RISK ATTITUDE AND ENTREPRENEURIAL INTENTION OF BACHELOR OF

SCIENCE IN ACCOUNTING INFORMATION SYSTEM (BSAIS)

STUDENTS IN SKSU TACURONG CAMPUS

NATASHA T. LAZAGA
JUD BRIXTON D. PANOSO
ADRIANNA KYTHE F. PENDON

Final Requirement in Statistical Analysis with Software Application

(COMP312)

CHARMIE LAGDAMEN ANCHETA, DBA

Instructor
 TABLE OF CONTENTS

PRELIMINARIES PAGES

Title Page i
Table of Contents ii
List of Tables iii
List of Figures v
CHAPTER I INTRODUCTION
Background of the Study 1
Statement of the Problem 2
Conceptual Framework 3
Hypothesis 6
Significance of the Study 6
Scope and Limitation 7
Operational Definition of Terms 8
CHAPTER II METHODOLOGY
Research Design 9
Research Locale 9
Respondents of the Study 10
Research Instrument 11
Data Gathering Procedure 12
Statistical Treatment 12
CHAPTER III RESULTS AND DISCUSSION
Results and Discussion 15
CHAPTER IV SUMMARY, CONCLUSION, AND RECOMMENDATION
Summary 33
Conclusion 35
Recommendations 36
LITERATURE CITED
Online Sources 38
APPENDICES
Appendix A Statistical Tables 42
Appendix B Survey Questionnaires 44
Appendix C Pictorials and Screenshots 49
 LIST OF TABLES

TABLE TITLE PAGE

1 Ranges of Mean and Interpretation of Descriptive 13

Statistics
2 Results and Interpretation of Correlation Analysis 13

3 Socio-demographic profile of respondents in terms of 15

Sex
4 Socio-demographic profile of respondents in terms of 16
Age
5 Socio-demographic profile of respondents in terms of 16
Year Level

6 Level of Risk Attitude in terms of Achievement 17

7 Level of Risk Attitude in terms of Autonomy 18

8 Level of Risk Attitude in terms of Control 20

9 Level of Risk Attitude in terms of Innovation 21

10 Level of Risk Attitude in terms of Reaction 23

11 Level of Risk Attitude 24

12 Level of Entrepreneurial Intention in terms of 25

Normative Belief
13 Level of Entrepreneurial Intention in terms of 26
Subjective Norm
14 Level of Entrepreneurial Intention in terms of 27
Perceive Behavioral Control
15 Level of Entrepreneurial Intention 27
 LIST OF TABLES
TABLE TITLE PAGE

16 ANOVA Analysis on the Level of Risk Attitude 28

according to Age and Year Level
17 Independent Sample T-test Analysis in the Level of 29
Risk Attitude according to Sex
18 ANOVA Analysis on the Level of Entrepreneurial 30
Intention according to Age and Year Level
19 Independent Sample T-test Analysis in the Level of 31
Entrepreneurial Intention according to Sex
20 Correlation Analysis on the Relationship between 31
Risk Attitude and Entrepreneurial Intention

21 Regression Analysis on the Influence of Risk Attitude 32

domains on Entrepreneurial Intention
 LIST OF FIGURES

FIGURE TITLE PAGE

1 Conceptual Framework 5

2 Research Locale 10
 Chapter I
INTRODUCTION

Background of the Study

In recent years, there has been a growing interest in understanding the

dynamics of entrepreneurship, particularly among student populations, who view
entrepreneurship not only as a career path but also a means to pursue their
passion, create impact, and contribute to society. The entrepreneurial landscape
is constantly evolving, driven by individuals who are willing to take risks and pursue
innovative ventures. This research discusses two key concepts: risk attitude and
entrepreneurial intention. Risk attitude refers to an individual's propensity to take
risks, while entrepreneurial intention, on the other hand, reflects individuals’
aspirations, motivations, and readiness to engage in entrepreneurial activities.

This research seeks to delve deeper into the relationship between risk
attitude and entrepreneurial intention among students. Understanding these
factors is crucial for several reasons. Firstly, it sheds light on the mindset and
motivations of the future workforce, especially in an era characterized by rapid
technological advancements and shifting economic conditions. Secondly, it
provides insights into how educational institutions can nurture and support
entrepreneurial ecosystems. By examining the relationship between risk attitude
and entrepreneurial intention, we aim to identify factors that influence
entrepreneurial decision-making among students. In well-defined risky situations
we did not confirm a hypothesis that would-be entrepreneurs or actual
entrepreneurs were more risk prone than students with no intention of starting a
business. Yet, in naturalistic-business risky situations we found more risky choices
among entrepreneurs than among non-entrepreneurs (Macko and Tyszka, 2009)

While extensive research has explored various determinants of

entrepreneurial intentions, including personal traits, social networks, and
environmental factors, the specific role of risk attitude remains relatively
understudied. The personal characteristics of entrepreneurs can be importantly
related to entrepreneurial startup intentions and behaviors. A country-moderated
hypothesis including the relationship between an individual’s risk-taking propensity
and entrepreneurship (behaviors or intentions of the person) was conceptually
developed and empirically tested in this study, Li and Zhao (2016). There is a
compelling research gap in comprehensively examining how students’ risk attitude
influence their entrepreneurial intentions. This research aims to bridge this gap by
investigating the relationship between risk attitude and entrepreneurial intention
among students.

Statement of the Problem

Generally, this study seeks to determine the relationship between risk

attitude and entrepreneurial intention of Bachelor of Science in Accounting
Information System (BSAIS) students in SKSU Tacurong Campus.

Specifically, it sought to answer the following questions.

1. What is the socio-demographic profile of the respondents in terms

of:
1.1. Sex;
1.2. Age; and
1.3. Year level?
2. What is the level of risk attitude of the students in terms of:
2.1. Achievement;
2.2. Autonomy;
2.3. control;
2.4. Innovation; and
2.5. Reaction?
3. What is the level of entrepreneurial intention of the students in terms
of:
3.1. Normative Belief;
3.2. Subjective Norm; and
3.3. Perceived Behavioral Control?
 4. Is there a significant difference in the level of risk attitude according
to the socio-demographic profile of the respondents?
5. Is there a significant difference in the level of entrepreneurial
intention according to the socio-demographic profile of the
respondents?
6. Is there a significant relationship between risk attitude and
entrepreneurial intention of Bachelor of Science in Accounting
Information System (BSAIS) students?
7. Which domain of risk attitude significantly influences the
entrepreneurial intention of Bachelor of Science in Accounting
Information System (BSAIS) students?

Conceptual Framework

The research suggests that the conceptual model used to assess the risk
attitude and entrepreneurial intention of bachelor of science in accounting
information system students supports the hypothesis that the independent
variable, risk attitude, directly influences the dependent variable, entrepreneurial
intention. The independent variable of risk attitude is measured by factors such as
achievement, autonomy, innovation, control, and reaction. An achiever with a risk-
taking mindset is someone who is not afraid to take calculated risks in pursuit of
their goals. They have a high tolerance for uncertainty and are comfortable
stepping outside of their comfort zone. They understand that failure is a natural
part of the entrepreneurial journey and are willing to take on challenges and learn
from their mistakes. They are open to new ideas and are willing to take bold and
unconventional approaches to achieve success. Their risk-taking mentality allows
them to constantly push boundaries and drive innovation in their industry. In
Autonomy, entrepreneurs are willing to take risks to achieve personal goals, ideas,
and decisions, making autonomy a crucial aspect in their pursuit of happiness.
However, external limitations may hinder their ability to fully embrace their
independent mindset, which is often a key factor in their success. Control
emphasizes the importance of minimizing risk and maintaining a sense of control
by implementing thoughtful planning and risk management techniques. This
perspective is often associated with a preference for caution and a tendency to
adhere to established protocols. While it can be beneficial in certain situations, it
may also limit possibilities for progress and creativity. Innovation involves stepping
outside of our comfort zone and embracing new ideas and methods. This mindset
allows for exploration, learning from our mistakes, and adapting to new situations.
Without a willingness to take calculated risks, innovation and progress would be
hindered. Thus, being open to taking risks is essential for nurturing innovation.
reaction refers to the steps an entrepreneur takes to handle and minimize potential
risks that may arise when launching and operating a business, such as financial,
legal, operational, and reputational risks.

The dependent variable is entrepreneurial intentions, with three indicators:

normative belief, subjective, and perceived behavioral norms. Normative beliefs
are concerned with the likelihood that important others would approve or
disapprove of a behavior, and motivation to comply is an assessment of how
important it is to have approval of important others (Ajzen, 1991). In general,
researchers who measure normative beliefs also measure motivations to comply-
how many individuals wish to behave consistently with the prescriptions of
important others. Each normative belief about an important other is multiplied by
the person's motivation to comply with that important other and the products are
summed across all of the person's important others to result in a general measure
that predicts subjective norms. Subjective norm is a person's perception of the
social expectations to adopt a particular behavior. Subjective norm is influenced
by a person's normative beliefs combined with the person's motivation to comply.
Subjective norm is a key concept in the Theory of Planned Behavior, which
suggests that a person's behavior is influenced by their attitudes, subjective norm,
and perceived behavioral control. It is a person's perception of what others expect
them to do in a particular situation. This can include the expectations of friends,
family, colleagues, or society as a whole.Subjective norm is formed by a person's
normative beliefs and their motivation to comply with those beliefs. Normative
beliefs are the person's perception of what others think they should do, while
motivation to comply is the person's willingness to adhere to those expectations.
Perceived behavioral control reflects a person's beliefs as to how easy/difficult it
will be to perform the behavior. The salient beliefs underlying the formation of this
concept are control beliefs, which involve the person's perceptions of resources
versus barriers for engaging in the behavior. These beliefs are combined with the
perceived power of each control factor to facilitate/impede the behavior to form the
overall perceived behavioral control.

The study on risk attitude and entrepreneurial intention of BSAIS students

in SKSU Tacurong Campus considers the diverse socio-demographic of sex, age
and year level. It includes an equal representation of both male and female
students, reflecting the gender diversity in the accounting and information systems
field. The participants' age range is expected to be between 18 to 25 years old,
which is typical among college students and the prime age for considering
entrepreneurship. Additionally, the study covers students from different year
levels, acknowledging the potential influence of exposure and understanding of
entrepreneurship on risk attitude.

Figure 1. The Conceptual Framework of the Study

Hypothesis

The following null hypothesis will be tested at 0.05 level of significant.

Ho1. There is no significant difference in the level of risk attitude according to

socio-demographic profile of the respondents

Ho2. There is no significant difference in the level of entrepreneurial intention

according to the socio-demographic profile of the respondents.

Ho3. There is no significant relationship between risk attitude and entrepreneurial

intention of Bachelor of Science in Accounting Information System (BSAIS)
students.

Ho4. There is no domain of risk attitude that significantly influences the

entrepreneurial intention of Bachelor of Science in Accounting Information System
(BSAIS) students.

Significance of the Study

The significance of the study is to help the researchers determine the

relationship between risk attitude and entrepreneurial intention of Bachelor of
Science in Accounting Information System (BSAIS) students in SKSU Tacurong
Campus. The survey results can provide significant benefits to this vital field and
to the following groups:

To the BSAIS Students. This study will be most beneficial to students as

it will provide insights into the relationship between risk attitude and entrepreneurial
intention. This will make way for students in understanding their own attitude
towards risk and on how it may affect their intentions and actions in
entrepreneurship. Also, students can better prepare themselves for future
entrepreneurial activities.

To the Educators and the Faculty. This study will provide valuable
information regarding the entrepreneurial inclinations and risk attitudes of their
students. This can be a great way of developing strategies that can foster students’
risk-taking and entrepreneurial skills.
 To the University Administration. The findings of this study can be an
avenue in creating programs and initiatives that may support and encourage
entrepreneurial activities among students. This could be able to promote the
university’s standing as an institution that promotes innovation and
entrepreneurship.

To the Policy Makers. This study can provide valuable perspectives to

decision-makers who aim to encourage entrepreneurship in the area. Policies and
initiatives that assist young entrepreneurs and advance the local economy can be
developed with an understanding of students' risk attitudes and entrepreneurial
goals.

To the Community and the Local Economy. This study can benefit the
community and local economy by fostering entrepreneurship among students.
Graduates with an entrepreneurial spirit may launch businesses that can create
jobs that may boost employment and advance the local economy.

To Future Researchers. This study expands on existing knowledge in the

domains of risk attitude that significantly influences the entrepreneurial intention of
students. The results can serve as a starting point for additional research on the
connection between risk attitude and entrepreneurial intention in various scholarly
and geographic contexts. This may also serve as their bases on future studies
related to this.

Scope and Limitation of the Study

The study will focus on Bachelor of Science in Accounting Information
System (BSAIS) students of Sultan Kudarat State University (SKSU) Tacurong
Campus. This will investigate the level of risk attitude of BSAIS students in terms
of their willingness to take risks and their perception of risk in entrepreneurial
activities, and will examine the entrepreneurial intention of BSAIS students, which
refers to their desire and motivation to engage in entrepreneurial activities The
study will also look into the various factors that may influence the risk attitude and
entrepreneurial intention of BSAIS students, such as personal characteristics,
education, family background, and social environment. The study will be
conducted in the specific context of SKSU Tacurong Campus, which may have its
own unique characteristics and factors that can influence the risk attitude and
entrepreneurial intention of BSAIS students.
The findings of the study may not be applicable to other universities or
institutions, as the study will only focus on BSAIS students in SKSU Tacurong
Campus and their specific context. It will only include a limited number of BSAIS
students, which may not accurately represent the entire population of BSAIS
students in SKSU Tacurong Campus. The data gathered for the study will rely on
self-reported measures, which may be subject to bias and may not accurately
reflect the true attitudes and intentions of the participants. The study will use a
cross-sectional design, which may limit the ability to establish causality between
the variables being studied. The study will be conducted in a specific cultural and
social context, which may limit the generalizability of the findings to other cultural
and social contexts.

Definition of Terms

To give a more transparent comprehension of the study, the researchers

defined the following terms operationally:

Entrepreneurial Intention refers to the degree to which an

individual plan or aims to start a new
business or venture.

Risk Attitude refers to an individual's disposition or

preference towards taking risks.
 Chapter II
METHODOLOGY

This chapter presents the research design, research locale, respondents of

the study, research instrument, data gathering procedure, and statistical treatment
that will be used based on the statement of the problem.

Research Design

This study will utilize a descriptive-correlational research design in its

attempt to determine the level and relationship of risk attitude and intention of
BSAIS Students. Descriptive-correlational research design characterizes the
variables and the relationships that occur naturally between and among the
variables (Lappe, 2000). In this study, the risk attitude of BSAIS students and their
entrepreneurial intention will be described, and their relationships will be
examined.

Research Locale

This study will be conducted at Sultan Kudarat State University-Tacurong

Campus. SKSU-Tacurong Campus is located in Poblacion, Tacurong City, Sultan
Kudarat. SKSU-Tacurong Campus is one of the 7 campuses of Sultan Kudarat
State University. For the academic year 2023-2024, SKSU-Tacurong has a total
of 2,676 enrollees and it offers 10 different programs for students such as Bachelor
of Arts in Economics, Bachelor of Arts in Political Science, Bachelor of Science in
Biology, Bachelor of Science in Environmental Science, Bachelor of Science in
Accountancy, Bachelor of Science in Management Accounting, Bachelor of
Science in Accounting Information System, Bachelor of Science in
Entrepreneurship, Bachelor of Science in Hospitality Management, and Bachelor
of Science in Tourism Management. As per the university registrar, there are 155
enrolled students under BSAIS which is just suitable in conducting this study.
Furthermore, the researchers want to determine statistically which domain of risk
attitude significantly influences the entrepreneurial intention of Bachelor of Science
in Accounting Information System (BSAIS) students.
 In addition, the researchers chose to conduct the study in the said location
because of its high accessibility towards the researchers and the availability of the
target population in this locale, thus cost-efficient on the part of the researcher to
gather data which were highly needed to attain the purpose of the study.

Figure 2. The Research Locale-SKSU Tacurong Campus

Respondents of the Study

Understanding the relationship between risk attitude and entrepreneurial

intention among students, especially Bachelor of Science in Accounting
information System students with a population of 155 and a sample size calculated
using a raosoft app of 111, provides valuable insights into the dynamics of
entrepreneurial behavior. These samples are bonafide students of Sultan Kudarat
State University-Tacurong Campus enrolled under the Accounting Studies
Department for the academic year 2023-2024. By analyzing the varying levels of
risk tendency within this study, researchers can uncover the factors influencing
students' inclination towards entrepreneurship. This examination could reveal
crucial insights into how educational institutions and policymakers can foster an
environment conducive to entrepreneurial ventures, by understanding and
addressing students' attitudes towards risk.
 The researchers will utilize stratified random sampling method to the
respondents. By employing this, it will ensure that certain subgroups are well-
represented within the sample, given the fact that these subgroups are expected
to behave differently. It helps to reduce sampling error and improve the accuracy
of the results, particularly when there is significant variability within the population.
Considering the specific scope of our study and the uniformity of the participants,
comprised solely of BSAIS students, we will address the distribution of
respondents directly within the text instead of utilizing a supplementary chart. This
direct discussion will encompass essential demographic details such as academic
year, age and other traits that delineate the profile of our sample.
The study's findings will indicate that a considerable number of students
within this sample possess a predisposition towards risk-taking and exhibit a strong
inclination towards entrepreneurship. This will highlight the importance of creating
an educational atmosphere that nurtures creativity, innovation, and risk
management skills among students. By doing so, more students may be inspired
to venture into entrepreneurial pursuits, ultimately contributing to the growth and
vitality of the entrepreneurial landscape in the future.

Research Instrument

The researchers will utilize three instruments. The first instrument will be
used to determine the socio-demographic profile of the students in terms of sex,
age, and year level. The second instrument will be used to measure the level of
risk attitude of students with the following indicators: Achievement, Autonomy,
control, Innovation, and Reaction. The instrument was adapted and modified from
the study of Abun et al. (2018). It was contextualized in the local setting and
subjected to validation by a panel of experts. On one hand, the third instrument
that measures the entrepreneurial intention of students in terms of Normative
Belief, Subjective Norm, and Perceived Behavioral Control was adapted from the
works of Azjen, 1991 and Usman (2016).
 The respondents will indicate their answers using a five-point Likert type
scale below.

Scale Description
5 Strongly Agree
4 Agree
3 Neutral
2 Disagree
1 Strongly Disagree

Gathering Procedure

A survey questionnaire will be developed to gather data from the BSAIS

students in SKSU Tacurong Campus. The questionnaire will be designed to gather
information on the students’ risk attitude and entrepreneurial intention. The Dean
and research coordinator gave their consent for the study after ensuring that it had
been properly authorized. The questions will be based on existing scales and
research on risk attitude and entrepreneurial intention. Additionally, the
questionnaire was thoroughly validated and evaluated for internal consistency
using a random method. A total of 111 students were then surveyed to obtain a
larger sample size for analysis. The researchers will then take great care in
authorizing, validating, and planning the study for accurate data collection.

Statistical Treatment

The following statistical tools will be used based on the statement of the
problem.

Frequency and Percentage. This will be used to determine the socio-

demographic profile of the students.
Mean and Standard Deviation. This will be used to determine the level of risk
attitude and entrepreneurial intention of Bachelor of Science in Accounting
Information System (BSAIS) students. The table below will be used to interpret the
level of risk attitude and entrepreneurial intention of students.

Table 1. Ranges of Mean and Interpretation of Descriptive Statistics

Ranges of Mean Descriptive Level

4.20 – 5.00 Very High
3.40 – 4.19 High
2.60 – 3.39 Moderate
1.80 – 2.59 Low
1.00 – 1.79 Very Low

Analysis of Variance (ANOVA). This will be used to determine the significant

difference in the level of risk attitude and entrepreneurial intention of Bachelor of
Science in Accounting Information System (BSAIS) students according to age and
year level.

T-Test. This will be used to determine the significant difference in the level of risk
attitude and entrepreneurial intention of Bachelor of Science in Accounting
Information System (BSAIS) students according to sex.

Pearson R Product Moment Correlation. This will be used to determine the

relationship between risk attitude and entrepreneurial intention of Bachelor of
Science in Accounting Information System (BSAIS) students. The table below will
be used to interpret the r value of the correlation.

Table 2. Results and Interpretation of Correlation Analysis

Multiple Regression. This will be used to determine which domain of risk attitude
significantly influences the entrepreneurial intention of Bachelor of Science in
Accounting Information System (BSAIS) students.
 CHAPTER III
RESULTS AND DISCUSSION

In order to address the questions, this chapter gives a summary, analysis,

and discussion of the findings from the collected data. The risk attitude and
entrepreneurial intention of Bachelor of Science in Accounting Information System
(BSAIS) students in SKSU-Tacurong Campus are evaluated in the following table
using data from 113 respondents.

Table 3. Socio-demographic profile of the respondents in terms of Sex

SEX Frequency Percent (%)
Male 25 22.12
Female 88 77.88
Total 113 100.0

The table that indicates the distribution of socio-demographic profile in

accordance to sex is presented in Table 3. This reveals that the gender
representation of females participated in this study has a frequency of 88 (equal to
77.88%), while the male respondents has a frequency of 25 (equal to 22.12%).
This distribution is relevant in the context of entrepreneurship research, where
studies consistently show that gender influences both entrepreneurial intentions
and risk attitudes.

This outcome is supported by the research of Marlow & Patton (2005) that
the realization that risk or entrepreneurial activity is not undertaken in the way
which women business owners do, in the same way those of male business
owners do it. They may avoid risky business or, at least, weigh risks when deciding
to pursue them. Therefore, the evident presence of the female participants in this
particular study may lead to a bias arising from the risk-less preference or a
different perspective of intention with regards to entrepreneurship among the
BSAIS students. These gender relations and roles manifested as this formation
provides the context for the development of gender sensitive gender approaches
in the educational enabling environment that support and enhance students’
entrepreneurial training and self-employment intentions.
 Table 4. Socio-demographic profile of the respondents in terms of Age
AGE Frequency Percent (%)
18-19 42 37.17
20-21 34 30.09
22-23 35 30.97
24-25 2 1.77
Total 113 100.0

The table above shows the distribution of respondents by age that shows a
distinguished concentration of the respondents that are in the age group 18-19
with 37.17%, ages 20-21 with 30.09% and age 22-23 with 30.97. On the other
hand, the distribution among ages 24-25 is only 1.77% percent. This distribution
leads to inflow of students within their late teens to early twenties in BSAIS program
at SKSU Tacurong Campus. That kind of demographic characteristic is useful in
the frames of the entrepreneurial research as the age factor is connected with the
propensity to take the risky decisions or have such intentions. According to the
survey carried by Liñán and Chen (2009), those with the younger age have higher
purpose of entrepreneurship because of the desire to be innovative and have a
personal career. These factors may reduce generalizability of the current findings
concerning risk attitudes and entrepreneurial intentions in BSAIS students, but it
also means that the younger population included in this study could provide
tentative clues regarding the effects of age on students’ entrepreneurial intentions
within the academic setting.

Table 5. Socio-demographic profile of the respondents in terms of Year

Level
YEAR LEVEL Frequency Percent (%)
First Year 29 25.7
Second Year 29 25.7
Third Year 25 22.1
Fourth Year 30 26.5
Total 113 100.0

The table above presents the socio-demographic profile of respondents in

terms of year level. According to the findings, students' growth in their academic
lives within the BSAIS program at SKSU-Tacurong Campus is represented by
25.7% in the first and second years, 22.1% in the third year, and 26.5% in the
fourth year. Determining the respondents' year-level distribution is crucial since it
will aid in the interpretation of how students' intentions and risk-taking tendencies
vary depending on the year or semester in subsequent research. According to a
research by Krueger Jr. et al. (2000), learners' entrepreneurial intentions may vary
as they progress through different stages of their academic careers. This
achievement is reliant on educational background. This success depends on
educational experiences and contacts with entrepreneurship programs and
courses and career choices. Hence, the distribution by year levels in this research
provides insight of difference in the entrepreneurial intentions of the BSAIS at
different level of learners.

Table 6. Level of Risk Attitude in terms of Achievement

Std. Descriptive
Statements Mean Deviation Level
1. Have to set my own goals and preferred
4.50 0.599
setting difficult than easy ones. Very High
2. Defend my point of view if someone
4.13 0.829
disagrees with me. High
3. Think more of the present and the future
4.41 0.663
rather than the past. Very High
4. It is more important to do a job well than
4.42 0.594
to try to please people. Very High
5. Would rather take the responsibility for
myself rather than being dependent on a 4.43 0.639
group. Very High
6. Like challenges that really stretch my
4.34 0.689
abilities rather than things that I can do easily. Very High
7. When having problems with a task, one
should not leave it but I stick it out until I get 4.35 0.665
the result Very High
8. Get annoyed when people are not on time
4.23 0.802
to work. Very High
9. Get up early, stay late and skip meals in
order to get special assignment done 4.23 0.824
Very High
10. Just need to focus on the task needed to
achieve my dreams 4.36 0.655
Very High
Section Mean and SD 4.34 0.365 Very High
 The level of risk attitude identified herein highlights where the identified risk
statements strongly agree/agree and those which disagree/strongly disagree
particularly when it comes to achievement. From the table, it is evident that the
mean scores are high and stable across the achievement-related behaviors and
attitudes’ dimensions with a section mean of 4.34, which advocates for very high
level of risk attitude. The mean scores for such statements like goal setting 4.50,
self- responsibility rather than reliance on the group 4.43, and sustained efforts
4.35, depicted a general proactive behavior preference and work orientation
towards goal among the BSAIS students. This research is in relation with earlier
published works that suggest risk taking propensity and entrepreneurial intention
(Rauch and Frese 2007). From this point of view, people who have a higher level
of risk attitude are likely to engage in entrepreneurship activities and demonstrate
related behaviors when carrying out goals, having clear objectives, and being more
goal-oriented and persistent as well as asserting that completing tasks is more
important than the opinions of others. Hence, the high-risk attribute for the BSAIS
students depicted in the study indicates that there is a favorable environment that
may be enhanced for Entrepreneurial Intention within the academe.

Table 7. Level of Risk Attitude in terms of Autonomy

Std. Descriptive
Statements Mean Deviation Level
1. Like to do things in an unconventional way. 4.06 0.848 High
2. I am not happy to let someone else take the
3.62 1.183
lead when I am in group. High
3. When I am faced with a challenge, I think
more about the results of succeeding than the 4.29 0.690
effects of failing. Very High
4. Like to do things in my own way without
4.11 0.783
worrying about what other people thinks. Very High
5. I rarely need help when tackling a task. 3.88 0.857 High
6. Most people think than I am stubborn. 3.49 1.204 High
7. Prefer working alone than with other people. 3.91 0.960 High
8. Do not bow to group pressure. 4.22 0.776 Very High
9. Dislike taking orders. 3.72 1.122 High
10. Need to express what I think. 4.12 0.857 High
Section Mean and SD 3.94 0.602 High
 The findings shown in table 7 can give significant information to the study
about the risk attitude level with particular reference to autonomy. In light of the
outlined risk statements and descriptive levels of mean scores, it can be concluded
that students present high levels of risk attitudes relating to autonomy. In the same
way, the following statements: preferring to do things the ‘wrong’ way with 4.06
mean and not following the pack with 4.22, indicate an assesses exposure to
individualism and uniqueness.

These findings support other studies suggesting that the notion of freedom
is truly a critical factor that can drive entrepreneurial behaviors and intentions as
postulated by Liñán and Fayolle (2015). It is, therefore, important for anyone who
wants to be an entrepreneur to learn how to be independent because such
qualities such as creativity, self-employment, and refusing to accept the norm are
key in business. Furthermore, respondents’ mean score concerning the statement
emphasizing more on the consequences of succeeding as opposed to the
outcomes of failing with 4.29 mean score also points to a forward-looking principle
that is related with entrepreneurial risk-taking situations of Hmieleski and Baron
(2009). This risk-taking behavior, motivated by the appreciation of autonomy
among BSAIS students, is a potential organizational environment that will foster
entrepreneurial intention among learners.
 Table 8. Level of Risk Attitude in terms of Control
Std. Descriptive
Statements Mean Deviation Level
1. When I have to set my own targets, I
will proceed even if it is not certain that I 4.35 0.680
will get it. Very High
2. If I had a good idea for making some
money, I would be willing to borrow some 4.15 0.858
money to enable me to. High
3. If there is a chance of failure, will still
4.28 0.738
try to do it Very High
4. Would rather take an opportunity that
might lead to even better things than 4.30 0.596
have an experience I am sure to enjoy. Very High
5. Do not find it difficult to ask favors
4.12 0.832
from other people. High
6. Will take risk if the chances of
4.30 0.693
success are Very High
7. Before making important decisions, I
prefer to weigh up the pros and cons
4.48 0.642
quickly rather than spending a lot of time
thinking about it Very High
8. Before making important decisions, I
prefer to weigh up the pros and cons
4.43 0.706
quickly rather than spending a lot of time
thinking about it. Very High
9. Prefer the unfamiliar rather than what
4.15 0.815
we are used to. High
10. Like to start new projects that may be
4.19 0.762
risky. High
Section Mean and SD 4.28 0.457 Very High

Table 8 displays the level of risk attitude among students enrolled in the
Bachelor of Science in Accounting Information System, specifically in terms of
control. The results of the survey indicate a very high overall score of 4.28, with
the highest mean of 4.48 recorded for the statement "When making important
decisions, I prefer to quickly weigh the pros and cons rather than spend excessive
time contemplating." This is further supported by a high standard deviation of
0.642.

Conversely, the lowest mean of 4.12 and a high standard deviation of 0.832
were observed for the statement "I do not encounter difficulty in asking for favors
from others." This suggests that students in this program possess a strong sense
of control and are able to confidently seek assistance from others when needed.
It is supported by the study of (Kogan & Wallach, 1967) and (Sjöberg, 1998).
Kogan and Wallach (1967) conducted a study on risk attitudes and found that
individuals with a high need for control tended to have a more cautious and risk-
averse attitude. They also found that these individuals were more likely to engage
in activities that allowed them to have greater control over the outcome.

Similarly, Sjöberg (1998) examined the role of control in risk attitudes and
found that individuals with a high level of perceived control were more likely to take
risks, as they felt confident in their ability to manage and mitigate potential negative
outcomes. On the other hand, individuals with a low level of perceived control were
more risk-averse, as they believed that they had little control over the situation and
its outcomes.

Table 9. Level of Risk Attitude in terms of Innovation

Std. Descriptive
Statements Mean Deviation Level
1. Always have a day dream. 4.28 0.818 Very High
2. People find my ideas unusual. 4.12 0.803 High
3. Do not like guessing. 4.04 0.906 High
4. Other people think that I ask a lot of
4.15 0.747
questions. High
5. Do not like to have my life organized. 3.82 1.189 High
6. Can handle a lot of things at the
4.11 0.795
same time. High
7. To find out about things even if it
means handling some problems while 4.26 0.777
doing so. Very High
8. Like sudden changes in my life. 4.27 0.747 Very High
9. Do not want to do things in the usual
4.11 0.939
ways. High
10. It is not hard to adapt to change. 4.24 0.837 Very High
Section Mean and SD 4.14 0.571 High

The table above shows the results of the study on the level of innovation in
risk attitude among BSAIS students. The findings reveal a high overall mean of
4.14, indicating that the students possess a high level of risk-taking behavior in
terms of innovation. One of the highest means obtained is from the statement
"always having a day dream" with a mean of 4.28 and a high standard deviation of
0.818. This suggests that the students have a t7 shows the results of the study on
the level of innovation in risk attitude among BSAIS students. The findings reveal
a high overall mean of 4.14, indicating that the students possess a high level of
risk-taking behavior in terms of innovation. One of the highest means obtained is
from the statement "always having a day dream" with a mean of 4.28 and a high
standard deviation of 0.818. This suggests that the students tend to constantly
imagine and think of new ideas and possibilities.

On the other hand, the lowest mean obtained is 3.82 from the statement
"Do not like to have my life organized". The standard deviation for this statement
is 1.189, indicating that although not all students strongly agree with this statement,
the majority of them still prefer to have their lives organized. This suggests that the
students tend to be structured and systematic in their approach to work and tasks.
This study was supported by Han and Kim (2018) and Coviello et al. (2017).
According to Han and Kim (2018), individuals with a high level of risk attitude are
more likely to engage in innovative activities and take calculated risks in order to
achieve their goals. They are not afraid to step out of their comfort zone and try
new approaches, even if it means facing potential failure. This is because they see
risk as an opportunity for growth and learning, rather than a threat.

Furthermore, research by Coviello et al. (2017) suggests that individuals

with a high level of risk attitude possess a strong entrepreneurial mindset, which
is characterized by a willingness to take risks, a high level of self-confidence, and
a proactive approach to problem-solving. These qualities are essential for
innovation, as they allow individuals to embrace uncertainty and adapt to changing
circumstances in order to bring their ideas to constantly imagine and think of new
ideas and possibilities.
 Table 10. Level of Risk Attitude in terms of Reaction
Std. Descriptive
Statements Mean Deviation Level
1. Want to be successful I have to take
chances when they occur 4.51 0.599 Very High
2. Want to be good at one thing, I have to
4.45 0.655
work hard. Very High
3. People generally get what they deserve 4.37 0.615 Very High
4. Do not need to please people with
4.34 0.607
control over me to get what I want. Very High
5. Getting what I want has little to do with
4.37 0.697
luck. Very High
6. What happen to me in life is not
4.35 0.667
determined by other people Very High
7. Many of the bad times that people
4.34 0.715
experience are not due to bad luck Very High
8. When I make plans to do something, I
4.40 0.648
always do what I plan Very High
9. Success is not determined by the place
4.43 0.611
and time Very High
10. Being successful is the result of working
4.46 0.641
hard, luck has nothing to do with Very High
Section Mean and SD 4.40 0.367 Very High

Table 10 shows the level of risk attitude of BSAIS students in terms of their
reaction. The results indicate a very high overall mean of 4.40. The highest mean
of 4.51 was observed in the statement "In order to be successful, I have to take
chances when they occur." This statement also has a very high standard deviation
of 0.599. On the other hand, the lowest mean of 4.34 was observed in the
statements "I do not need to please people in control over me to get what I want"
and "Many of the bad experiences that people have are not due to bad luck," both
with a standard deviation of 0.607 and 0.715 respectively.

The study was supported by Hertwig, et. al. (2004) and Loewenstein, at. Al.
(2001). Hertwig, et. al. (2004) states that individuals with a high level of risk attitude
in terms of reaction tend to react impulsively and take risks without considering the
potential consequences. They are more likely to engage in risky behaviors and
make quick decisions without thoroughly evaluating the situation. This behavior is
influenced by their emotional response to a situation rather than a rational
evaluation of the risks involved. Meanwhile, Loewenstein, at. Al. (2001) highlights
found that individuals with a high level of risk attitude in terms of reaction tend to
be more emotionally driven and have a lower tolerance for uncertainty. They are
also more likely to experience regret and engage in behaviors that provide
immediate gratification, even if it may lead to negative outcomes in the long run.

Table 11. Level of Risk Attitude

Std. Descriptive
Indicators Mean Deviation Level
Achievement 4.34 0.365 Very High
Autonomy 3.94 0.602 High
Control 4.28 0.457 Very High
Innovation 4.14 0.571 High
Reaction 4.40 0.367 Very High
Overall Mean and SD 4.22 0.378 Very High

The table above presents the levels of risk attitudes among BSAIS students
in terms of achievement, autonomy, control, innovation, and reaction, with an
overall mean of 4.22. The results show that the students have a very high level of
risk attitudes. Among the five indicators, "Reaction" obtained the highest mean of
4.40 and a standard deviation of 0.367, indicating a high level of risk attitude. This
suggests that the students are inclined towards wanting to be successful and do
not fear failure or feel the need to please others. On the other hand, the lowest
mean of 3.94 and a standard deviation of 0.602, which is also considered high,
was observed in the indicator "Autonomy." This indicates that the students prefer
to do things on their own, do not succumb to pressure easily, and dislike taking
orders.

One study supporting the idea of studying risk attitudes, Daniel Kahneman
and Amos Tversky (1979) examines the role of risk attitudes in economic decision
making. This underscores that individuals' risk attitudes play a significant role in
their decision making, and can even override rational considerations. This study
highlights the importance of understanding risk attitudes in various contexts, such
as financial decision making and policy making. It has been cited over 15,000 times
and has influenced numerous other studies on risk attitudes and decision making.
Table 12. Level of Entrepreneurial Intention in terms of Normative Belief
Std. Descriptive
Statements Mean Deviation Level
1. Being an entrepreneur provides
more advantages than 4.54 0.568
disadvantage to me. Very High
2. A career as an entrepreneur is
4.50 0.643
attractive for me. Very High
3. If I had the opportunity and
resources, I’d like to start a 4.43 0.653
business. Very High
4. Being an entrepreneur would
4.42 0.679
bring great satisfactions for me. Very High
5. Among various options, I’d
4.29 0.703
rather be an entrepreneur Very High
Section Mean and SD 4.44 0.481 Very High

Table 12 presents the level of Entrepreneurial Intention in terms of

Normative Belief. The results revealed a very high overall mean of 4.44. The
highest mean was obtained in the statement "Being an entrepreneur provides
more advantages than disadvantages to me" with a mean of 4.54 and a standard
deviation of 0.568, indicating a very high level of agreement among the
participants. On the other hand, the lowest mean of 4.29 was found in the
statement "Among various options, I would rather be an entrepreneur" with a
standard deviation of 0.703, suggesting a slightly lower level of agreement among
the students. This study was supported by Iakovleva and Kolvereid (2016) that
individuals with higher levels of normative belief were more likely to have a
stronger intention to start their own business which is similar to the study of
Krueger, et. al. (2000), which also found that individuals with high normative belief
were more likely to have entrepreneurial intentions. Moreover, a study by Liñán
and Chen (2009) found that normative belief was a strong predictor of
entrepreneurial intention in both individualistic and collectivistic societies. This
suggests that the influence of normative belief on entrepreneurial intention is not
limited to a specific cultural context, but rather a universal phenomenon.
 Table 13. Level of Entrepreneurial Intention in terms of Subjective Norm
Std. Descriptive
Statements Mean Deviation Level
1. Am ready to do anything to be an
4.42 0.664
entrepreneur. Very High
2. My professional goal is becoming an
4.39 0.749
entrepreneur. Very High
3. Will make every effort to start and run
4.31 0.669
my own business. Very High
4. Determined to create a business in the
4.29 0.716
future. Very High
5. Have thought of starting a business. 4.39 0.633 Very High
Section Mean and SD 4.36 0.530 Very High

The table shows the level of entrepreneurial intention in terms of subjective

norm. The results indicate a very high overall mean of 4.36, with the highest mean
of 4.42 and a standard deviation of 0.664 in the statement "I am ready to do
anything to be an entrepreneur." This indicates a very high level of intention. On
the other hand, the lowest mean of 4.29 with a standard deviation of 0.716 is in the
statement "I am determined to create a business in the future." This also indicates
a very high level of intention. Entrepreneurial intention refers to the degree to which
an individual is motivated and willing to engage in activities related to starting a
new venture (Krueger et al., 2000). Subjective norm is one of the key factors that
influences an individual's intention to become an entrepreneur. Subjective norm
refers to the individual's perception of what important people in their social
environment think about their decision to become an entrepreneur (Ajzen, 1991).

According to Ajzen (1991), subjective norm is a powerful predictor of

behavioral intention as it reflects the perceived social pressure to perform or not to
perform a behavior. In the context of entrepreneurship, individuals are likely to be
influenced by the opinions and expectations of their significant others such as
family members, peers, and mentors in their decision to become an entrepreneur
(Krueger et al., 2000). Research has consistently found a positive relationship
between subjective norm and entrepreneurial intention. For instance, a study by
Kolvereid (1996) found that subjective norm was a significant predictor of
entrepreneurial intention among university students.
Table 14. Level of Entrepreneurial Intention in terms of Perceive
Behavioral Control
Std. Descriptive
Statements Mean Deviation Level
1. Start a business and keep it working
4.41 0.763
would be easy for me Very High
2. Am prepared to start a viable business 4.25 0.738 Very High
3. Can control the process of creating a
4.21 0.737
new business. Very High
4. Know the necessary practical details to
4.30 0.718
start a business. Very High
5. Know how to develop an
4.30 0.718
entrepreneurial project. Very High
Section Mean and SD 4.29 0.582 Very High

Based on the level of Entrepreneurial Intention in terms of Perceive

Behavioral Control, the result showed the overall mean is 4.29 and a standard
deviation of 0.582 that indicates a Very High. This means that the Entrepreneurial
Intention in terms of Perceive Behavioral Control is being manifested. Start a
business and keep it working would be easy for me is the highest mean with 4.41
and standard deviation of 0.763 which indicates a very high descriptive level, this
means that the statement starts a business and keep it working would be easy for
me is being manifested. It corroborates to the study of Ajzen (2002) that Perceive
Behavioral Control can be understood as an individual's perception of their ability
to take control of their business and make decisions that impact its success. The
study found that individuals with higher levels of Perceive Behavioral Control are
more likely to have stronger entrepreneurial intentions, as they perceive
themselves as being more capable of overcoming obstacles and achieving
success.

Table 15. Level of Entrepreneurial Intention

Std. Descriptive
Indicators Mean Deviation Level
Normative Belief 4.44 0.481 Very High
Subjective Norm 4.36 0.530 Very High
Perceive Behavioral Control 4.29 0.582 Very High
Overall Mean and SD 4.36 0.476 Very High
 Based on the level of Entrepreneurial Intention the Overall mean is 4.36 and
a standard deviation of 0.476 which indicates very high, the Entrepreneurial
Intention is being manifested. Normative Belief has the highest mean which is 4.44
and with a standard deviation of 0.481 which indicates a very high descriptive level.
Second highest is the Subjective Norm with a mean of 4.36 and a standard
deviation of ,0.530 which indicates a very high descriptive level. The last indicator
is the Perceive Behavioral Control with a mean of 4.29 and a standard deviation
of 0.582 which indicates a very high descriptive level. Base on the study of Ajzen
(1991) entrepreneurial intention is influenced by three key components: Normative
Beliefs this refers to the individual's perception of the social norms and
expectations of others regarding entrepreneurship. Individuals who perceive that
their friends, family, or community members support entrepreneurship are more
likely to have a positive entrepreneurial intention. Subjective Norm this refers to
the individual's perception of whether or not others who are important to them think
they should engage in entrepreneurship. If an individual perceives that important
others support their entrepreneurial intentions, they are more likely to have a
positive entrepreneurial intention. Perceived Behavioral Control this refers to the
individual's perception of the ease or difficulty of engaging in entrepreneurship. If
an individual perceives that entrepreneurship is within their reach and that they
have the necessary resources and skills, they are more likely to have a positive
entrepreneurial intention.

Table 16. ANOVA Analysis in the Level of Risk Attitude according to Age
and Year Level
Sum of Mean
Squares df Square F Sig. Interpretation
AGE Between 46.296 53 .874 1.302 .165
Groups Not
Within 37.558 56 .671 Significant
Groups
Total 83.855 109
YEAR Between 60.080 53 1.134 .781 .817
LEVEL Groups Not
Within 81.275 56 1.451 Significant
Groups
Total 141.355 109
 Based on the ANOVA analysis in the level of risk attitude according to Age
and Year Level, the result of the Age has a P-value of 0.165 which indicates a not
significant this means that the Age does not have a significant impact in knowing
one’s risk attitude. The result for the Year Level with P-value of 0.817 which
indicates not significant, this means that the year level does not have a significant
impact in the study of knowing one’s risk attitude. These results align with
researches indicating that demographic factors alone may not necessarily predict
variations in risk attitude. A study by Müller and Florack (2013) emphasize that
while age and educational experience might contribute to certain aspects of
decision-making and risk perception, they may not consistently dictate risk attitude
across various populations. This highlights the involvedness of understanding
individual risk behaviors and suggests that contextual and situational factors may
exert more pronounced influences on risk attitudes than demographic variables
alone.

Table 17. Independent Sample T-Test Analysis in the Level of Risk

Attitude according to Sex
Levene's
Test for
Equality of
Variances t-test for Equality of Means
Sig. (2- Mean
F Sig. t df tailed) Difference
RISK Equal .244 .622 -2.429 108 .017 -.19689
ATTITUDE variances
assumed
Equal -2.378 38.050 .023 -.19689
variances
not
assumed

Based on the Independent Sample T-test Analysis in the level of Risk

attitude according to sex, the results showed that the P-value of 0.622 with is
higher than the significance level of 0.05, thus, accept the null hypothesis. Stanley
et al. (2013) found that individual differences in risk attitude are more important
than sex differences, and that both male and female can exhibit high or low levels
of risk tolerance depending on their personality and experiences.
 Table 18. ANOVA Analysis of Level of Entrepreneurial Intention
according to Age and Year Level.
Sum of Mean
Squares df Square F Sig. Interpretation
AGE Between 14.678 27 .544 .65 .891
Groups 8
Within 70.243 85 .826
Groups Not Significant
Total 84.920 112
YEAR Between 33.682 27 1.247 .94 .554
LEVEL Groups 2
Within 112.566 85 1.324
Groups Not Significant
Total 146.248 112

Based on the ANOVA analysis of level of Entrepreneurial Intention

according to Age and Year level, the data showed that the P-value of age is 0.891
which indicates not significant, which means that the Age does not have a
significant impact in the study of Entrepreneurial Intention. The result also showed
for the Year level the P-value of 0.554 indicates that the Year level does not have
a significant impact in the study of Entrepreneurial Intention.

These results are consistent with broader research indicating that while
demographic variables may contribute to certain aspects of entrepreneurial
behavior, they do not consistently predict entrepreneurial intention across different
contexts. This corroborates with the study by Krueger and Carsrud (1993) highlight
the complex nature of entrepreneurial intention formation, emphasizing the role of
psychological traits, environmental factors, and personal experiences in shaping
individuals' entrepreneurial aspirations. This underscores the need for a more
detailed understanding of the determinants of entrepreneurial intention beyond
demographic factors alone.
 Table 19. Independent Sample T-Test Analysis in the Level of
Entrepreneurial Intention according to Sex.
Levene's
Test for
Equality of
Variances t-test for Equality of Means
Sig. (2- Mean
F Sig. t df tailed) Difference
ENTREPRE Equal 1.438 .233 1.517 111 .132 .16284
NEURIAL variances
INTENTION assumed

Equal 1.578 41.042 .122 .16284

variances
not
assumed

The table presents the results of an independent samples t-test analyzing

the differences in entrepreneurial intention between males and females. It begins
in assessing whether the variances of entrepreneurial intention scores differ
significantly between the two groups. Based on the Independent Sample T-test
Analysis in the level of Entrepreneurial Intention according to Sex, the result
showed that the P-value is 0.233 which is higher than the significance level of 0.05,
thus accept the null hypothesis. While gender stereotypes may affect how people
perceive an individual's capacity for entrepreneurship, Verheul et al. (2005)
stresses that a complex interaction of factors other than gender influences people's
real entrepreneurial aspirations and practices.

Table 20. Correlation Analysis on the Relationship between Risk

Attitude and Entrepreneurial Intention.
Variable r sig Interpretation
Risk Attitude
Vs
.650** .000 Moderate Positive Correlation
Entrepreneurial
Intention

**. Correlation is significant at the 0.01 level (2-tailed).

Based on the correlation Analysis on the relationship of Risk Attitude and

Entrepreneurial Intention, the result showed that there is a Relationship between
Risk Attitude and Entrepreneurial Intention with the resulted P-value of .000 which
is less than the significance level of .05, thus, the null hypothesis is rejected.
Furthermore, the resulted r value of .650 indicates that there is a moderate positive
correlation between Risk Attitude and Entrepreneurial Intention. This implies that
if Risk Attitude increases the Entrepreneurial Intention also Increases at 65%. It
corroborates to the study of Yurtkoru, et. al (2014) that being exposed to various
factors of risk attitudes also provide direct effect on the entrepreneurial intention of
an individual.

Table 21. Regression Analysis on the influence of Risk Attitude domains

on Entrepreneurial Intention
Unstandardized Standardized
Coefficients Coefficients
Std.
Model B Error Beta t Sig.
1 (Constant) .219 .461 .474 .636
Achievement .410 .121 .315 3.386 .001
Autonomy -.033 .081 -.042 -.404 .687
Control .388 .100 .373 3.869 .000
Innovation .086 .092 .103 .930 .355
Reaction .109 .106 .084 1.025 .308

R .704a
R squared .495
F 20.994
P .000b

Based on the regression analysis result, the overall result showed that risk
attitude significantly influences Entrepreneurial Intention with the P-value of .000
which is less than the .05 level of significance of singular capacity only
achievement and control significantly influences entrepreneurial intention, thus,
the null hypothesis is rejected. Furthermore, control is the best predictor of
entrepreneurial intention. This regression analysis underscores the detailed
relationship between specific dimensions of risk attitude and entrepreneurial
intention. It highlights that while aspects like Achievement and Control positively
drive entrepreneurial intentions, others such as Autonomy and Innovation may not
play significant roles in this context. This aligns with the idea that entrepreneurial
behavior is multifaceted and influenced by various psychological factors beyond
general risk propensity. Liñán and Chen (2009) provides corroborating evidence
regarding the influence of different dimensions of risk attitude on entrepreneurial
intention, emphasizing the importance of considering specific facets rather than
risk attitude in its entirety.
 Chapter IV

SUMMARY, CONCLUSION AND RECOMMENDATION

Presented in this chapter are the summary, conclusion and

recommendations drawn from the results of the investigation.

SUMMARY

This study aimed to determine the relationship between risk attitude under
the indicators like achievement, autonomy, control, innovation, and reaction with
the level of entrepreneurial intention in terms of normative belief, subjective norm,
and perceive behaviorial control of Bachelor of Science in Accounting Information
System (BSAIS) students in SKSU Tacurong Campus.

The findings emerging from this are summarized as follows:

The socio-demographic profile shows that female respondents has the

highest frequency count of 88 with the equivalent of 77.88%. While male
respondents have the frequency count of 25 with the equivalent of 22.12%. Based
on age, most respondents aged 18-19 years old with the frequency of 42 (equals
to 37.17%), followed by ages 22-23 with 35 respondents and 20-21 with 34
respondents which is equal to 30.97% and 30.09%, respectively and the least
number of frequencies are those with ages 24-25 with 2 respondents, equivalent
to 1.77%. As to year level, most respondents came from fourth year with a
frequency of 30 equivalent to 26.5%, followed by first year and second year level
with the same frequency count of 29 each which equates to 25.7%, and third year
level for the lowest frequency of 25 with equivalent of 22.1%.

The level of risk attitude if BSAIS students in terms of achievement has a

section mean of 4.34 described as very high; autonomy has a section mean of
3.94 described as high; control has a section mean of 4.28 described as very high;
innovation has a section mean of 4.14 described as high; and reaction with a
section mean of 4.40 described as very high. Given this section, the level of risk
attitude was measured at 4.22 as the overall mean and was described as very
high.

The entrepreneurial intention of BSAIS students was measured at a very

high level with an overall mean of 4.36, having the following section mean
indicators: Normative Belief at 4.44, interpreted as very high; Subjective Norm at
4.36, interpreted as very high; and Perceive Behavioral Control at 4.29 which was
interpreted as very high level. Overall, normative belief exhibits the highest
intention mean of 4.44, indicating a strong desire for entrepreneurship.

The ANOVA Analysis in the level of risk attitude according to age and year
level shows age with .165 and year level with .817, which is higher than the 0.05
level of significance, thus both factors has no significant influence on the risk
attitude level. The same interpretation is applied to the Independent Sample T-
Test Analysis in the level of risk attitude according to sex which shows .622
significance value that is higher than the 0.05 level of significance, thus, sex also
has no significant influence on the risk level. On the other hand, on the ANOVA
analysis of level of entrepreneurial intention according to age and year level
presents .891 significance level on age and .554 on year level, both higher than
0.05, thus, also indicates a no significant influence on entrepreneurial intention.
The Independent Sample T-Test Analysis in the level of entrepreneurial intention
according to sex results to .233 significance level, which also means that there is
no significant influence on the entrepreneurial intention. Given this result, the null
hypothesis is accepted. In this result regardless of socio-demographic profiles
such as sex, age, and year level risk attitude and entrepreneurial intention are both
essential for individuals to possess. These are crucial in shaping the path of
aspiring entrepreneurs which supports aspiring entrepreneurs and cultivate a
resilient and dynamic entrepreneurial landscape. Furthermore, the three socio-
demographic factors do not define the capacity of an individual with regards on
dealing with risk attitude and entrepreneurial intention.

Based on the correlation coefficients provided, a significant positive

relationship between risk attitude and entrepreneurial intention appears to exists.
Risk attitude is moderately correlated with entrepreneurial intentions (r=.650,
p<.01) The result suggests that individuals who possess higher level of risk attitude
exhibits positively towards their entrepreneurial intentions.

Result of the regression analysis made on the influence of risk attitude

domains on entrepreneurial intention revealed that control is the highest domain
of risk attitude with the most significant Beta value of .382 best influences the
entrepreneurial intention of BSAIS students. On the other hand, autonomy is the
lowest domain of risk attitude with the most minor beta value of -.042 influence on
the entrepreneurial intention of BSAIS students.

It is therefore advised to carry out focused educational initiatives that

strengthen students' entrepreneurial mindsets in light of the study's findings on risk
attitude and entrepreneurial intentions among AIS (Accounting Information
System) Bachelor of Science students at SKSU Tacurong Campus. The
development of risk-taking behaviors, innovation, and proactive attitudes toward
entrepreneurial prospects within the accounting and information systems
industries should be the focus of these programs. By incorporating these programs
into the curriculum and working with stakeholders, SKSU-Tacurong Campus can
enable AIS students to achieve academic success as well as become successful
future entrepreneurs leading their industries. This strategy is in line with larger
initiatives to improve student results and develop a dynamic workforce that can
spur economic growth and innovation in the accounting and computer systems
fields.

CONCLUSION

The overall risk attitude of student is very high. Among all the indicators
reaction and achievement are the highest, which means that reaction and
achievement are the most manifested among students. This indicates that
achievement and reaction are both important factors that influence an individual's
risk attitude. While achievement drive can motivate individuals to take risks,
reaction tendency can influence their willingness to take on uncertainty and
ambiguity. Meanwhile the Entrepreneurial Intention of students is also very high
and among all the results of the indicators are all very high but among the three
Normative belief and Subjective Norm posted the highest result than Perceive
Behavioral Control. Which means that Individuals who perceive that their friends,
family, or community members support entrepreneurship are more likely to have a
positive entrepreneurial intention and an individual perceives that important others
support their entrepreneurial intentions, they are more likely to have a positive
entrepreneurial intention.

As for the relationship between risk attitude and entrepreneurial intention.

Entrepreneurs with a higher risk tolerance are more likely to exhibit entrepreneurial
intention. Individuals with a lower loss aversion are more likely to exhibit
entrepreneurial intention. Entrepreneurs with a more positive attitude towards risk
are more likely to exhibit entrepreneurial intention. A higher risk attitude is
positively correlated with entrepreneurial intention, meaning that individuals who
are more willing to take risks are more likely to start a business.
The study about risk attitude and entrepreneurial intention Linan and Santos
(2007) that individuals with a more positive risk attitude were more likely to have a
strong entrepreneurial intention. Essentially, the findings of this study support the
propositions outlined in the theoretical framework that the risk attitude and
entrepreneurial intention are correlated.

RECOMMENDATION
The findings in this research shows that on the analysis conducted, risk
attitude specifically on indicators like achievement and control significantly
influences entrepreneurial intention. With this, the researcher, therefore,
recommends cooperation between the educational institutions and the authorities
should be start with the purpose of creating programs targeting on the
development of entrepreneurial orientation of Accounting Information System
students, especially with reference to the area of financial risk undertakings,
achievement, autonomy, control, innovation, and reaction. Possible measures
could now be orientation activities like subject-specific workshops and training
programs that make learners adopt the risk management perspective as an
integral and essential element of enterprising activities. Based on the above
aspects, the students will be able to develop these traits early in their academic
life as they embrace entrepreneurial skills in the accounting and information
system disciplines.

Further, the university should closely work with its stakeholders and alumni
of SKSU-Tacurong Campus and similar organizations to set up actual
entrepreneurship mentoring and connect them to real life scenarios in relation to
Accounting Information System. Such measures would not only strengthen the
disclosure of understanding the framework and patterns of the situation in question
but also equip with practical experience in managing the identified risks and finding
successful entrepreneurial opportunities connected with developing and
implementing accounting information systems. Some suggestions for future
scholarly research are to go further to study other factors that come into play when
it comes to AIS students’ entrepreneurial intentions beyond the risk attitude, such
as comparative studies within universities in the region or studies with a focus on
stability to corroborate the findings outlined in this study.

To summarize, increasing the degree of entrepreneurial thinking among

Accounting Information System students through exposure to specific learning
activities may promote the development of a competent workforce with accounting
and information systems knowledge as well as skills that can be utilized to take
hold of different business opportunities. By implementing these suggestions,
SKSU-Tacurong Campus can significantly contribute to building a learning
institution that prepares an empowered generation of students to help in propelling
economic change and advancement in the Accounting Information System
profession.
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APPENDICES
 APPENDIX A
STATISTICAL TABLES
 MODEL SUMMARY

Std. Change Statistics

Adjusted Error of R
R R the Square F Sig. F
Model R Square Square Estimate Change Change df1 df2 Change
1 .704a .495 .472 .34624 .495 20.994 5 107 .000

a. Predictors: (Constant), Reaction, Autonomy, Control, Achievment, Innovation

ANOVAa
Sum of Mean
Model Squares df Square F Sig.
1 Regression 12.584 5 2.517 20.994 .000b

Residual 12.828 107 .120

Total 25.412 112
a. Dependent Variable: Entrepreneurial Intention
b. Predictors: (Constant), Reaction, Autonomy, Control, Achievement, Innovation

COEFFICIENTSA
Unstandardiz Standardize
ed d Collinearity
Coefficients Coefficients Correlations Statistics
Std. Zero- Partia Toleranc
Model B Error Beta t Sig. order l Part e VIF
1 (Constant) .219 .461 .474 .636
Achievment .410 .121 .315 3.386 .001 .600 .311 .233 .546 1.833

Autonomy -.033 .081 -.042 -.404 .687 .441 -.039 -.028 .446 2.242
Control .388 .100 .373 3.869 .000 .630 .350 .266 .509 1.966
Innovation .086 .092 .103 .930 .355 .522 .090 .064 .386 2.593
Reaction .109 .106 .084 1.025 .308 .432 .099 .070 .708 1.413
a. Dependent Variable: Entrepreneurial Intention
 APPENDIX B
SURVEY QUESTIONNAIRE
RISK ATTITUDE AND ENTREPRENEURIAL INTENTION OF BACHELOR OF
SCIENCE IN ACCOUNTING INFORMATION SYSTEM (BSAIS)
STUDENTS IN SKSU TACURONG CAMPUS

PART I. SOCIO- DEMOGRAPHIC PROFILE

1. Sex
 Male
 Female

2. Age: _____

3. Year Level
 First Year
 Second Year
 Third Year
 Fourth Year

PART II. RISK ATTITUDE AND ENTREPRENURIAL INTENTION

Direction: Please answer the items using the scaling as presented. Your honest
answer is very much appreciated. This is in line with our research entitled “RISK
ATTITUDE AND ENTREPRENEURIAL INTENTIONS OF BACHELOR OF
SCIENCE IN ACCOUNTING INFORMATION SYSTEM (BSAIS) STUDENTS IN
SKSU-TACURONG CAMPUS”.

Range Extent
5 Strongly Agree
4 Agree
3 Uncertain
2 Disagree
1 Strongly Disagree

RISK ATTITUDE

A. Achievement
5 4 3 2 1
As a student, I/for me…
1. have to set my own goals and preferred setting difficult
than easy ones.
2. defend my point of view if someone disagrees with me.
 3. think more of the present and the future rather than the
past.
4. it is more important to do a job well than to try to please
people.
5. would rather take the responsibility for myself rather than
being dependent on a group.
6. like challenges that really stretch my abilities rather
than things that I can do easily.
7. when having problems with a task, one should not
leave it but I stick it out until I get the result
8. get annoyed when people are not on time to work.
9. get up early, stay late and skip meals in order to get
special assignment done
10. just need to focus on the task needed to achieve my
dreams
B. Autonomy
5 4 3 2 1
As a student, I/for me…
1. like to do things in an unconventional way.
2. I am not happy to let someone else take the lead when
I am in group.
3. when I am faced with a challenge, I think more about the
results of succeeding than the effects of failing.
4. like to do things in my own way without worrying about
what other people thinks.
5. I rarely need help when tackling a task.
6. most people think than I am stubborn.
7. prefer working alone than with other people.
8. do not bow to group pressure.
9. dislike taking orders.
10. need to express what I think.
C. Control 5 4 3 2 1
As a student, I/for me…
1. when I have to set my own targets, I will proceed even if
it is not certain that I will get it.
2. if I had a good idea for making some money, I would be
willing to borrow some money to enable me to.
3. if there is a chance of failure, will still try to do it
4. would rather take an opportunity that might lead to even
better things than have an experience I am sure to enjoy.
5. do not find it difficult to ask favors from other people.
6. will take risk if the chances of success are
7. before making important decisions, I prefer to weigh up
the pros and cons quickly rather than spending a lot of
time thinking about it
 8. before making important decisions, I prefer to weigh up
the pros and cons quickly rather than spending a lot of
time thinking about it.
9. prefer the unfamiliar rather than what we are used to.
10. like to start new projects that may be risky.
D. Innovation
5 4 3 2 1
As a student, I/for me…
1. always have a day dream.
2. people find my ideas unusual.
3. do not like guessing.
4. other people think that I ask a lot of questions.
5. do not like to have my life organized.
6. can handle a lot of things at the same time.
7. to find out about things even if it means handling some
problems while doing so.
8. like sudden changes in my life.
9. do not want to do things in the usual ways.
10. it is not hard to adapt to change.
E. Reaction 5 4 3 2 1
As a student, I/for me…
1. want to be successful I have to take chances when
they occur
2. want to be good at one thing, I have to work hard.
3. people generally get what they deserve
4. do not need to please people with control over me to
get what I want.
5. getting what I want has little to do with luck.
6. what happen to me in life is not determined by other
people
7. many of the bad times that people experience are not
due to bad luck
8. when I make plans to do something, I always do what I
plan
9. success is not determined by the place and time
10. being successful is the result of working hard, luck has
nothing to do with

ENTREPRENEURIAL INTENTION

A. Normative Belief 5 4 3 2 1
As a student, I/for me…
1. being an entrepreneur provides more advantages than
disadvantage to me.
2. a career as an entrepreneur is attractive for me.
 3. if I had the opportunity and resources, I’d like to start a
business.
4. being an entrepreneur would bring great satisfactions
for me.
5. among various options, I’d rather be an entrepreneur
B. Subjective Norm 5 4 3 2 1
As a student, I/for me…
1. am ready to do anything to be an entrepreneur.
2. my professional goal is becoming an entrepreneur.
3. will make every effort to start and run my own business.
4. determined to create a business in the future.
5. have thought of starting a business.
C. Perceive Behavioral Control 5 4 3 2 1
As a student, I/for me…
1. start a business and keep it working would be easy for
me
2. am prepared to start a viable business
3. can control the process of creating a new business.
4. know the necessary practical details to start a business.
5. know how to develop an entrepreneurial project.
 APPENDIX C
PICTORIALS AND SCREENSHOTS