Bazan et al., 2020; Wasim et al., 2024 ). In order to foster an entrepreneurial ecosystem, universities play an important role in connecting students with industry experts and potential investors through mentoring programmes, incubation centres, and networking events (Cheah et al., 2023; Tiwari et al., 2020). The combination of community-based learning and entrepreneurship education strengthens students' entrepreneurial aspirations increasing perceived feasibility of starting a company and intrinsic motivation to participate in entrepreneurship (Barton et al., 2018; Pham et al., 2023 ). Guidance, teamwork, and institutional resources should be prioritised to help students from disadvantaged backgrounds overcome the psychological and financial barriers that often prevent them from participating in entrepreneurial activities (Bartha et al., 2019; Maheswari et al., 2023). This will help students negotiate the uncertainty inherent in entrepreneurship. H5 . Social support has a significant positive effect on entrepreneur motivation 3. METHODOLOGY 3.1. Questionnaire design, pretest and pilot study The participants of this study are disadvantaged students’ in the universities in the Guangxi districts, China. Guangxi is one of the leading education with at least 71 listed universities. Hence, the participants customers play an important role in the green marketing mix due to the millions of customers across the restaurants. This implies that the green marketing mix strategy has a positive impact on a larger segment of the customer s. However, before deploying the questionnaire for data collection, two experts, one from education and a professional English–Chinese translator, were invited to validate the questionnaire. This process of collecting data was carried out using online platform. Conversely, control was anonymous, and random sampling was carried out to avoid bias and enhance validity. The purpose of this approach was to ensure that the participants met the two basic criteria, namely being active students in the university and also being disadvantaged students. A pretest and pilot test were conducted to validate the wording of the measurement items and minimize potential instrument bias. The purpose of the pilot test was to ascertain whether participants understood each question and to revise the wording to avoid single-source bias (Podsakoff et al., 2003 ). The measurement items in this questionnaire were modified to fit the context of the study. This study conducted 12 independent rounds (3 respondents in each round) to revise the wording based on comments in the initial pilot test. In addition, this study also conducted a field test of the measurement items. This step aims to ensure that the wording in the final survey is well understood, collecting 120 samples for the field test to test reliability as well as convergent and discriminant validity according to the suggested criteria before the official survey is conducted. Hair Jr. et al. (2019) stated that the field test was used to identify participants' responses, implications, difficulties, concerns, and kindness regarding the questions in the initial pilot test. 3.2. Sample and data collection As a recommendation, a minimum of 20 participants are needed for each construct to improve the quality of the instrument, avoid ambiguity, and avoid errors in the words used in the participants' answers. In addition, the field test was conducted on 120 samples and was considered sufficient for statistical analysis. This study utilized a sample of Guangxi university students in China who had faced financial difficulties in the previous year. The survey was anonymous, and control questions and randomly generated filters were employed to avoid bias and attain data validity. To ensure that the respondents met the research objectives, there were two main criteria that had to be met: firstly, the respondents had to be 20 years old, and secondly, the participants categorized as disadvantage student. 3.3. Ethical considerations The chair of research ethical approval committee of IRB number (R. 567 / 2024) prior to recruitment and data collection. Following the ethical standards as laid down in the 1964 Declaration of Helsinki, and the ethical principles and code of conduct, participation in this study was voluntary. The data was gathered by administering an online survey between December 1st and January 10th, 2025. Confidentiality was maintained by using encrypted identification of individuals, limiting access to data to the interviewing team only, and storing data in secure locations. The purpose and procedures of the conducted human participation were explained to all study participants before seeking their consent to take part in the study. Verbal consent was obtained from all stakeholders, who also kept a copy of the questionnaire form for their reference. Stakeholders were also asked to verbally consent, specifically for the content of the research instruments and questionnaires. Participation of study participants was on a voluntary basis. 3.4. Measures A seven-point Likert scale with a value range between 1 (‘strongly disagree’) and 7 (‘strongly agree’) was used for all scale items. Data were analyzed using structural equation modeling (SEM) with AMOS version 22 and the SPSS software version 22, enabling the examination of complex relationships between latent variables within the research model. SEM was chosen for its ability to analyze multiple interrelated factors simultaneously, offering a structured framework to integrate attitudes, behaviors, and empirical data. The results of SEM provide clear insights into the prioritization of strategies that influence customer attitudes and behaviors in an eco-friendly environment. Coping Styles were adopted from Lipshits-Braziler et al. (2019), Self-efficacy refers to Gielnik et al. (2020), Social support was adopted from Cheah et al. (2023) and entrepreneur motivation amond disadvantage students refers to Neneh ( 2020 ). This resulted in a required sample size of 750 participant as criteria. After eliminating invalid responses with inconsistent answers, a total of 634 valid samples were obtained, resulting in an effective response rate of 84.53% (See Table 1 ). Table 1 Respondent demographics Demographic Items Frequency Percentage (%) Gender Male 262 41.3 Female 372 58.7 Age Group 20–24 380 60.0 25–29 211 33.3 ≥30 43 6.7 Employment Status Employed 271 42.7 Unemployed 237 37.3 Seeking Employment 126 20.0 Field of Study Tourism Social Sciences 229 36.0 STEM 245 38.7 Humanities 102 16.0 Others 58 9.3 Family Income Level (monthly) ¥5,000 68 10.7 3.5. Data Analysis The data were analyzed using two statistical programs, namely SPSS 22 and AMOS 22. software. Furthermore, hypothesis testing was conducted using a structural equation model (SEM). The main advantage of using SEM is that it facilitates the use of factor analysis and regression separately to test the model. In addition, it is simultaneously used to estimate all path coefficients. According to Byrne (2016), SEM provides two important aspects of the procedure. Firstly, SEM is used to determine the causal effects of the observed variables. and the structural relationships between variables that allow a clear description of the theory under study in this research. A comprehensive The The hypothesized model was used to validate all variables to determine consistency. with the research. Thereafter, descriptive statistics using frequency distributions were generated. Pearson's correlation coefficient was also used. to determine the relationship between the predictors. Thirdly, the standardized The variance method (CMV) was adopted as a prevention and post-detection technique. Finally, this study applied mediation procedures. Baron and Kenny (1986) designed a method other than statistical tests that focuses on determining the mediation effect. Therefore, this study applied Hayes' (2018) bootstrapping. method to test the mediating effect and indirect effect of social support. 4. RESULTS AND DISCUSSION 4.1. Pearson correlation The following table shows the correlation matrix between several constructs related to this study. The correlations between these constructs show a fairly close relationship between coping styles, self-efficacy, social support, and entrepreneur motivation. Each correlation number listed below the diagonal is a Pearson correlation indicating the strength and direction of the relationship between the constructs. The diagonal shows the square root of the Average Variance Extracted (AVE) for each construct. Table 2 Correlation matrix for measurement scales Constructs Mean SD CS SE SS EM CS 5.45 0.991 0,541** ** SE 5.35 0.980 0.321** 0,506** ** SS 4.33 1.298 0.298** 0.463** 0,593** EM 4.71 1.188 8 0.396** 0.384** 0.476** Note: CS: Coping Style, SE: Self-Efficacy, SS: Social Support, EM: Entrepreneur motivation Diagonal elements are the square roots of the AVE for each construct Pearson correlations are shown below the diagonal Significant at *: p < 0.05, **: p < 0.01, ***: p < 0.001 4.2. Measurement Results The confirmatory factor analysis (CFA) results (χ 2 /df 2.631, TLI = 0.953, RMSEA = 0.036, GFI = 0.947. CFI = 0.951, and IFI = 0.953) show that the data fit well with the model [54]. The results given in Table 2 show that all the items of all the variables loaded significantly, and, therefore, no item was deleted. The values of Cronbach’s alpha, composite reliability, and average variance extracted (AVE) are significantly above the threshold value, indicating that inter-item reliability exists among the items of each variable in this study (See Tables 3 ). Table 3 Measurement results Constructs MLE estimates factor loading/ measurement error Squared multiple correlation (SMC) Composite reliability (CR) Average variance extracted (AVE) Cronbach’s α Coping Style 0.707 0.692 0.802 CS1 0.693 0.757 0.243 CS2 0.719 0.824 0.176 CS3 0.725 0.734 0.266 CS4 0.778 0.772 0.228 CS5 0.638 0.583 0.417 CS6 0.751 0.578 0.423 Self-Efficacy 0.873 0.556 0.755 SE1 0.723 0.726 0.274 SE2 0.755 0.692 0.308 SE3 0.697 0.753 0.247 SE4 0.839 0.807 0.193 SE5 0.735 0.714 0.286 SE6 0.781 0.769 0.231 Social Support 0.764 0.652 0.864 SS1 0.789 0.653 0.347 SS2 0.840 0.590 0.410 SS3 0.729 0.604 0.396 SS4 0.779 0.665 0.335 SS5 0.805 0.745 0.255 SS6 0.708 0.630 0.370 0,645 0,584 0,416 Entrepreneur Motivation 0.773 0.661 0.789 EM1 0.741 0.451 0.549 EM2 0.769 0.552 0.448 EM3 0.801 0.749 0.251 EM4 0.750 0.438 0.563 EM5 0.790 0.652 0.348 EM6 0.807 0.632 0.368 EM7 0.745 0.598 0.312 Note. Model fit: χ 2 /df = 3.645, GFI = 0.947, NFI = 0.965, CFI = 0.961, IFI = 0.962, and RMSEA = 0.052. 4.3. Structural Model The fit of data to the proposed model was adequate (Hair Jr et al., 2019): χ2 3.548, GFI = 0.935, NFI = 0.947, CFI = 0.946, IFI = 0.947, and RMSEA = 0.048. The results showed that coping style does not have a positive effect on social support among disadvantaged students (0.135, p > 0.05); hence, H1 is unsupported (see Table 4 ). Self-efficacy has a positive and significant effect on social support (γ 21 = 0.569, p < 0.001), supporting H2. Furthermore, social support also plays an important role in influencing disadvantaged students’ entrepreneurial motivation (β 21 = 0.542, p < 0.001), thus supporting H3. Furthermore, coping style has a positive effect on disadvantaged students’ entrepreneurial motivation (β 21 = 0.294, p < 0.001) to support H4. Meanwhile, self-efficacy does not have a positive effect on disadvantaged students’ entrepreneurial motivation (β 21 = 0.037, p < 0.001) to reject H5. Table 4 Proposed model results Hypotheses Symbol Path Coefficients Test results H1 γ 11 Coping Style ◊ Social Support 0.135 Unsupported H2 γ 12 Self Efficacy ◊ Social Support 0.569*** Supported H3 γ 13 Social Support ◊ Entrepreneur Motivation Ccculinarytourisindustry 0.542*** Supported H4 γ 14 Coping Style ◊ Entrepreneur Motivation 0.294*** Supported H5 β 21 Self Efficacy ◊ Entrepreneur Motivation 0.037 Unsupported Note : Significant at *: p < 0.05, **: p < 0. 01, ***: p < 0.001 4.4. Mediation Effect The results of Table 5 present a mediation analysis, which evaluates how coping style and self-efficacy directly and indirectly affect entrepreneurial motivation through social support. The results show that coping style and self-efficacy have a significant direct effect on entrepreneurial motivation. Individuals with effective coping strategies are more courageous and have more entrepreneurial motivation (β = 0.334, T = 7.972, p < 0.001), while individuals with high self-efficacy also have greater entrepreneurial motivation (β = 0.252, T = 5.381, p < 0.001). In addition to the direct influence, coping style and self-efficacy also have an indirect influence on entrepreneurial motivation through social support. The mediation test shows that coping style increases social support, which in turn contributes to an increase in entrepreneurial motivation (β = 0.141, SE = 0.023, 95% CI: 0.099–0.188). Similarly, self-efficacy increases social support, which plays a role in increasing entrepreneurial motivation (β = 0.213, SE = 0.028, 95% CI: 0.160–0.269). This finding is in line with previous research, which states that strong social support can strengthen the impact of coping style and self-efficacy on entrepreneurial motivation (Cheah et al., 2023). Support from family, mentors, and educational institutions allows individuals to be more confident in making entrepreneurial decisions, with high social support increasingly motivating them to become entrepreneurs (Bazan et al., 2020). Table 5 Mediation result Direct effect Β T 95% CI Coping Style → Entrepreneur motivation 0.334 7.972*** (0.252, 0.416) Self Efficacy → Entrepreneur motivation 0.252 5.381*** (0.160, 0.344) Indirect effect Β SE 95% CI Coping Style → Social Support Entrepreneur motivation 0.141 0.023 (0.099, 0.188) Self Efficacy → Social Support Entrepreneur motivation 0.213 0.028 (0.160, 0.269) Note : Significant at *: p < 0.05, **: p < 0. 01, ***: p < 0.001 5. Discussion 5.1. Key Finding The finding that the relationship between coping style and social support is unsupported. This result is unexpected, as previous research has often linked effective coping strategies with higher levels of perceived or received social support (Ahmed et al., 2022 ; Klümper & Sürth, 2023 ; Liu et al., 2023 ). However, several possible explanations could account for this lack of a significant relationship. One possibility is that social support is largely shaped by external factors rather than an individual’s coping approach. While problem-focused coping involves actively seeking solutions and emotion-focused coping centers on managing stress, neither necessarily guarantees increased social support. The availability of social networks, cultural norms surrounding help-seeking behavior, and institutional support structures may play a more critical role in determining the level of support an individual receives. Another factor is that disadvantaged students’ coping styles may perceive and utilize social support differently. Those with strong problem-solving abilities might rely more on self-sufficiency, perceiving less need for external help, whereas those who use emotion-focused coping might seek emotional reassurance but not necessarily tangible support. This distinction could explain why coping style does not have a direct influence on social support. Previous studies also suggest that proactive coping strategies can enhance social support, encouraging individuals to seek help and engage with supportive networks (Brown et al., 2018 ; Lipshits-Braziler et al., 2019). Nonetheless, in the context of disadvantaged students, the relationship between coping style and social support may be weakened due to structural limitations, toward restricted access to institutional resources and social networks (Chen et al., 2022 ; Wu & Mao, 2020). Without sufficient external support, the effectiveness of coping mechanisms in securing necessary assistance may be diminished. The significant relationship between self-efficacy and social support was confirmed by this study. It suggests that disadvantaged students with higher self-efficacy are more likely to seek, receive, and utilize social support effectively. This finding aligns with existing research, which emphasizes that self-efficacy one’s belief in their ability to achieve goals and overcome challenges enhances proactive behaviors, including seeking help and building supportive networks (Gielnik et al., 2020; Rippon et al., 2022 ). Moreover, research confirms that disadvantaged students with high self-efficacy are more proactive in seeking mentorship and institutional support, enhancing resilience and the ability to navigate entrepreneurial challenges (Cheah et al., 2023; Wu et al., 2023 ; Zhou et al., 2024 ). These findings highlight the critical role of self-belief in fostering meaningful social connections that facilitate entrepreneurial growth. A key explanation for this result is that individuals with strong self-efficacy are generally more confident and resourceful in their interactions, making them more likely to establish meaningful social connections. They may actively engage in mentorship programs, seek guidance from experienced individuals, and participate in social or professional networks that provide support. In contrast, individuals with lower self-efficacy may feel hesitant or unworthy of seeking assistance, leading to weaker social support systems. Moreover, self-efficacy fosters resilience, allowing individuals to view challenges as opportunities for growth rather than obstacles. This positive mindset likely encourages them to leverage available support systems, whether through educational institutions, professional networks, or community organizations. The significant effect of social support on entrepreneurial motivation suggests that individuals who receive strong social support are more likely to develop higher levels of entrepreneurial motivation. It also emphasizes the importance of strengthening social support mechanisms to cultivate entrepreneurial motivation. This finding aligns with existing research that highlights the critical role of social networks, mentorship, and financial assistance in fostering entrepreneurial ambition, particularly among students and aspiring entrepreneurs (Bartha et al., 2019; Bazan et al., 2020; Fox et al., 2023 ). It's because social support provides emotional and practical resources that encourage individuals to pursue entrepreneurial endeavors. Emotional support from family, peers, and mentors can boost confidence, reduce fear of failure, and enhance resilience in the face of challenges. Practical support, such as financial aid, access to entrepreneurial education, and networking opportunities, can help individuals develop the skills, knowledge, and resources needed to start and sustain a business. Some aspiring entrepreneurs, particularly students from disadvantaged backgrounds, face financial constraints, lack of business knowledge, and limited access to professional networks (Emami et al., 2023 ; Fort & Murariu, 2018 ). Support systems, including university incubators, government grants, and mentorship programs, can mitigate these barriers by providing guidance, funding, and connections to industry experts. This, in turn, fosters a more entrepreneurial mindset and increases motivation among disadvantaged students. The significant relationship between coping style and entrepreneurial motivation suggests that the way individuals manage stress and challenges plays a crucial role in shaping disadvantaged students to pursue entrepreneurship. This finding supports existing research that emphasizes how problem-solving abilities, resilience, and adaptability contribute to entrepreneurial success (Ahmed et al., 2022 ; Arranz et al., 2018). Individuals with effective coping strategies are more likely to view challenges as opportunities rather than obstacles, fostering a mindset that aligns with entrepreneurial pursuits. This suggests that effective coping strategies contribute to fostering entrepreneurial motivation, enabling individuals to perceive challenges as opportunities rather than obstacles. Problem-focused coping, which involves active problem-solving and resource mobilization, has been particularly associated with the development of an entrepreneurial mindset (Arranz et al., 2018; Caliendo et al., 2023 ). Students who adopt adaptive coping mechanisms demonstrate higher resilience and are more likely to persist in entrepreneurial endeavors despite resource limitations (Rivero & Ubierna, 2021). These findings underscore the importance of equipping disadvantaged students with the skills to manage stress effectively, as this can enhance their ability to pursue and sustain entrepreneurial initiatives. It is also encouraging students and aspiring entrepreneurs to develop resilience, stress management techniques, and problem-solving skills can enhance their motivation in entrepreneurship (Chen & Nguyen, 2024; Emami et al., 2023 ). The finding that self-efficacy does not have a significant direct effect on entrepreneurial motivation. This implies that while self-efficacy contributes to the development of confidence, it may not be sufficient to drive entrepreneurial action independently. Prior research suggests that external socioeconomic factors, such as financial constraints and limited access to business opportunities, may hinder the direct influence of self-efficacy on entrepreneurial motivation (Luo et al., 2022). Even individuals with high self-efficacy may hesitate to engage in entrepreneurship if they lack adequate financial and institutional support. This finding highlights the need for integrated interventions that combine self-efficacy enhancement with tangible support mechanisms, toward funding opportunities and mentorship programs, to facilitate entrepreneurial success among disadvantaged students. One possible explanation is that while self-efficacy is essential for confidence in one's abilities, it may not be sufficient on its own to drive entrepreneurial motivation. Motivation to pursue entrepreneurship often depends on external factors such as financial resources, mentorship, market opportunities, and social support. Even individuals with high self-efficacy may lack the necessary resources or incentives to translate their confidence into entrepreneurial action. For example, a student may believe in their ability to start a business but may feel discouraged by economic constraints, lack of industry connections, or bureaucratic barriers. It also proves that self-efficacy may influence entrepreneurial motivation only when mediated by other factors, such as risk tolerance, social support, or previous entrepreneurial experience. Individuals with high self-efficacy might not necessarily be drawn to entrepreneurship unless they perceive it as a viable and rewarding career path. Moreover, some individuals with strong self-efficacy might channel their confidence into other career choices, such as corporate leadership, research, or social activism, rather than entrepreneurship. 5.2. Theoretical Implications The finding that self-efficacy does not have a significant and direct effect on entrepreneurial motivation and has important theoretical implications for Social Cognitive Theory (SCT). SCT, proposed by Bandura (1986), emphasizes the interplay between personal factors (such as self-efficacy), behavioral patterns, and environmental influences in shaping human motivation and actions. Traditionally, SCT posits that self-efficacy is a crucial determinant of motivation, as individuals who believe in their abilities are more likely to pursue and persist in goal-directed behaviors. However, the lack of a significant direct effect in this study suggests that self-efficacy alone may not be sufficient to drive entrepreneurial motivation, highlighting the need to consider additional mediating or moderating factors within the SCT framework. One possible implication is that self-efficacy’s influence on entrepreneurial motivation is conditional upon external factors such as social support, financial resources, and perceived opportunity structures. SCT acknowledges the role of environmental factors in shaping behavior, and this finding reinforces the idea that self-efficacy must be complemented by supportive external conditions to translate into motivation. For example, a highly self-efficacious individual may still lack motivation for entrepreneurship if they perceive limited access to funding, mentorship, or market opportunities. This result suggests that self-efficacy may primarily influence entrepreneurial motivation through indirect pathways rather than direct causation. SCT recognizes the importance of observational learning and reciprocal determinism, where personal beliefs interact dynamically with external experiences. If self-efficacy affects motivation indirectly—through factors such as risk perception, resilience, or prior entrepreneurial exposure then future research should focus on identifying these mediating mechanisms. Moreover, this research contributes to extant theory demonstrating that self-efficacy augments an individual's capacity to establish and effectively utilise social networks, there reinforcing entrepreneurial drive. The insights derived from this study offer a valuable framework for future research on entrepreneurship education and career development among disadvantaged students. 5.3. Practical Implications The findings of this study suggest several practical applications for educators, policymakers, and support organisations. This suggests that governments, educational institutions, and policymakers need to implement comprehensive strategies that go beyond simply building confidence in students. Instead, practical interventions should focus on providing access to mentorship, funding, business networks, and experiential learning to translate self-efficacy into entrepreneurial action. Providing mentoring programmes, business incubators and financial literacy training can help disadvantaged students develop confidence and access important resources. For instance, entrepreneurship education programs should not only focus on theoretical knowledge but also provide hands-on experiences such as business incubators, startup competitions, and internships with successful entrepreneurs. These experiences can help students develop both the skills and the mindset needed to navigate the complexities of starting a business. Furthermore, governments and non-profit organisations should improve support structures that offer financial assistance and community-based networking opportunities for aspiring entrepreneurs. Encouraging peer support networks and student-led entrepreneurship initiatives can also create an environment conducive to skills development and innovation. Finally, fostering an inclusive entrepreneurial ecosystem through policy interventions on tax incentives for young entrepreneurs and grants for small businesses can bridge the gap between financial constraints and business opportunities for disadvantaged students. 5.4. Conclusion This study highlights the complex relationship between self-efficacy, social support, coping styles, and entrepreneurial motivation, particularly among disadvantaged students. While self-efficacy has been widely recognized as a key driver of entrepreneurial behavior, the findings suggest that its influence on motivation may not be direct but rather mediated by external factors such as social support and opportunity availability. The strong link between social support and entrepreneurial motivation underscores the importance of external encouragement, mentorship, and financial resources in fostering entrepreneurial aspirations. Additionally, coping styles play a crucial role, as individuals with effective problem-solving and emotional regulation strategies are more likely to persist in their entrepreneurial pursuits despite challenges. The present study set out to investigate the relationship between self-efficacy, social support and entrepreneurial motivation in disadvantaged students. The findings of the study indicated that self-efficacy was a crucial determinant in increasing social support, which in turn had a positive influence on entrepreneurial motivation.Furthermore, this study reveals that social support plays a mediating role, strengthening the interaction between personal psychological traits and external influences in shaping entrepreneurial aspirations. 5.5. Limitations and Future Study Directions While this study provides valuable insights into the relationships between self-efficacy, social support, coping styles, and entrepreneurial motivation, it is important to acknowledge several limitations that may influence the interpretation of the findings. This study focuses on financially disadvantaged students in China, limiting its generalisability to other sociocultural contexts. Future research could conduct cross-cultural analyses to examine whether the same patterns exist in different economic and institutional environments Future research could conduct cross-cultural analyses to examine whether the same patterns exist in different economic and institutional environments. Furthermore, this study relies on self-reported survey data, which may be subject to response bias. Studies that track the entrepreneurial journey of individuals over time would provide deeper insights into the long-term impact of social support, coping styles, and self-efficacy. Although this study shows the mediating effect of social support, future research can explore additional moderating variables, toward personality traits, economic conditions, or policy frameworks, which can influence the relationship between psychological traits and entrepreneurial motivation. Finally, experimental or qualitative approaches can be used to further explore the mechanism which social support improves entrepreneurial success among disadvantaged students. Coping Style (Lipshits-Braziler et al., 2019) I face entrepreneurial challenges looking for concrete solutions. I tend to overcome business difficulties thinking strategically and proactively. I prefer to manage stress making plans and taking action. I seek help from mentors or sources of information when facing difficulties. I see challenges as opportunities for growth in entrepreneurship. I avoid making decisions without first analysing the situation. Self-Efficacy (Gielnik et al., 2020), I am confident that I can run my own business successfully. I feel capable of dealing with risk and uncertainty in business. I believe that with enough effort, I can overcome business obstacles. I feel capable of recognising profitable business opportunities. I believe in my skills in managing a business well. I am confident that I can make effective business decisions. Social Support (Cheah et al., 2023) I receive emotional support from my family in running my business. My mentor helps me understand effective business strategies. I get encouragement from friends and colleagues to be an entrepreneur. My educational institution provides resources that support entrepreneurship. I have a social network that helps in the development of my business. I feel more confident in business because of the social support I receive. Entrepreneurial Motivation (Neneh, 2020 ) I want to be an entrepreneur to achieve financial freedom. I feel driven to be an entrepreneur because I want to create social impact. I want to build my own business to improve my personal well-being. I am motivated to become an entrepreneur because of the desire to work independently. I have a strong desire to start a business despite the challenges. I believe that entrepreneurship is the best path to my success. I am driven to be an entrepreneur because of the opportunities I can take advantage of. Declarations Author Contribution Conceptualization, K.L., Y.L. and J.J.; methodology, Y.L. and J.J.; formal analysis, Y.A. and Y.L.; investigation, K.L., Y.L. and J.J.; writing—original draft preparation, K.L., Y.L. and J.J.; writing—review and editing, Y.L. and Y.A.; supervision, Y.L. and J.J.; project administration, K.L. and Y.A. All authors have read and agreed to the published version of the manuscript. References Abbes, I. (2024). 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Barriers and Challenges Affecting Quality Education (Sustainable Development Goal #4) in Sub-Saharan Africa 2030. Sustainability . https://doi.org/10.3390/su16072657. Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6680906","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Article","associatedPublications":[],"authors":[{"id":492051122,"identity":"5c95fab6-cf13-48cf-8a72-8b349cdf969e","order_by":0,"name":"Kui Li","email":"","orcid":"","institution":"Rajamangala University of Technology Krungthep","correspondingAuthor":false,"prefix":"","firstName":"Kui","middleName":"","lastName":"Li","suffix":""},{"id":492051123,"identity":"0b8c0d99-f1ff-4e5b-8190-db97a1dc0fba","order_by":1,"name":"Yaoping Liu","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAABEUlEQVRIiWNgGAWjYLCCBCDmY28AMgrAfGaIsAQBLWw8B4AMA7AOiBYefFpAgE0CpJEYLQbHDx978HBHLQOb5OvEDw8MGPJ1Z+QfNmCosWOwl27AruVMWrpB4pnjDGzSuZslgA6z3HYjmTmB4VgyA4/MAexaDuSYSSS2HQNp2QDSYmAG1HKAge0A0GEJ2LWcfwPVInl28w+Eln94tNwA21ID9D7vNrgtCYxtuLVI3ngG9EvbAR42ntxtFgkGEgZmZx4bGyT2JfPw3MCuhe988rGHP9vq5PjZz26++aPCxsDseOJjiQ/f7OTYZ2DXogD0KZA6zAPlQ+MCqJgHq3ogkG8Aa6nDJT8KRsEoGAWjgIEBAMReVtJaANGiAAAAAElFTkSuQmCC","orcid":"","institution":"Rajamangala University of Technology Krungthep","correspondingAuthor":true,"prefix":"","firstName":"Yaoping","middleName":"","lastName":"Liu","suffix":""},{"id":492051124,"identity":"1009c3ad-eafd-47db-885b-2a2414982033","order_by":2,"name":"Yudhi Arifani","email":"","orcid":"","institution":"Rajamangala University of Technology Krungthep","correspondingAuthor":false,"prefix":"","firstName":"Yudhi","middleName":"","lastName":"Arifani","suffix":""},{"id":492051126,"identity":"96e83489-7bcc-43cc-b523-8aab59db1e94","order_by":3,"name":"Junaidi Junaidi","email":"","orcid":"","institution":"Universitas Muhammadiyah Palopo","correspondingAuthor":false,"prefix":"","firstName":"Junaidi","middleName":"","lastName":"Junaidi","suffix":""}],"badges":[],"createdAt":"2025-05-16 12:53:09","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-6680906/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6680906/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":88037126,"identity":"4ca9f752-6904-4bf8-91b4-103809f616e4","added_by":"auto","created_at":"2025-07-31 16:25:53","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":37931,"visible":true,"origin":"","legend":"\u003cp\u003eResearch framework.\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-6680906/v1/0b26d45eaf77357719b42299.png"},{"id":108806450,"identity":"353ec170-dcb9-487f-bc8e-e05a6a9c4998","added_by":"auto","created_at":"2026-05-08 15:28:36","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":608503,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6680906/v1/175eef54-5f86-4e9f-824e-2bee3b29c8ec.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"The Role of Psychosocial Factors on Entrepreneur motivation: A Study on Disadvantaged University Graduates students in China","fulltext":[{"header":"1. INTRODUCTION","content":"\u003cp\u003eEntrepreneurial motivation can be a powerful tool to uplift disadvantaged students in China and globally towards providing opportunities to overcome financial and social barriers (Genshu et al., 2021; Pham et al., \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Disadvantaged students face significant economic and social challenges that hinder access to quality education and future opportunities (Woldegiorgis \u0026amp; Chiramba, \u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Zickafoose., 2024). The urban-rural education gap exacerbates inequality, with rural schools receiving fewer resources and less qualified teachers. The disadvantaged students encountered some global issues, such as child labor, gender inequality, and racial discrimination (Kaur \u0026amp; Byard, \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Khairoowala \u0026amp; Singh, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). It also makes the prevention of millions from completing education, while conflicts and refugee crises disrupt learning for displaced children. Especially in situations where students\u0026rsquo; have to choose majors in college or subjects in high school, it has great predictive power. The disadvantage of students is also due to a lack of effective support from families, schools, and society to employ smoothly (Cage et al., \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; van de Werfhorst et al., \u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). The systemic barriers are essential for fostering an inclusive and fair education system that empowers all students, regardless of socio-economic background, towards enhancing the students\u0026rsquo; psychological well-being, self-efficacy, and social support (Fort et al., 2018; Brown et al., \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Molla \u0026amp; Gale, \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Roffey et al., 2021). Therefore, highlighting the need for personal values such as coping styles, self-efficacy, and social support is crucial among disadvantaged students to enhance entrepreneurial motivations (Ahmed et al., \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Caliendo et al., \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Fan et al., \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2024\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eCoping styles are the strategies people use to handle stress or uncertainty in different situations, including making career choices, as they determine how these students respond to adversity, financial struggles, and social barriers (Ahmed et al., \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Dom\u0026iacute;nguez et al., \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). It also becomes a mechanism that can be broadly categorized into problem-focused coping, which involves actively finding solutions, and emotion-focused coping, which deals with managing stress and emotions. The coping styles also play an important role in influencing students\u0026rsquo; transformation towards productive and support-seeking behavior (Gustems et al., 2012; Lipshits-Braziler et al., 2019; Wang et al., \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Students with a problem-focused coping style tend to be more proactive in overcoming obstacles, which directly enhances entrepreneurial motivation towards social support (Darling-Hammond et al., \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Russo et al., \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Coping style, including mentorship programs, entrepreneurial education, and financial assistance, is essential in facilitating entrepreneurial opportunities (Abbes, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Serpente et al., \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). It helps students develop necessary skills, access available resources, and build resilience in starting businesses. An effective coping strategy can turn challenges into motivation for entrepreneurs and enable them to navigate uncertainties more effectively and pursue innovative careers.\u003c/p\u003e\u003cp\u003eSelf-efficacy, a person's ability to achieve goals, plays an important role in shaping entrepreneurial motivation, especially among disadvantaged students (Wardana et al., \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Staniewski et al., \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Given the economic and social obstacles they often face, these students must rely on confidence and resilience to pursue entrepreneurship as a means of economic empowerment. They need to be willing to take calculated risks, explore innovative ideas, and step out of their comfort zones to build successful businesses. Self-efficacy fosters a proactive mindset, encouraging students to seek opportunities rather than being constrained by financial limitations or a lack of resources (Luo et al., \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Providing hands-on entrepreneurial experiences, such as internships and small business incubators, can significantly increase students' confidence in entrepreneurial abilities. On the other hand, fostering a supportive learning environment that encourages trial and error, celebrates small successes, and provides mentorship can further strengthen entrepreneurial motivation (Chen et al., \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Shetty et al., \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Integrating self-efficacy development strategies into education and training programs, institutions can empower disadvantaged students to overcome barriers and foster a strong entrepreneurial mindset (Jiatong et al., \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Bachmann et al., \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2024\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eSocial support plays a fundamental role in fostering motivation among disadvantaged students, providing the emotional, informational, and financial resources needed to face the challenges of entrepreneurship (Bansal et al., \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Neneh et al., 2020). However, a strong social support network of family, mentors, and peers can reduce these barriers, instilling confidence, increasing resilience, and facilitating access to important entrepreneurial resources (Arr\u0026eacute;gle et al., \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Wu et al., \u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Family support, in particular, plays an important role in shaping entrepreneurial aspirations. Even in economically disadvantaged households, parental encouragement and emotional reinforcement can foster confidence, motivating students to explore entrepreneurial opportunities despite financial difficulties (Li et al., \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Shahzad et al., \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Mentors act as role models who provide practical insights, strategic advice, and psychological encouragement, enabling disadvantaged students to develop the problem-solving skills and adaptability that are essential for entrepreneurial success. In addition, structured mentoring programs and entrepreneurial incubators in educational institutions enable students to engage with professionals who can offer exposure to the real-world business environment (Laine et al., \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Wasim et al., \u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Peer support also plays an important role in fostering entrepreneurial motivation, as collaborative learning and shared experiences create a sense of belonging and strengthen self-confidence. Strengthening this support system is essential to encourage inclusive economic growth and expand opportunities for aspiring entrepreneurs from disadvantaged backgrounds.\u003c/p\u003e\u003cp\u003eDespite, the existing studies highlight the role of social support, coping styles, and self-efficacy in entrepreneurial motivation among disadvantaged students. However, limited research explores how different coping styles interact with social support, the comparative effectiveness of various support sources, and the mediating role of self-efficacy. In addition, most studies focus on developed countries, leaving a gap in understanding these dynamics in emerging economies with greater systemic barriers. Hence, some questions arise, such as whether coping style and self-efficacy have a positive effect on disadvantaged students\u0026rsquo; social support. Furthermore, coping style and self-efficacy effects on disadvantaged students\u0026rsquo; entrepreneurial motivation directly and towards social support also remain an open question.\u003c/p\u003e"},{"header":"2. LITERATURE REVIEW","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e\u003ch2\u003e2.1. Social Cognitive Theory (SCT)\u003c/h2\u003e\u003cp\u003eSocial Cognitive Theory (SCT), developed Albert Bandura in 1986, provides a comprehensive framework for understanding behavior emphasizing the interplay between cognitive, environmental, and behavioral factors. A key aspect of SCT is self-efficacy, which influences an individual's motivation and capacity to perform specific actions Beauchamp et al. (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) highlight that self-efficacy is a central mechanism in promoting physical activity, with research demonstrating its role in sustaining long-term behavior change (Beauchamp, Crawford, \u0026amp; Jackson, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Additionally, SCT has been widely applied in career development, where Lent and Brown (\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e1996\u003c/span\u003e) illustrate its role in shaping career choices and performance linking personal goals, outcome expectations, and self-efficacy beliefs (Lent \u0026amp; Brown, \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e1996\u003c/span\u003e). Beyond its applications in physical activity and career development, SCT has influenced various domains, including psychotherapy and clinical interventions. Scott et al., (\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) discuss how Bandura\u0026rsquo;s theory has shaped cognitive-behavioral therapies, particularly in addressing anxiety disorders through guided mastery techniques (Scott et al., \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). The theory has also been instrumental in explaining motivation, where Schunk and DiBenedetto (\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) emphasize how self-efficacy, goal-setting, and self-regulation drive learning and achievement (Schunk \u0026amp; DiBenedetto, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Overall, SCT continues to serve as a foundational model in behavioral science, informing diverse research areas and practical interventions (See Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e).\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec4\" class=\"Section2\"\u003e\u003ch2\u003e2.2. Entrepreneurial Motivation\u003c/h2\u003e\u003cp\u003eEntrepreneurial motivation is an internal and external factor that encourages someone to recognise, start and maintain a business. This concept includes personal aspirations, socio-economic conditions, and individual perceptions of opportunities or needs (Carsrud \u0026amp; Br\u0026auml;nnback, 2010; Shahzad et al., \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Previous literature shows that entrepreneurial motivation is multidimensional and is generally classified into opportunity-based and need-based entrepreneurship (Hessels et al., 2008). Entrepreneurship is a field driven innovation, financial growth, and independence. However, individuals who become entrepreneurs out of necessity generally enter the business world due to unemployment or limited options for better careers (Bourl\u0026egrave;s \u0026amp; Cozarenco, 2018; Scott et al., \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Furthermore, the motivation to become an entrepreneur is influenced social networks and the institutional environment. Individuals who possess strong business relationships tend to prioritise opportunities and demonstrate superior business performance (Liu et al., 2024; Staniewski et al., \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). The study also explores the role of personal identity, social environment, and educational background in shaping entrepreneurial motivation, highlighting the influence of self-evaluation and the pursuit of self-improvement (Mahto \u0026amp; McDowell, 2018; Wardana et al., \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). In the academic context, the influence of curricular and extracurricular experiences, along with students' perception of market opportunities, on entrepreneurial motivation is examined (Rivero \u0026amp; Ubierna, 2021). In addition, psychological factors toward self-efficacy and goal orientation play an important role in sustaining entrepreneurial efforts (Ephrem et al., 2021; Wu et al., \u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Given the impact of entrepreneurial motivation on business success, the present study aims to analyse the relationship between motivation types and business performance.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec5\" class=\"Section2\"\u003e\u003ch2\u003e2.3. Coping Style\u003c/h2\u003e\u003cp\u003eCoping style refers to the cognitive and behavioural strategies that individuals use to manage stress and environmental demands (Chao \u0026amp; Wang, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2013\u003c/span\u003e; Wu et al., \u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Coping strategies are very important in determining the effectiveness of social support structures for underprivileged students. Research shows that students who have higher levels of self-efficacy and have a better perception of structural support are more likely to use active coping mechanisms, which then increases access to social support networks (Morales-Rodr\u0026iacute;guez, \u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Wu \u0026amp; Mao, 2020). Students who rely on avoidance-based coping mechanisms, toward emotional release or dependence on external assistance, may face challenges in building a substantial support network, thus limiting ability to utilise social resources. This functions as a mediator that connects individuals to the social environment, enabling them to navigate personal and academic challenges. The importance of coping styles is underlined the need for social support in the development of resilience among disadvantaged students, as it directly affects the extent of access to and utilisation of available support systems (Li \u0026amp; Li, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Pham et al., \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Russo et el., 2023). In addition to its impact on social support, students' entrepreneurial motivation is significantly influenced coping strategies.\u003c/p\u003e\u003cp\u003ePrevious research has shown that problem-oriented coping, characterised active problem solving and resource mobilisation, provides individuals with the skills necessary to overcome obstacles and take advantage of commercial opportunities, thus fostering entrepreneurial motivation (Rivero \u0026amp; Ubierna, 2021; Serpente et al., \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). Individuals who apply problem-solving strategies are much more likely to develop the adaptability, resilience, and mindset that thrive to sustain entrepreneurial endeavours (Shore et al., \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). In contrast, emotion-focused coping, which involves avoidance and dependence on external assistance without active participation, has been shown to inhibit entrepreneurial motivation reinforcing dependence and reducing risk-taking behaviour. In addition, research has shown that incorporating entrepreneurship education into the curriculum encourages the development of adaptive problem-solving strategies among disadvantage students. It also improves students' problem-solving skills, and fosters an entrepreneurial mindset (Arranz et al., 2018; Joseph, 2013). Therefore, the importance of targeted interventions to encourage adaptive coping strategies to improve social and economic outcomes is emphasised the fact that coping style is a significant determinant in the development of entrepreneurial motivation and access to social support.\u003c/p\u003e\u003cp\u003e\u003cb\u003eH1.\u003c/b\u003e \u003cem\u003eCoping style has a significant positive effect on social support\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cb\u003eH2.\u003c/b\u003e \u003cem\u003eCoping style has a significant positive effect on entrepreneur motivation\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec6\" class=\"Section2\"\u003e\u003ch2\u003e2.4. Self Efficacy\u003c/h2\u003e\u003cp\u003eSelf-efficacy, as defined Bandura (1997), is a person's confidence in ability to take the necessary actions to achieve certain goals. This psychological concept is a significant predictor of employability and career aspirations, especially among disadvantaged students (Cheng et al., 2024; Wang et al., \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Students with high self-efficacy are more proactive in using institutional resources, peer support, and social networks to overcome academic and professional challenges (Karimi et al., \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Zhao et al., 2005). Self-efficacy increases the use of available resources promoting personal initiative and resilience, increasing the individual's capacity to overcome socioeconomic challenges. Entrepreneurship education has been shown to substantially increase students' self-confidence in abilities, motivating them to utilise social support networks to create businesses and professional development (Quinlan \u0026amp; Ann Renninger, 2022; Luo et al., 2022). This underlines the important role of self-efficacy as a predictor of individual success and a catalyst for social and economic mobility increasing dependence on institutional support networks.\u003c/p\u003e\u003cp\u003eSelf-efficacy is essential for evaluating entrepreneurial motivation, as well as its influence on the availability of social support. External socioeconomic factors, toward financial constraints and insufficient resources, often impact the entrepreneurial motivation of disadvantaged students. Those with high self-efficacy are more likely to recognise and take advantage of business opportunities in the face of obstacles, as they have confidence in ability to make independent decisions and solve problems (Gielnik et al., 2020; G\u0026oacute;mez-Jorge et al., \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). The intrinsic motivation and personal initiative act as moderators in the relationship between self-efficacy and entrepreneurial intention, which further strengthens students' commitment to entrepreneurial ventures (Junaidi et al., \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Ogba et al. (2022). Entrepreneurship education is recognised as an important tool for improving self-efficacy, as it offers students practical training, experiential learning and mentoring opportunities that increase perceived capacity to build and operate a business and are able to foster an entrepreneurial mindset and increase self-efficacy providing students with the necessary skills, knowledge and confidence, thus increasing likelihood of engaging in and succeeding in business ventures.\u003c/p\u003e\u003cp\u003e\u003cb\u003eH3.\u003c/b\u003e \u003cem\u003eSelf-efficacy has a significant positive effect on social support\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cb\u003eH4.\u003c/b\u003e \u003cem\u003eSelf-efficacy has a significant positive effect on entrepreneur motivation\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec7\" class=\"Section2\"\u003e\u003ch2\u003e2.5. Social Support\u003c/h2\u003e\u003cp\u003eSocial support plays an important role in entrepreneurial motivation, especially among disadvantaged students (Emami et al., \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Ledi et al., 2024). Social support provides emotional, informational, and instrumental assistance from the environment (Fan \u0026amp; Wang, 2024). Research shows that an established social support network, including family, mentors, and institutional support, significantly increases students' confidence and willingness to engage in entrepreneurial activities providing guidance, encouragement, and access to important resources (Bazan et al., 2020; Wasim et al., \u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). In order to foster an entrepreneurial ecosystem, universities play an important role in connecting students with industry experts and potential investors through mentoring programmes, incubation centres, and networking events (Cheah et al., 2023; Tiwari et al., 2020). The combination of community-based learning and entrepreneurship education strengthens students' entrepreneurial aspirations increasing perceived feasibility of starting a company and intrinsic motivation to participate in entrepreneurship (Barton et al., 2018; Pham et al., \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Guidance, teamwork, and institutional resources should be prioritised to help students from disadvantaged backgrounds overcome the psychological and financial barriers that often prevent them from participating in entrepreneurial activities (Bartha et al., 2019; Maheswari et al., 2023). This will help students negotiate the uncertainty inherent in entrepreneurship.\u003c/p\u003e\u003cp\u003e\u003cb\u003eH5\u003c/b\u003e. \u003cem\u003eSocial support has a significant positive effect on entrepreneur motivation\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003c/div\u003e"},{"header":"3. METHODOLOGY","content":"\u003cdiv id=\"Sec9\" class=\"Section2\"\u003e\u003ch2\u003e3.1. Questionnaire design, pretest and pilot study\u003c/h2\u003e\u003cp\u003eThe participants of this study are disadvantaged students\u0026rsquo; in the universities in the Guangxi districts, China. Guangxi is one of the leading education with at least 71 listed universities. Hence, the participants customers play an important role in the green marketing mix due to the millions of customers across the restaurants. This implies that the green marketing mix strategy has a positive impact on a larger segment of the customer\u003cb\u003es.\u003c/b\u003e However, before deploying the questionnaire for data collection, two experts, one from education and a professional English\u0026ndash;Chinese translator, were invited to validate the questionnaire. This process of collecting data was carried out using online platform. Conversely, control was anonymous, and random sampling was carried out to avoid bias and enhance validity. The purpose of this approach was to ensure that the participants met the two basic criteria, namely being active students in the university and also being disadvantaged students. A pretest and pilot test were conducted to validate the wording of the measurement items and minimize potential instrument bias.\u003c/p\u003e\u003cp\u003eThe purpose of the pilot test was to ascertain whether participants understood each question and to revise the wording to avoid single-source bias (Podsakoff et al., \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2003\u003c/span\u003e). The measurement items in this questionnaire were modified to fit the context of the study. This study conducted 12 independent rounds (3 respondents in each round) to revise the wording based on comments in the initial pilot test. In addition, this study also conducted a field test of the measurement items. This step aims to ensure that the wording in the final survey is well understood, collecting 120 samples for the field test to test reliability as well as convergent and discriminant validity according to the suggested criteria before the official survey is conducted. Hair Jr. et al. (2019) stated that the field test was used to identify participants' responses, implications, difficulties, concerns, and kindness regarding the questions in the initial pilot test.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec10\" class=\"Section2\"\u003e\u003ch2\u003e3.2. Sample and data collection\u003c/h2\u003e\u003cp\u003eAs a recommendation, a minimum of 20 participants are needed for each construct to improve the quality of the instrument, avoid ambiguity, and avoid errors in the words used in the participants' answers. In addition, the field test was conducted on 120 samples and was considered sufficient for statistical analysis. This study utilized a sample of Guangxi university students in China who had faced financial difficulties in the previous year. The survey was anonymous, and control questions and randomly generated filters were employed to avoid bias and attain data validity. To ensure that the respondents met the research objectives, there were two main criteria that had to be met: firstly, the respondents had to be 20 years old, and secondly, the participants categorized as disadvantage student.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec11\" class=\"Section2\"\u003e\u003ch2\u003e3.3. Ethical considerations\u003c/h2\u003e\u003cp\u003eThe chair of research ethical approval committee of IRB number (R. 567 / 2024) prior to recruitment and data collection. Following the ethical standards as laid down in the 1964 Declaration of Helsinki, and the ethical principles and code of conduct, participation in this study was voluntary. The data was gathered by administering an online survey between December 1st and January 10th, 2025. Confidentiality was maintained by using encrypted identification of individuals, limiting access to data to the interviewing team only, and storing data in secure locations. The purpose and procedures of the conducted human participation were explained to all study participants before seeking their consent to take part in the study. Verbal consent was obtained from all stakeholders, who also kept a copy of the questionnaire form for their reference. Stakeholders were also asked to verbally consent, specifically for the content of the research instruments and questionnaires. Participation of study participants was on a voluntary basis.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec12\" class=\"Section2\"\u003e\u003ch2\u003e3.4. Measures\u003c/h2\u003e\u003cp\u003eA seven-point Likert scale with a value range between 1 (\u0026lsquo;strongly disagree\u0026rsquo;) and 7 (\u0026lsquo;strongly agree\u0026rsquo;) was used for all scale items. Data were analyzed using structural equation modeling (SEM) with AMOS version 22 and the SPSS software version 22, enabling the examination of complex relationships between latent variables within the research model. SEM was chosen for its ability to analyze multiple interrelated factors simultaneously, offering a structured framework to integrate attitudes, behaviors, and empirical data. The results of SEM provide clear insights into the prioritization of strategies that influence customer attitudes and behaviors in an eco-friendly environment. Coping Styles were adopted from Lipshits-Braziler et al. (2019), Self-efficacy refers to Gielnik et al. (2020), Social support was adopted from Cheah et al. (2023) and entrepreneur motivation amond disadvantage students refers to Neneh (\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). This resulted in a required sample size of 750 participant as criteria. After eliminating invalid responses with inconsistent answers, a total of 634 valid samples were obtained, resulting in an effective response rate of 84.53% (See Table \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\u003eRespondent demographics\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\u003eDemographic Items\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\u003e\u003cb\u003eGender\u003c/b\u003e\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\u003e262\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e41.3\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\u003e372\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e58.7\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eAge Group\u003c/b\u003e\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\u003e20\u0026ndash;24\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e380\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e60.0\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e25\u0026ndash;29\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e211\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e33.3\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u0026ge;30\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e43\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e6.7\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eEmployment Status\u003c/b\u003e\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\u003eEmployed\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e271\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e42.7\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eUnemployed\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e237\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e37.3\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSeeking Employment\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e126\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e20.0\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eField of Study\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cb\u003eTourism\u003c/b\u003e\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\u003eSocial Sciences\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e229\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e36.0\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSTEM\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e245\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e38.7\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eHumanities\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e102\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e16.0\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eOthers\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e58\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e9.3\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eFamily Income Level\u003c/b\u003e \u003cem\u003e(monthly)\u003c/em\u003e\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\u003e\u0026lt; \u0026yen;3,000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e355\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e56.0\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u0026yen;3,000\u0026ndash;5,000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e211\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e33.3\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u0026gt; \u0026yen;5,000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e68\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e10.7\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=\"Sec13\" class=\"Section2\"\u003e\u003ch2\u003e3.5. Data Analysis\u003c/h2\u003e\u003cp\u003eThe data were analyzed using two statistical programs, namely SPSS 22 and AMOS 22. software. Furthermore, hypothesis testing was conducted using a structural equation model (SEM). The main advantage of using SEM is that it facilitates the use of factor analysis and regression separately to test the model. In addition, it is simultaneously used to estimate all path coefficients. According to Byrne (2016), SEM provides two important aspects of the procedure. Firstly, SEM is used to determine the causal effects of the observed variables. and the structural relationships between variables that allow a clear description of the theory under study in this research. A comprehensive The The hypothesized model was used to validate all variables to determine consistency. with the research. Thereafter, descriptive statistics using frequency distributions were generated. Pearson's correlation coefficient was also used. to determine the relationship between the predictors. Thirdly, the standardized The variance method (CMV) was adopted as a prevention and post-detection technique. Finally, this study applied mediation procedures. Baron and Kenny (1986) designed a method other than statistical tests that focuses on determining the mediation effect. Therefore, this study applied Hayes' (2018) bootstrapping. method to test the mediating effect and indirect effect of social support.\u003c/p\u003e\u003c/div\u003e"},{"header":"4. RESULTS AND DISCUSSION","content":"\u003cdiv id=\"Sec15\" class=\"Section2\"\u003e\u003ch2\u003e4.1. Pearson correlation\u003c/h2\u003e\u003cp\u003eThe following table shows the correlation matrix between several constructs related to this study. The correlations between these constructs show a fairly close relationship between coping styles, self-efficacy, social support, and entrepreneur motivation. Each correlation number listed below the diagonal is a Pearson correlation indicating the strength and direction of the relationship between the constructs. The diagonal shows the square root of the Average Variance Extracted (AVE) for each construct.\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\u003eCorrelation matrix for measurement scales\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=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" 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\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eConstructs\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMean\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eSD\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eCS\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eSE\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eSS\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e\u003cp\u003eEM\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eCS\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e5.45\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.991\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0,541**\u003c/p\u003e\u003cp\u003e**\u003c/p\u003e\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\u003eSE\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e5.35\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.980\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.321**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0,506**\u003c/p\u003e\u003cp\u003e**\u003c/p\u003e\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\u003eSS\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e4.33\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e1.298\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.298**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.463**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0,593**\u003c/p\u003e\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\u003eEM\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e4.71\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e1.188\u003c/p\u003e\u003cp\u003e8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.396**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.384**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0.476**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003ctfoot\u003e\u003ctr\u003e\u003ctd colspan=\"7\"\u003eNote: CS: Coping Style, SE: Self-Efficacy, SS: Social Support, EM: Entrepreneur motivation\u003c/td\u003e\u003c/tr\u003e\u003c/tfoot\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eDiagonal elements are the square roots of the AVE for each construct\u003c/p\u003e\u003cp\u003ePearson correlations are shown below the diagonal\u003c/p\u003e\u003cp\u003eSignificant at *: p\u0026thinsp;\u0026lt;\u0026thinsp;0.05, **: p\u0026thinsp;\u0026lt;\u0026thinsp;0.01, ***: p\u0026thinsp;\u0026lt;\u0026thinsp;0.001\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec16\" class=\"Section2\"\u003e\u003ch2\u003e4.2. Measurement Results\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThe confirmatory factor analysis (CFA) results (χ\u003csup\u003e2\u003c/sup\u003e/df 2.631, TLI\u0026thinsp;=\u0026thinsp;0.953, RMSEA\u0026thinsp;=\u0026thinsp;0.036, GFI\u0026thinsp;=\u0026thinsp;0.947. CFI\u0026thinsp;=\u0026thinsp;0.951, and IFI\u0026thinsp;=\u0026thinsp;0.953) show that the data fit well with the model [54]. The results given in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e show that all the items of all the variables loaded significantly, and, therefore, no item was deleted. The values of Cronbach\u0026rsquo;s alpha, composite reliability, and average variance extracted (AVE) are significantly above the threshold value, indicating that inter-item reliability exists among the items of each variable in this study (See Tables\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e).\u003c/p\u003e\u003c/div\u003e\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\u003eMeasurement results\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=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" 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\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eConstructs\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003eMLE estimates factor loading/ measurement error\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eSquared multiple correlation (SMC)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eComposite reliability (CR)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eAverage variance extracted (AVE)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e\u003cp\u003eCronbach\u0026rsquo;s α\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"4\" nameend=\"c4\" namest=\"c1\"\u003e\u003cp\u003eCoping Style\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.707\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0.692\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0.802\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eCS1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.693\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.757\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.243\u003c/p\u003e\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\u003eCS2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.719\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.824\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.176\u003c/p\u003e\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\u003eCS3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.725\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.734\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.266\u003c/p\u003e\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\u003eCS4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.778\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.772\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.228\u003c/p\u003e\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\u003eCS5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.638\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.583\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.417\u003c/p\u003e\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\u003eCS6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.751\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.578\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.423\u003c/p\u003e\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\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e\u003cp\u003eSelf-Efficacy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.873\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0.556\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0.755\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSE1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.723\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.726\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.274\u003c/p\u003e\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\u003eSE2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.755\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.692\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.308\u003c/p\u003e\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\u003eSE3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.697\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.753\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.247\u003c/p\u003e\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\u003eSE4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.839\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.807\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.193\u003c/p\u003e\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\u003eSE5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.735\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.714\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.286\u003c/p\u003e\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\u003eSE6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.781\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.769\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.231\u003c/p\u003e\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\" colspan=\"4\" nameend=\"c4\" namest=\"c1\"\u003e\u003cp\u003eSocial Support\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.764\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0.652\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0.864\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSS1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.789\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.653\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.347\u003c/p\u003e\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\u003eSS2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.840\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.590\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.410\u003c/p\u003e\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\u003eSS3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.729\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.604\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.396\u003c/p\u003e\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\u003eSS4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.779\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.665\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.335\u003c/p\u003e\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\u003eSS5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.805\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.745\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.255\u003c/p\u003e\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\u003eSS6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.708\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.630\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.370\u003c/p\u003e\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\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0,645\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0,584\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0,416\u003c/p\u003e\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\" colspan=\"4\" nameend=\"c4\" namest=\"c1\"\u003e\u003cp\u003eEntrepreneur Motivation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.773\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0.661\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0.789\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eEM1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.741\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.451\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.549\u003c/p\u003e\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\u003eEM2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.769\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.552\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.448\u003c/p\u003e\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\u003eEM3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.801\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.749\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.251\u003c/p\u003e\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\u003eEM4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.750\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.438\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.563\u003c/p\u003e\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\u003eEM5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.790\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.652\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.348\u003c/p\u003e\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\u003eEM6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.807\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.632\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.368\u003c/p\u003e\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\u003eEM7\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.745\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.598\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.312\u003c/p\u003e\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\" colspan=\"7\" nameend=\"c7\" namest=\"c1\"\u003e\u003cp\u003eNote. Model fit: χ\u003csup\u003e2\u003c/sup\u003e/df\u0026thinsp;=\u0026thinsp;3.645, GFI\u0026thinsp;=\u0026thinsp;0.947, NFI\u0026thinsp;=\u0026thinsp;0.965, CFI\u0026thinsp;=\u0026thinsp;0.961, IFI\u0026thinsp;=\u0026thinsp;0.962, and RMSEA\u0026thinsp;=\u0026thinsp;0.052.\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\u003e4.3. Structural Model\u003c/h2\u003e\u003cp\u003eThe fit of data to the proposed model was adequate (Hair Jr et al., 2019): χ2 3.548, GFI\u0026thinsp;=\u0026thinsp;0.935, NFI\u0026thinsp;=\u0026thinsp;0.947, CFI\u0026thinsp;=\u0026thinsp;0.946, IFI\u0026thinsp;=\u0026thinsp;0.947, and RMSEA\u0026thinsp;=\u0026thinsp;0.048. The results showed that coping style does not have a positive effect on social support among disadvantaged students (0.135, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026gt;\u0026thinsp;0.05); hence, H1 is unsupported (see Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e). Self-efficacy has a positive and significant effect on social support (γ\u003csub\u003e21\u003c/sub\u003e\u0026thinsp;=\u0026thinsp;0.569, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001), supporting H2. Furthermore, social support also plays an important role in influencing disadvantaged students\u0026rsquo; entrepreneurial motivation (β\u003csub\u003e21\u003c/sub\u003e\u0026thinsp;=\u0026thinsp;0.542, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001), thus supporting H3. Furthermore, coping style has a positive effect on disadvantaged students\u0026rsquo; entrepreneurial motivation (β\u003csub\u003e21\u003c/sub\u003e\u0026thinsp;=\u0026thinsp;0.294, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001) to support H4. Meanwhile, self-efficacy does not have a positive effect on disadvantaged students\u0026rsquo; entrepreneurial motivation (β\u003csub\u003e21\u003c/sub\u003e\u0026thinsp;=\u0026thinsp;0.037, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001) to reject H5.\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\u003eProposed model results\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=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" 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\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eHypotheses\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSymbol\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colspan=\"3\" nameend=\"c5\" namest=\"c3\"\u003e\u003cp\u003ePath\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eCoefficients\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e\u003cp\u003eTest results\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\u003eγ\u003csub\u003e11\u003c/sub\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eCoping Style\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u0026loz;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eSocial Support\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0.135\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eUnsupported\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\u003eγ\u003csub\u003e12\u003c/sub\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eSelf Efficacy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u0026loz;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eSocial Support\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0.569***\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\u003eγ\u003csub\u003e13\u003c/sub\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eSocial Support\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u0026loz;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eEntrepreneur Motivation Ccculinarytourisindustry\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\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\u003eγ\u003csub\u003e14\u003c/sub\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eCoping Style\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u0026loz;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eEntrepreneur Motivation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0.294***\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\u003eβ\u003csub\u003e21\u003c/sub\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eSelf Efficacy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u0026loz;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eEntrepreneur Motivation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0.037\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eUnsupported\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003ctfoot\u003e\u003ctr\u003e\u003ctd colspan=\"7\"\u003e\u003cb\u003eNote\u003c/b\u003e: Significant at *: \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.05, **: \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0. 01, ***: \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001\u003c/td\u003e\u003c/tr\u003e\u003c/tfoot\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec18\" class=\"Section2\"\u003e\u003ch2\u003e4.4. Mediation Effect\u003c/h2\u003e\u003cp\u003eThe results of Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e present a mediation analysis, which evaluates how coping style and self-efficacy directly and indirectly affect entrepreneurial motivation through social support. The results show that coping style and self-efficacy have a significant direct effect on entrepreneurial motivation. Individuals with effective coping strategies are more courageous and have more entrepreneurial motivation (β\u0026thinsp;=\u0026thinsp;0.334, T\u0026thinsp;=\u0026thinsp;7.972, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001), while individuals with high self-efficacy also have greater entrepreneurial motivation (β\u0026thinsp;=\u0026thinsp;0.252, T\u0026thinsp;=\u0026thinsp;5.381, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001). In addition to the direct influence, coping style and self-efficacy also have an indirect influence on entrepreneurial motivation through social support. The mediation test shows that coping style increases social support, which in turn contributes to an increase in entrepreneurial motivation (β\u0026thinsp;=\u0026thinsp;0.141, SE\u0026thinsp;=\u0026thinsp;0.023, 95% CI: 0.099\u0026ndash;0.188). Similarly, self-efficacy increases social support, which plays a role in increasing entrepreneurial motivation (β\u0026thinsp;=\u0026thinsp;0.213, SE\u0026thinsp;=\u0026thinsp;0.028, 95% CI: 0.160\u0026ndash;0.269). This finding is in line with previous research, which states that strong social support can strengthen the impact of coping style and self-efficacy on entrepreneurial motivation (Cheah et al., 2023). Support from family, mentors, and educational institutions allows individuals to be more confident in making entrepreneurial decisions, with high social support increasingly motivating them to become entrepreneurs (Bazan et al., 2020).\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 result\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=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" 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\u003eDirect effect\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eΒ\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003e\u003cem\u003eT\u003c/em\u003e\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003e95% CI\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eCoping Style\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u0026rarr;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eEntrepreneur motivation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.334\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e7.972***\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e(0.252, 0.416)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSelf Efficacy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u0026rarr;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eEntrepreneur motivation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.252\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e5.381***\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e(0.160, 0.344)\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\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=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" 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\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eIndirect effect\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eΒ\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eSE\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e\u003cp\u003e95% CI\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eCoping Style\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u0026rarr;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eSocial Support\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eEntrepreneur motivation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.141\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0.023\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e(0.099, 0.188)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSelf Efficacy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u0026rarr;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eSocial Support\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eEntrepreneur motivation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.213\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0.028\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e(0.160, 0.269)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003ctfoot\u003e\u003ctr\u003e\u003ctd colspan=\"7\"\u003e\u003cb\u003eNote\u003c/b\u003e: Significant at *: \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.05, **: \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0. 01, ***: \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001\u003c/td\u003e\u003c/tr\u003e\u003c/tfoot\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e"},{"header":"5. Discussion","content":"\u003cdiv id=\"Sec20\" class=\"Section2\"\u003e\u003ch2\u003e5.1. Key Finding\u003c/h2\u003e\u003cp\u003eThe finding that the relationship between coping style and social support is unsupported. This result is unexpected, as previous research has often linked effective coping strategies with higher levels of perceived or received social support (Ahmed et al., \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Kl\u0026uuml;mper \u0026amp; S\u0026uuml;rth, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Liu et al., \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). However, several possible explanations could account for this lack of a significant relationship. One possibility is that social support is largely shaped by external factors rather than an individual\u0026rsquo;s coping approach. While problem-focused coping involves actively seeking solutions and emotion-focused coping centers on managing stress, neither necessarily guarantees increased social support. The availability of social networks, cultural norms surrounding help-seeking behavior, and institutional support structures may play a more critical role in determining the level of support an individual receives. Another factor is that disadvantaged students\u0026rsquo; coping styles may perceive and utilize social support differently. Those with strong problem-solving abilities might rely more on self-sufficiency, perceiving less need for external help, whereas those who use emotion-focused coping might seek emotional reassurance but not necessarily tangible support. This distinction could explain why coping style does not have a direct influence on social support. Previous studies also suggest that proactive coping strategies can enhance social support, encouraging individuals to seek help and engage with supportive networks (Brown et al., \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Lipshits-Braziler et al., 2019). Nonetheless, in the context of disadvantaged students, the relationship between coping style and social support may be weakened due to structural limitations, toward restricted access to institutional resources and social networks (Chen et al., \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Wu \u0026amp; Mao, 2020). Without sufficient external support, the effectiveness of coping mechanisms in securing necessary assistance may be diminished.\u003c/p\u003e\u003cp\u003eThe significant relationship between self-efficacy and social support was confirmed by this study. It suggests that disadvantaged students with higher self-efficacy are more likely to seek, receive, and utilize social support effectively. This finding aligns with existing research, which emphasizes that self-efficacy one\u0026rsquo;s belief in their ability to achieve goals and overcome challenges enhances proactive behaviors, including seeking help and building supportive networks (Gielnik et al., 2020; Rippon et al., \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Moreover, research confirms that disadvantaged students with high self-efficacy are more proactive in seeking mentorship and institutional support, enhancing resilience and the ability to navigate entrepreneurial challenges (Cheah et al., 2023; Wu et al., \u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Zhou et al., \u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). These findings highlight the critical role of self-belief in fostering meaningful social connections that facilitate entrepreneurial growth. A key explanation for this result is that individuals with strong self-efficacy are generally more confident and resourceful in their interactions, making them more likely to establish meaningful social connections. They may actively engage in mentorship programs, seek guidance from experienced individuals, and participate in social or professional networks that provide support. In contrast, individuals with lower self-efficacy may feel hesitant or unworthy of seeking assistance, leading to weaker social support systems. Moreover, self-efficacy fosters resilience, allowing individuals to view challenges as opportunities for growth rather than obstacles. This positive mindset likely encourages them to leverage available support systems, whether through educational institutions, professional networks, or community organizations.\u003c/p\u003e\u003cp\u003eThe significant effect of social support on entrepreneurial motivation suggests that individuals who receive strong social support are more likely to develop higher levels of entrepreneurial motivation. It also emphasizes the importance of strengthening social support mechanisms to cultivate entrepreneurial motivation. This finding aligns with existing research that highlights the critical role of social networks, mentorship, and financial assistance in fostering entrepreneurial ambition, particularly among students and aspiring entrepreneurs (Bartha et al., 2019; Bazan et al., 2020; Fox et al., \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). It's because social support provides emotional and practical resources that encourage individuals to pursue entrepreneurial endeavors. Emotional support from family, peers, and mentors can boost confidence, reduce fear of failure, and enhance resilience in the face of challenges. Practical support, such as financial aid, access to entrepreneurial education, and networking opportunities, can help individuals develop the skills, knowledge, and resources needed to start and sustain a business. Some aspiring entrepreneurs, particularly students from disadvantaged backgrounds, face financial constraints, lack of business knowledge, and limited access to professional networks (Emami et al., \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Fort \u0026amp; Murariu, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Support systems, including university incubators, government grants, and mentorship programs, can mitigate these barriers by providing guidance, funding, and connections to industry experts. This, in turn, fosters a more entrepreneurial mindset and increases motivation among disadvantaged students.\u003c/p\u003e\u003cp\u003eThe significant relationship between coping style and entrepreneurial motivation suggests that the way individuals manage stress and challenges plays a crucial role in shaping disadvantaged students to pursue entrepreneurship. This finding supports existing research that emphasizes how problem-solving abilities, resilience, and adaptability contribute to entrepreneurial success (Ahmed et al., \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Arranz et al., 2018). Individuals with effective coping strategies are more likely to view challenges as opportunities rather than obstacles, fostering a mindset that aligns with entrepreneurial pursuits. This suggests that effective coping strategies contribute to fostering entrepreneurial motivation, enabling individuals to perceive challenges as opportunities rather than obstacles. Problem-focused coping, which involves active problem-solving and resource mobilization, has been particularly associated with the development of an entrepreneurial mindset (Arranz et al., 2018; Caliendo et al., \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Students who adopt adaptive coping mechanisms demonstrate higher resilience and are more likely to persist in entrepreneurial endeavors despite resource limitations (Rivero \u0026amp; Ubierna, 2021). These findings underscore the importance of equipping disadvantaged students with the skills to manage stress effectively, as this can enhance their ability to pursue and sustain entrepreneurial initiatives. It is also encouraging students and aspiring entrepreneurs to develop resilience, stress management techniques, and problem-solving skills can enhance their motivation in entrepreneurship (Chen \u0026amp; Nguyen, 2024; Emami et al., \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eThe finding that self-efficacy does not have a significant direct effect on entrepreneurial motivation. This implies that while self-efficacy contributes to the development of confidence, it may not be sufficient to drive entrepreneurial action independently. Prior research suggests that external socioeconomic factors, such as financial constraints and limited access to business opportunities, may hinder the direct influence of self-efficacy on entrepreneurial motivation (Luo et al., 2022). Even individuals with high self-efficacy may hesitate to engage in entrepreneurship if they lack adequate financial and institutional support. This finding highlights the need for integrated interventions that combine self-efficacy enhancement with tangible support mechanisms, toward funding opportunities and mentorship programs, to facilitate entrepreneurial success among disadvantaged students. One possible explanation is that while self-efficacy is essential for confidence in one's abilities, it may not be sufficient on its own to drive entrepreneurial motivation. Motivation to pursue entrepreneurship often depends on external factors such as financial resources, mentorship, market opportunities, and social support. Even individuals with high self-efficacy may lack the necessary resources or incentives to translate their confidence into entrepreneurial action. For example, a student may believe in their ability to start a business but may feel discouraged by economic constraints, lack of industry connections, or bureaucratic barriers. It also proves that self-efficacy may influence entrepreneurial motivation only when mediated by other factors, such as risk tolerance, social support, or previous entrepreneurial experience. Individuals with high self-efficacy might not necessarily be drawn to entrepreneurship unless they perceive it as a viable and rewarding career path. Moreover, some individuals with strong self-efficacy might channel their confidence into other career choices, such as corporate leadership, research, or social activism, rather than entrepreneurship.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec21\" class=\"Section2\"\u003e\u003ch2\u003e5.2. Theoretical Implications\u003c/h2\u003e\u003cp\u003eThe finding that self-efficacy does not have a significant and direct effect on entrepreneurial motivation and has important theoretical implications for Social Cognitive Theory (SCT). SCT, proposed by Bandura (1986), emphasizes the interplay between personal factors (such as self-efficacy), behavioral patterns, and environmental influences in shaping human motivation and actions. Traditionally, SCT posits that self-efficacy is a crucial determinant of motivation, as individuals who believe in their abilities are more likely to pursue and persist in goal-directed behaviors. However, the lack of a significant direct effect in this study suggests that self-efficacy alone may not be sufficient to drive entrepreneurial motivation, highlighting the need to consider additional mediating or moderating factors within the SCT framework. One possible implication is that self-efficacy\u0026rsquo;s influence on entrepreneurial motivation is conditional upon external factors such as social support, financial resources, and perceived opportunity structures. SCT acknowledges the role of environmental factors in shaping behavior, and this finding reinforces the idea that self-efficacy must be complemented by supportive external conditions to translate into motivation. For example, a highly self-efficacious individual may still lack motivation for entrepreneurship if they perceive limited access to funding, mentorship, or market opportunities. This result suggests that self-efficacy may primarily influence entrepreneurial motivation through indirect pathways rather than direct causation. SCT recognizes the importance of observational learning and reciprocal determinism, where personal beliefs interact dynamically with external experiences. If self-efficacy affects motivation indirectly\u0026mdash;through factors such as risk perception, resilience, or prior entrepreneurial exposure then future research should focus on identifying these mediating mechanisms. Moreover, this research contributes to extant theory demonstrating that self-efficacy augments an individual's capacity to establish and effectively utilise social networks, there reinforcing entrepreneurial drive. The insights derived from this study offer a valuable framework for future research on entrepreneurship education and career development among disadvantaged students.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec22\" class=\"Section2\"\u003e\u003ch2\u003e5.3. Practical Implications\u003c/h2\u003e\u003cp\u003eThe findings of this study suggest several practical applications for educators, policymakers, and support organisations. This suggests that governments, educational institutions, and policymakers need to implement comprehensive strategies that go beyond simply building confidence in students. Instead, practical interventions should focus on providing access to mentorship, funding, business networks, and experiential learning to translate self-efficacy into entrepreneurial action. Providing mentoring programmes, business incubators and financial literacy training can help disadvantaged students develop confidence and access important resources. For instance, entrepreneurship education programs should not only focus on theoretical knowledge but also provide hands-on experiences such as business incubators, startup competitions, and internships with successful entrepreneurs. These experiences can help students develop both the skills and the mindset needed to navigate the complexities of starting a business. Furthermore, governments and non-profit organisations should improve support structures that offer financial assistance and community-based networking opportunities for aspiring entrepreneurs. Encouraging peer support networks and student-led entrepreneurship initiatives can also create an environment conducive to skills development and innovation. Finally, fostering an inclusive entrepreneurial ecosystem through policy interventions on tax incentives for young entrepreneurs and grants for small businesses can bridge the gap between financial constraints and business opportunities for disadvantaged students.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec23\" class=\"Section2\"\u003e\u003ch2\u003e5.4. Conclusion\u003c/h2\u003e\u003cp\u003eThis study highlights the complex relationship between self-efficacy, social support, coping styles, and entrepreneurial motivation, particularly among disadvantaged students. While self-efficacy has been widely recognized as a key driver of entrepreneurial behavior, the findings suggest that its influence on motivation may not be direct but rather mediated by external factors such as social support and opportunity availability. The strong link between social support and entrepreneurial motivation underscores the importance of external encouragement, mentorship, and financial resources in fostering entrepreneurial aspirations. Additionally, coping styles play a crucial role, as individuals with effective problem-solving and emotional regulation strategies are more likely to persist in their entrepreneurial pursuits despite challenges. The present study set out to investigate the relationship between self-efficacy, social support and entrepreneurial motivation in disadvantaged students. The findings of the study indicated that self-efficacy was a crucial determinant in increasing social support, which in turn had a positive influence on entrepreneurial motivation.Furthermore, this study reveals that social support plays a mediating role, strengthening the interaction between personal psychological traits and external influences in shaping entrepreneurial aspirations.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec24\" class=\"Section2\"\u003e\u003ch2\u003e5.5. Limitations and Future Study Directions\u003c/h2\u003e\u003cp\u003eWhile this study provides valuable insights into the relationships between self-efficacy, social support, coping styles, and entrepreneurial motivation, it is important to acknowledge several limitations that may influence the interpretation of the findings. This study focuses on financially disadvantaged students in China, limiting its generalisability to other sociocultural contexts. Future research could conduct cross-cultural analyses to examine whether the same patterns exist in different economic and institutional environments Future research could conduct cross-cultural analyses to examine whether the same patterns exist in different economic and institutional environments. Furthermore, this study relies on self-reported survey data, which may be subject to response bias. Studies that track the entrepreneurial journey of individuals over time would provide deeper insights into the long-term impact of social support, coping styles, and self-efficacy. Although this study shows the mediating effect of social support, future research can explore additional moderating variables, toward personality traits, economic conditions, or policy frameworks, which can influence the relationship between psychological traits and entrepreneurial motivation. Finally, experimental or qualitative approaches can be used to further explore the mechanism which social support improves entrepreneurial success among disadvantaged students.\u003c/p\u003e\u003cp\u003e\u003cb\u003eCoping Style\u003c/b\u003e (Lipshits-Braziler et al., 2019)\u003c/p\u003e\u003cp\u003eI face entrepreneurial challenges looking for concrete solutions.\u003c/p\u003e\u003cp\u003eI tend to overcome business difficulties thinking strategically and proactively.\u003c/p\u003e\u003cp\u003eI prefer to manage stress making plans and taking action.\u003c/p\u003e\u003cp\u003eI seek help from mentors or sources of information when facing difficulties.\u003c/p\u003e\u003cp\u003eI see challenges as opportunities for growth in entrepreneurship.\u003c/p\u003e\u003cp\u003eI avoid making decisions without first analysing the situation.\u003c/p\u003e\u003cp\u003e\u003cb\u003eSelf-Efficacy\u003c/b\u003e (Gielnik et al., 2020),\u003c/p\u003e\u003cp\u003eI am confident that I can run my own business successfully.\u003c/p\u003e\u003cp\u003eI feel capable of dealing with risk and uncertainty in business.\u003c/p\u003e\u003cp\u003eI believe that with enough effort, I can overcome business obstacles.\u003c/p\u003e\u003cp\u003eI feel capable of recognising profitable business opportunities.\u003c/p\u003e\u003cp\u003eI believe in my skills in managing a business well.\u003c/p\u003e\u003cp\u003eI am confident that I can make effective business decisions.\u003c/p\u003e\u003cp\u003e\u003cb\u003eSocial Support\u003c/b\u003e (Cheah et al., 2023)\u003c/p\u003e\u003cp\u003eI receive emotional support from my family in running my business.\u003c/p\u003e\u003cp\u003eMy mentor helps me understand effective business strategies.\u003c/p\u003e\u003cp\u003eI get encouragement from friends and colleagues to be an entrepreneur.\u003c/p\u003e\u003cp\u003eMy educational institution provides resources that support entrepreneurship.\u003c/p\u003e\u003cp\u003eI have a social network that helps in the development of my business.\u003c/p\u003e\u003cp\u003eI feel more confident in business because of the social support I receive.\u003c/p\u003e\u003cp\u003e\u003cb\u003eEntrepreneurial Motivation\u003c/b\u003e (Neneh, \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2020\u003c/span\u003e)\u003c/p\u003e\u003cp\u003eI want to be an entrepreneur to achieve financial freedom.\u003c/p\u003e\u003cp\u003eI feel driven to be an entrepreneur because I want to create social impact.\u003c/p\u003e\u003cp\u003eI want to build my own business to improve my personal well-being.\u003c/p\u003e\u003cp\u003eI am motivated to become an entrepreneur because of the desire to work independently.\u003c/p\u003e\u003cp\u003eI have a strong desire to start a business despite the challenges.\u003c/p\u003e\u003cp\u003eI believe that entrepreneurship is the best path to my success.\u003c/p\u003e\u003cp\u003eI am driven to be an entrepreneur because of the opportunities I can take advantage of.\u003c/p\u003e\u003c/div\u003e"},{"header":"Declarations","content":"\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eConceptualization, K.L., Y.L. and J.J.; methodology, Y.L. and J.J.; formal analysis, Y.A. and Y.L.; investigation, K.L., Y.L. and J.J.; writing\u0026mdash;original draft preparation, K.L., Y.L. and J.J.; writing\u0026mdash;review and editing, Y.L. and Y.A.; supervision, Y.L. and J.J.; project administration, K.L. and Y.A. All authors have read and agreed to the published version of the manuscript.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAbbes, I. (2024). Shaping Entrepreneurial Intentions Through Education: An Empirical Study. \u003cem\u003eSustainability\u003c/em\u003e, \u003cem\u003e16\u003c/em\u003e(22), 10070. https://doi.org/10.3390/su162210070\u003c/li\u003e\n\u003cli\u003eAhmed, A. E., Ucbasaran, D., Cacciotti, G., \u0026amp; Williams, T. A. (2022). Integrating Psychological Resilience, Stress, and Coping in Entrepreneurship: A Critical Review and Research Agenda. Entrepreneurship Theory and Practice, 46(3), 497-538. https://doi.org/10.1177/10422587211046542\u003c/li\u003e\n\u003cli\u003eArr\u0026eacute;gle, J., Batjargal, B., Hitt, M., Webb, J., Miller, T., \u0026amp; Tsui, A. (2015). 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Barriers and Challenges Affecting Quality Education (Sustainable Development Goal #4) in Sub-Saharan Africa 2030. \u003cem\u003eSustainability\u003c/em\u003e. https://doi.org/10.3390/su16072657.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Entrepreneur motivation, Coping style, Self-efficacy, Social support, Students","lastPublishedDoi":"10.21203/rs.3.rs-6680906/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6680906/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eEntrepreneurial motivations are a crucial aspect of an individual's life, especially for college graduates facing financial challenges. This study examines the influence of coping style, self-efficacy, and social support on entrepreneurial motivation among disadvantaged students in China. A total of 634 participants in this study. Structural Equation Modelling (SEM) was used to investigate research questions and hypotheses. Coping styles has not a positive effect on students\u0026rsquo; social support, meanwhile self-efficacy has a crucial role in influencing social support. Furthermore, coping style has a positive effect on disadvantaged students\u0026rsquo; entrepreneurial motivation directly and toward social support. Contrarily, self-efficacy does not have a pivotal role in students\u0026rsquo; entrepreneurial motivation. It means that disadvantaged students\u0026rsquo; personal needs and social support are a fundamental effect of entrepreneurial motivation. Education stakeholders and government can also make the most of entrepreneurial motivation among disadvantaged students towards developing feedback-friendly channels, such as courses and programs to enhance students\u0026rsquo; psychological well-being. The education leaders should not only concentrate on increasing students\u0026rsquo; academic performance but also on giving disadvantaged students a community and integrating them into a larger business community development. These findings highlight the importance of intervention through career guidance programs and social network enhancement among low-income students to prepare them more for the workforce.\u003c/p\u003e","manuscriptTitle":"The Role of Psychosocial Factors on Entrepreneur motivation: A Study on Disadvantaged University Graduates students in China","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-07-31 16:17:49","doi":"10.21203/rs.3.rs-6680906/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"0e66b557-5af6-4d95-a404-12770d059e2a","owner":[],"postedDate":"July 31st, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":52241146,"name":"Business and commerce/Business and management"},{"id":52241147,"name":"Social science/Business and management"},{"id":52241148,"name":"Social science/Education"}],"tags":[],"updatedAt":"2026-05-08T05:25:03+00:00","versionOfRecord":[],"versionCreatedAt":"2025-07-31 16:17:49","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6680906","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6680906","identity":"rs-6680906","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}