International Journal of Information Management Data Insights 4 (2024) 100233

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International Journal of Information

Management Data Insights
journal homepage: www.elsevier.com/locate/jjimei

Antecedents of digital entrepreneurial intention among

engineering students
Thanh Huong Vu , Anh Duc Do *, Dieu Linh Ha , Duc Than Hoang , Thi Anh Van Le ,
Thi Thu Huong Le
National Economics University, Hanoi, Viet Nam

A R T I C L E I N F O A B S T R A C T

Keywords: The study aims to investigate the factors shape digital entrepreneurial intention based on the application of the
Digital entrepreneurship Social Cognitive Career theory. A sample of 345 engineering students and the structural equation modeling
Digital entrepreneurial intention method are used to provides a better understanding of the factors (attitude toward digital entrepreneurship,
Digital entrepreneurial education
digital entrepreneurial self-efficacy, digital entrepreneurial knowledge, and digital entrepreneurial education)
Digital entrepreneurial knowledge
Social Cognitive Career theory
that motivate engineering students to engage in digital entrepreneurship. The results indicate that attitude to­
ward digital entrepreneurship significantly and positively impacts the digital entrepreneurship intention.
Additionally, digital entrepreneurial self-efficacy plays a crucial role in fostering a positive attitude toward
digital entrepreneurship. The study highlights the importance of digital entrepreneurial knowledge, which
positively affects both self-efficacy and attitude toward digital entrepreneurship. The finding emphasizes the
significance of digital entrepreneurial education in enhancing knowledge and digital entrepreneurial self-
efficacy. The results are anticipated to offer both theoretical and practical insights into the factors encour­
aging digital entrepreneurial intentions.

1. Introduction for the creation, management, and promotion of business ventures

(Elnadi & Gheith, 2023). While an extensive body of academic literature
In the rapidly evolving landscape of contemporary business, the exists on traditional entrepreneurship, the research landscape on digital
advent of digital technologies has brought both opportunities and entrepreneurship remains comparatively sparse (Nguyen et al., 2024;
challenges for entrepreneurs by transforming their conventional pro­ Paul et al., 2023). Investigations into digital entrepreneurship are still in
cesses, products, services, and strategies (Elnadi & Gheith, 2023; their infancy and lack extensive empirical studies (Al-Mamary & Alraja,
Sadreddin & Chan, 2023). Consequently, the widespread integration of 2022; von Briel et al., 2021; Do, 2021a).
digital technologies has created a fertile environment for entrepre­ Over recent years, digital entrepreneurship has garnered recognition
neurship. The transformative nature of the digital landscape has thus as a swiftly expanding area of research, capturing the interest of
prompted a surge in entrepreneurial endeavors, marking a notable shift scholars, practitioners, and policymakers alike (Elnadi & Gheith, 2023;
in how businesses navigate and capitalize on this dynamic technological Jafari-Sadeghi et al., 2021; Do et al., 2022). Despite the growing
era (Holzmann & Gregori, 2023; Nambisan, 2017). As a result, a distinct acknowledgment of the significance of digital entrepreneurship, it re­
subcategory within traditional entrepreneurship has surfaced, mains in its nascent stages within the realm of entrepreneurship
commonly referred to as digital entrepreneurship (Elnadi & Gheith, research, with much yet to be explored about its determinants (Mir et al.,
2023; Fernandes et al., 2022). 2022; Paul et al., 2023; Le et al., 2021). The specific factors propelling
The distinction between traditional entrepreneurship and digital individuals toward digital entrepreneurship, shaping their intentions in
entrepreneurship lies in the operational environment (Kraus et al., this domain, and the essential prerequisites for a successful digital
2018). Traditional entrepreneurship tends to be constrained by physical entrepreneur are still inadequately understood (Elnadi & Gheith, 2023;
activities (Dinh et al., 2018), whereas digital entrepreneurship is inti­ Kraus et al., 2018; Mir et al., 2022; Wibowo et al., 2023a). This gap in
mately tied to the concept of leveraging digital technology and platforms knowledge highlights the need for more comprehensive investigations

* Corresponding author.
E-mail address: [email protected] (A.D. Do).

https://doi.org/10.1016/j.jjimei.2024.100233

2667-0968/© 2024 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-
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T.H. Vu et al. International Journal of Information Management Data Insights 4 (2024) 100233

into the intricacies of digital entrepreneurship to better inform research, environment and context are believed to bolster task-specific self-­
policy, and practical strategies in this evolving field. Additionally, as the efficacy, motivate through outcome expectations, shape attitudes to­
digital entrepreneurship landscape undergoes continuous evolution, the wards career interests, influence behavioral intentions, drive decisions
significance of education, particularly digital entrepreneurial education, related to career choices (Lent & Brown, 2019), and even impact indi­
becomes a central focus for investigation (Wibowo et al., 2023a). Given vidual performance (Liguori et al., 2019; Duong et al., 2023) empha­
the transformative impact of the digital realm on entrepreneurial dy­ sized the applicability of SCCT in illustrating the process by which
namics, there is a pressing need to explore how educational in­ individuals cultivate a career interest/attitude and subsequently make
terventions shape individuals’ intentions to pursue a career in digital decisions regarding their career path. This perspective enables a
entrepreneurship (Wibowo et al., 2023b). comprehensive understanding of digital entrepreneurship within the
Therefore, to bridge these gaps, this study adapted the Social context of a career. According to SCCT, individuals’ self-beliefs
Cognitive Career theory (SCCT) to determine the factors that fostering regarding their competence in performing, organizing, and executing
the digital entrepreneurial intention, as well as the nexus between dig­ specific behaviors, coupled with their expectations of the outcomes tied
ital entrepreneurial education and digital entrepreneurial intention. The to these behaviors, are fundamental factors influencing both behavioral
SCCT is a conceptual framework highlighting the synergy of environ­ intentions and actual behaviors (Lent et al., 2010). In essence, SCCT
mental and social factors with internal motives in shaping career de­ posits that self-efficacy and interest/attitude serve as predictors of
cisions (Lent & Brown, 2019). Scholars assert that SCCT holds relevance career intentions (Lent & Brown, 2020; Liguori et al., 2019).
in comprehending entrepreneurship, as the choice to become an entre­ SCCT has found application in diverse career contexts (Ray et al.,
preneur can be viewed as a distinctive career option within this theo­ 2019), including the entrepreneurship realm (Duong et al., 2023; Shetty
retical framework (Shetty et al., 2022; Uysal et al., 2022). According to et al., 2022; Uysal et al., 2022). The SCCT has garnered significant in­
the SCCT, the social environment and context have significantly terest among researchers aiming to elucidate the decision-making pro­
enhanced task-specific self-efficacy, motivated individuals through cess in entrepreneurial careers, as this theory presents a comprehensive
outcome expectations, shaped attitudes toward career interests, influ­ theoretical framework for examining the factors that may either compel
enced behavioral intentions, and driven decisions related to career or impede individuals in making entrepreneurial career choices (Ade­
choices (Lent & Brown, 2019). Therefore, SCCT can be effective in busuyi et al., 2022; Kim et al., 2019). Thus, the SCCT framework can
explaining how environmental factors, in particular digital entrepre­ provide valuable insights for comprehending the intention of digital
neurial education and digital entrepreneurial knowledge, affect the entrepreneurship.
cognitive processes through which an individual considers becoming a
digital entrepreneur as a career choice. 2.2. Digital entrepreneurship and digital entrepreneurial intention
In sum, this study aims to address this research gap by investigating
the determinants that shape digital entrepreneurial intention within the Digital entrepreneurship represents a novel form of entrepreneurship
context of a transitional country, Vietnam. By adopting the SCCT model, stemming from opportunities created by digitization and digitalization,
our research endeavors to offer a thorough comprehension of the intri­ leading to disruptive changes across various businesses and industries.
cate relationships among pivotal determinants, including attitude to­ In the literature, the definition of digital entrepreneurship is quite var­
ward digital entrepreneurship, digital entrepreneurial self-efficacy, ied. Mohammed et al. (2023) interpret digital entrepreneurship as
digital entrepreneurial knowledge, and digital entrepreneurial educa­ leveraging digital media and other information and communication
tion. The study places emphasis on understanding how these factors technology to induce changes in the competitive landscape. Meanwhile,
collectively contribute to influencing digital entrepreneurial intention. Elia et al. (2020) define digital entrepreneurship as the creation of new
The purpose of this study is to explore the following research value through the application of digital technology in the manufacturing
questions: process of a product, service, or business management. Digital entre­
preneurship can also be defined as the pursuit of new business prospects
RQ1. How do attitudes toward digital entrepreneurship, digital facilitated by advancements in new media and internet technologies
entrepreneurial self-efficacy, digital entrepreneurial knowledge, and (Davidson & Vaast, 2010).
digital entrepreneurial education interplay and collectively influence Digital entrepreneurs utilize the features of digital media and in­
individuals’ digital entrepreneurial intention? formation technology to pursue opportunities actively. In this pursuit,
RQ2. Does the adapted Social Cognitive Career Theory (SCCT) model they contribute to significant shifts in the competitive landscape, aiming
contribute to a comprehensive understanding of the determinants to capitalize on these opportunities and potentially advance the ongoing
influencing digital entrepreneurial intention? creative destruction process within the digital economy (Davidson &
Vaast, 2010). While traditional and digital entrepreneurship share
The study is organized as follows to accomplish the objectives of this fundamental principles, such as the identification of opportunities, the
study. The research hypotheses are explained in the next section, fol­ generation of innovative ideas, and the commercialization of products or
lowed by the research methodology in Section 3. The data analysis re­ services (Mir et al., 2022), they diverge primarily in the extent to which
sults are presented in Section 4. The findings of the study are discussed digital technology is integrated into the various activities along the
in Section 5, and finally, theoretical, and practical implications, along value chain of the venture (Elnadi & Gheith, 2023; Kraus et al., 2018;
with research limitations, are presented in Section 6. Truong et al., 2022). This integration is pivotal in shaping the distinct
characteristics and operational dynamics that differentiate digital
2. Literature review entrepreneurship from its traditional counterpart. In essence, digital
entrepreneurship emphasizes a more profound reliance on and incor­
2.1. The theory foundation: Social Cognitive Career theory poration of digital tools, platforms, and strategies throughout the entire
business process, marking a notable departure from conventional
Originating from the social cognitive theory (SCT) of Bandura entrepreneurial practices. This entails a synergistic integration of several
(1991), Lent et al. (1994) have developed the SCCT to explore the in­ aspects: the business facet, which involves identifying business oppor­
fluence of external environments on individuals’ intentions to pursue tunities; the knowledge facet, which entails acquiring necessary infor­
specific careers and their role in shaping career transitions. This theo­ mation; and the institutional facet, which involves utilizing, organizing,
retical framework outlines the interplay between environmental and and acting upon selected resources (Aloulou et al., 2023).
contextual factors and individuals’ internal motivations, guiding their Entrepreneurial intentions are seen as a crucial factor for compre­
career choices (Lent et al., 2008). In alignment with SCCT, the social hending entrepreneurial pursuits and the subsequent behaviors that

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follow (Cui & Bell, 2022; Loan et al., 2021; Yeh et al., 2020; Bui et al., Self-efficacy beliefs pertain to an individual’s personal convictions
2022). Entrepreneurial intention is defined as the determination that an regarding their ability to carry out specific courses of action. This con­
individual exerts toward engaging in entrepreneurial behavior (Liñán & fidence in one’s capabilities is subject to change and is tailored to spe­
Chen, 2009). This concept has found extensive application within the cific areas of activity (Ray et al., 2019). In the digital entrepreneurship
literature on entrepreneurship, serving to clarify the factors that shape context, digital entrepreneurial self-efficacy refers to an individual’s
an individual’s decision to participate in business activities. It emerges assurance and conviction in their capacity to effectively navigate the
as a highly dependable predictor of planned behavior, offering valuable challenges and complexities inherent in operating as a successful digital
insights into the motivations and determinants that influence entre­ entrepreneur (Xin & Ma, 2023). This encompasses not only the confi­
preneurial choices and actions (Duong & Vu, 2023; Neneh, 2019). dence to harness digital tools and technologies but also the belief in
In the specific context of digital entrepreneurship, digital entrepre­ one’s ability to innovate, adapt to the dynamic digital landscape, and
neurial intention refers to the cognitive predisposition of an individual ultimately achieve success in the realm of digital entrepreneurship.
to actively opt for and pursue a career in digital entrepreneurship While both traditional and digital entrepreneurial self-efficacy share
(Aloulou et al., 2023). This encompasses initiating innovative business some foundational aspects, the digital counterpart specifically empha­
ventures that leverage digital technologies for their operation. In sizes skills and confidence related to the unique challenges and oppor­
essence, digital entrepreneurial intention extends beyond a mere incli­ tunities presented by the digital economy. Digital entrepreneurial
nation towards entrepreneurship, encompassing a proactive commit­ self-efficacy recognizes the increasing importance of technology in
ment to navigate the digital realm to pursue novel business initiatives business operations and the need for individuals to navigate and thrive
and ventures. Understanding and dissecting digital entrepreneurial in the digital realm.
intention becomes imperative in unraveling the intricate dynamics of According to SCCT, individuals are inclined to develop interest in
contemporary entrepreneurial endeavors within the ever-evolving and excel in activities in which they possess robust self-efficacy beliefs,
landscape of digital technologies. provided they also possess the requisite skills and receive support from
their environment to engage in these activities (Lim et al., 2016; Ray
3. Hypotheses development et al., 2019). Thus, entrepreneurial self-efficacy is recognized as a sig­
nificant factor in shaping the development of entrepreneurial inter­
3.1. Digital entrepreneurial intention, attitude toward digital ests/attitudes (Lent & Brown, 2019). Prior research has also
entrepreneurship and digital entrepreneurial self-efficacy demonstrated a strong correlation between entrepreneurial self-efficacy
and the overall attitude toward entrepreneurship (Pham et al., 2023;
Attitude toward behavior refers to an individual’s overall evaluation Wardana et al., 2020). This connection is grounded in the understanding
or favorability towards engaging in a particular behavior, often influ­ that an individual’s attitude toward a particular behavior is intricately
enced by beliefs, feelings, and past experiences associated with that shaped by their underlying beliefs (Ajzen, 1991; Fishbein & Ajzen,
behavior (Ajzen, 1991). Previous studies have demonstrated that atti­ 1975). Therefore, entrepreneurial self-efficacy, recognized as a belief
tude toward behavior is a crucial determinant of behavior intention in founded on knowledge and capability, becomes a catalyst for cultivating
various landscape, such as consumers’ purchase intention (Acikgoz a positive attitude toward initiating new business ventures. Essentially,
et al., 2023; Jadil et al., 2022; Duc et al., 2023), co-creation intention an individual’s confidence in their entrepreneurial abilities fosters a
(Singh et al., 2022), usage intention (Dwivedi et al., 2021). In the realm favorable mindset and disposition towards establishing and managing
of entrepreneurship, attitude toward entrepreneurship encompasses the new businesses. The current study anticipates that the observed rela­
personal evaluation of initiating and managing new business ventures tionship will persist within the unique framework of digital entrepre­
and their subsequent results (Nowiński et al., 2020). In other words, neurship. Specifically, individuals possessing high levels of digital
attitude toward entrepreneurship refers to the degree to which in­ entrepreneurial self-efficacy are hypothesized to demonstrate a positive
dividuals perceive engagement in entrepreneurship as a meaningful and and determined attitude toward digital entrepreneurship. This means
fulfilling endeavor (Corbett et al., 2018). In this study, attitude toward that those who exhibit confidence and belief in their ability to navigate
digital entrepreneurship delves explicitly into the degree to which an the challenges of the digital business landscape are likely to approach
individual positively or negatively evaluates the potential impact of digital entrepreneurship with optimism and determination. Therefore,
embracing a role as a digital entrepreneur (Aloulou et al., 2023). This the hypothesis is stated as follows:
aspect encompasses subjective judgments regarding the desirability and
satisfaction of engaging in digital entrepreneurship. H2: Digital entrepreneurial self-efficacy has a positive effect on attitude
The SCCT framework explains how individuals perceive their agency toward digital entrepreneurship.
in career development, influenced by motivational and environmental
factors. In entrepreneurial studies, it is noted that SCCT components, 3.2. Digital entrepreneurial education and digital entrepreneurial
such as entrepreneurial self-efficacy and entrepreneurial attitudes, are knowledge
crucial for entrepreneurial intention development (Duong, 2023). Pre­
vious studies have also demonstrated that an individual’s attitude, Entrepreneurial knowledge refers to a comprehensive understanding
shaped by their perceptions, beliefs, and subjective evaluations, plays a of the multifaceted dimensions of entrepreneurship (Alkhalaf et al.,
pivotal role in determining their inclination toward engaging in entre­ 2022). In the digital entrepreneurship context, digital entrepreneurial
preneurial activities (Duong, 2021; Meoli et al., 2020). This study ex­ knowledge refers to the comprehensive understanding and proficiency
pects a similar relationship between attitude toward entrepreneurship in utilizing digital tools, platforms, and strategies for multifaceted di­
and digital entrepreneurial intention. Specifically, a positive attitude mensions of entrepreneurial activities (Sufyan et al., 2023).
toward digital entrepreneurship is likely to enhance the individual’s As per the SCCT framework, self-efficacy and interest/attitude to­
motivation and willingness to embark on a career path involving digital ward career can be nurtured through a variety of learning experiences
entrepreneurship. Conversely, a negative attitude may act as a deterrent, that encompass diverse methods of skill acquisition and personal
impeding the individual’s intention to pursue a digital entrepreneurial development (Lent et al., 2017). These experiences include actively
career. Therefore, the hypothesis is stated as follows: engaging in tasks to master them, observing, and learning from the
successes and failures of others, receiving supportive and motivating
H1: Attitude toward digital entrepreneurship has a positive effect on feedback from peers and mentors, and evaluating one’s own physical
digital entrepreneurial intention. and mental states to gauge readiness and capabilities. Through consis­
tent engagement, deliberate practice, and responsive adaptation,

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individuals refine their skills, accumulate a wealth of personal learning various learning experiences, encompassing mastery experiences,
encounters, establish individualized benchmarks for performance, and vicarious learning, social persuasion, and assessments of one’s physio­
gradually develop a deep-seated sense of confidence in their ability to logical state (Bandura et al., 2001). In other words, through ongoing
effectively tackle specific tasks (Ray et al., 2019) and favorable attitude exposure, practice, and feedback, individuals hone their skills, accu­
toward career. mulate personal learning encounters, establish their own performance
Indeed, existing research has convincingly shown that entrepre­ standards, cultivate a sense of efficacy in specific tasks (Fakhoury &
neurial knowledge serves as a significant precursor to both entrepre­ Aubert, 2017; Ray et al., 2019). Therefore, through targeted learning
neurial self-efficacy and a positive attitude toward entrepreneurship experiences focused on the integration of digital technologies in entre­
(Aloulou et al., 2023; Liñán, 2008; Do, 2021b, Vu & Do, 2023), aligning preneurship, individuals gain a deeper understanding of how to leverage
with SCCT principles. Individuals equipped with a robust entrepre­ technology for business innovation and growth (Al-Mamary & Alraja,
neurial knowledge base tend to possess a heightened sense of entre­ 2022), and consequently, their belief in their capacity to execute
preneurial self-efficacy (Alkhalaf et al., 2022; Liñán et al., 2010), entrepreneurial tasks is strengthened. Therefore, the hypothesis is stated
believing in their capability to engage with entrepreneurial tasks and as follows:
overcome obstacles effectively (Colombelli et al., 2023). Additionally, a
comprehensive understanding of entrepreneurship can dismantle H4: Digital entrepreneurial education has a positive effect on (a) digital
cognitive and psychological obstacles associated with entrepreneurial entrepreneurial knowledge and (b) digital entrepreneurial self-efficacy.
orientations and predispositions, thus fostering a more favorable atti­
tude toward entrepreneurship (Aloulou et al., 2023). Based on this ev­ The research model is simulated in Fig. 1.
idence, the current study anticipates that the effect of entrepreneurial
knowledge on entrepreneurial self-efficacy and attitude toward entre­ 4. Method
preneurship will remain valid within the realm of digital entrepre­
neurship. Therefore, the hypothesis is stated as follows: 4.1. Measurement

H3: Digital entrepreneurial knowledge has a positive effect on (a) digital This research investigated the relationship between digital entre­
entrepreneurial self-efficacy and (b) attitude toward digital preneurial education, digital entrepreneurial knowledge, attitude to­
entrepreneurship. ward digital entrepreneurship and digital entrepreneurial intention. The
measurements used in this study were adapted from previous studies
Digital entrepreneurial education is a critical variable in contempo­ with established validity and reliability.
rary academic and professional landscapes, encompassing a specialized Digital entrepreneurial education variable was measured by a 9-item
form of education that equips individuals with the digital knowledge, scale adopted from Wibowo et al. (2023a). The respondents rated their
skills, and competencies necessary to navigate the complexities of perception of how their university supports digital entrepreneurship,
entrepreneurship (Wibowo et al., 2023a). Some previous studies have such as: “The university provides the necessary knowledge regarding
argued that digital entrepreneurial education is a crucial factor in the digital entrepreneurship”. Each item was rated on a 7-point Likert scale
entrepreneurial process (Al-Mamary & Alraja, 2022). This study argues ranging from 1 (’extremely disagree’) to 7 (’extremely agree’). Higher
that digital entrepreneurial education has a significant impact on digital mean scores indicated a greater perceived support from the university.
entrepreneurial knowledge and entrepreneurial self-efficacy. Indeed, Digital entrepreneurial knowledge variable was assessed using a 6-
digital entrepreneurial education catalyzes the development and item scale adapted from Aloulou et al. (2023). Participants were asked
enhancement of digital entrepreneurial knowledge. Through digital to rate their comprehensive understanding and proficiency in utilizing
entrepreneurial education, individuals gain a comprehensive under­ digital technology for multifaceted dimensions of entrepreneurial ac­
standing of emerging technologies, online market trends, and the stra­ tivities, such as: “I have sufficient knowledge in employing digital
tegic use of digital tools for starting a business (Nwankpa & Datta, 2017; strategies for marketing products/services”. Each item was rated on a
Ramadani et al., 2022; Wibowo et al., 2023a). In addition, digital 7-point Likert scale ranging from 1 (’extremely disagree’) to 7
entrepreneurial education also plays a pivotal role in shaping and (’extremely agree’). Higher mean scores indicate a greater level of dig­
bolstering digital entrepreneurial self-efficacy. ital entrepreneurial knowledge.
According to the SCCT, self-efficacy can be cultivated through Digital entrepreneurial self-efficacy was measured by a 3-item scale

Fig. 1. Conceptual model.

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adopted from Xin and Ma (2023). Participants were asked to rate their Table 1
level of confidence in their ability to become a successful digital entre­ The demographic profile of the survey participants.
preneur, such as “I can run capital well in the digital economy". Each Variables F %
item was rated on a 7-point Likert scale ranging from 1 (’extremely
Male 153 44.3
disagree’) to 7 (’extremely agree’). Higher mean scores indicate a Gender
Female 192 55.7
greater level of digital entrepreneurial self-efficacy. From 18 to 20 years old 93 27.0
Attitude toward digital entrepreneurship variable was assessed by Age From 20 to 22 years old 107 31.0
using a 5-item scale adapted from Aloulou et al. (2023). Respondents Over 22 years old 145 42.0
Yes 108 31.3
rated their assessment of becoming a digital entrepreneur, such as Family business background
No 237 68.7
“Being a digital entrepreneur implies more advantages than disadvan­
tages for me”. Each item was rated on a 7-point Likert scale ranging from Note: N = 345.
1 (’extremely disagree’) to 7 (’extremely agree’). Higher mean scores
indicate a greater favorable of becoming a digital entrepreneur. background, 31.3 % of participants affirmatively reported a family
Digital entrepreneurial intention (6 items) was measured by a 6-item business context, while 68.7 % indicated otherwise.
scale adapted from Aloulou et al. (2023). The respondents rated their
likelihood of engaging in digital entrepreneurship in the future by 4.3. Data analysis
indicating their agreement level with statements such as “I am ready to
do anything to be a digital entrepreneur”. Each item was rated on a The current study assesses the research model through a four-step
7-point Likert scale ranging from 1 (’extremely disagree’) to 7 process. Initially, we create questionnaires and gather data. Subse­
(’extremely agree’). Higher mean scores indicate a greater intention to quently, we assess the validity and reliability of the measurement by
engage in digital entrepreneurship. conducting Cronbach’s alpha, Composite Reliability (CR), Average
Variance Extracted (AVE), and factor loadings. Thirdly, a Pearson cor­
4.2. Sample and data collection relation analysis is performed, including testing for discriminant val­
idity. Lastly, we examine the research hypotheses by utilizing Structural
This study focuses on engineering students who have participated in Equation Modeling (SEM), employing SPSS 22.0 and AMOS 24.0.
entrepreneurship education/training programs. Engineering students
are those capable of assimilating the scientific and technological 4.4. Common method bias
knowledge required to initiate a creative business. Furthermore, they
exhibit a higher propensity to embark on entrepreneurial ventures To counteract potential issues associated with common method bias
compared to students in other majors, particularly when equipped with (CMB) arising from systematic biases, this study employed Harman’s
a comprehensive understanding of business initiation (Luthje & Franke, single factor test and principal axis factoring analysis to evaluate the risk
2003). Choosing engineering students as respondents also aligns with of CMB. This methodological approach aligns with previous research
the focus on digital entrepreneurship and digital entrepreneurial investigating CMB. According to Harman’s criterion, the presence of
intention of this study. Their expertise, familiarity with digital tools, CMB is indicated if a single factor explains more than 50 % of the
potential aspirations for entrepreneurship, representativeness of the variance (Harman, 1976). However, the findings revealed that a single
digital generation, and alignment with research objectives make them a factor accounted for only 48 % of the variance, falling below the 50 %
suitable and insightful group for this research inquiry. threshold. This suggests that the dataset is free from common method
In particular, the data was collected from 3 leading universities in bias.
engineering training in Hanoi, Vietnam’s capital city. These are Hanoi
university of science and technology, Posts and Telecommunications 5. Results
Institute of Technology, and University of Engineering and Technology.
Utilizing a survey method to collect data, the questionnaire was directed 5.1. Reliability and validity of measurements
at students enrolled in these universities. To ensure a representative
sample, three classes were randomly selected from each university. In the initial data analysis phase, various statistical tests, as illus­
Having obtained consent and collaboration from the lecturers in each trated in Table 2, were employed to evaluate the reliability and validity
class, the surveys were distributed among the students at the of the constructs. Cronbach’s alpha, CR, AVE, and factor loadings were
commencement of a class session, encouraging voluntary participation. utilized to assess the reliability and validity of the measurement items
Each student was allocated a period of 20 min to diligently complete the associated with the five variables.
questionnaire. As an expression of appreciation for their involvement, a The internal consistency and reliability of each variable were
modest token of gratitude was presented to each participating student assessed by calculating Cronbach’s alpha, while CR was used to measure
upon completion of the survey. This collaborative effort aimed to ensure the internal consistency, taking into account the item factor loadings
a conducive and cooperative environment for effective data collection. (Hair et al., 2010). Likewise, AVE was used to assess convergent validity,
The data collection spanned from September 11 to October 2, 2023, and the factor loadings signify the degree and relevance of the item’s
involving a total of 398 engineering students. Among the distributed connection with the variable (Fornell & Larcker, 1981).
questionnaires, a total of 362 were returned, representing 90.95 % of the The statistical results showed that all variables had Cronbach’s alpha
total distribution. However, 17 questionnaires were excluded from higher than 0.7 and CR value greater than 0.9. Thus, the scale’s internal
further analysis due to incomplete responses. Consequently, a robust consistency reliability is adequate for conducting such an analysis
and valid dataset consisting of 345 responses was retained, ensuring (Fornell & Larcker, 1981; Hair et al., 2010). In addition, AVE value of all
completeness and reliability with no missing data. variables surpasses the threshold of 0.50, thus confirming the conver­
Table 1 outlines the demographic profile of the survey participants. A gent validity (Hair et al., 2010). Furthermore, the factor loadings,
noteworthy observation is that more than half of the respondents ranging from 0.59 to 0.941 for the 29 items, signify substantial re­
identified themselves as female, constituting 55.7 %, with the remaining lationships between the items and their respective constructs.
44.3 % identifying as male. The prevailing age demographic among the
participants centered over 22 years old, with 42 %, while 27.0 % of 5.2. Discriminant validity
participants fall within the range of 18 to 20 years old, and 31.0 % are
situated between 20 and 22 years old. Pertaining to family business After confirming the reliability and validity of measurements, the

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Table 2
The reliability and validity of the constructs.
Variables Items Mean S.D Skewness Cronbach’ alpha CR AVE Factor loading

DEI1 3.5594 1.77436 0.158 0.719

DEI2 4.1304 1.63103 − 0.369 0.918
DEI3 4.0116 1.67571 − 0.261 0.909
Digital entrepreneurial intention (DEI) 0.945 0.925 0.676
DEI4 4.0812 1.55493 − 0.318 0.854
DEI5 4.5304 1.67916 − 0.627 0.750
DEI6 4.3333 1.67979 − 0.488 0.759
ATDE1 4.1014 1.62775 − 0.169 0.871
ATDE2 3.9362 1.73087 0.007 0.915
Attitude toward digital entrepreneurship (ATDE) ATDE3 4.3420 1.74679 − 0.323 0.950 0.940 0.809 0.906
ATDE4 4.3797 1.76633 − 0.293 0.912
ATDE5 4.0551 1.74205 − 0.078 0.893
DESE1 3.8087 1.62589 − 0.096 0.880
Digital entrepreneurial self-efficacy (DESE) DESE2 3.9594 1.59708 − 0.235 0.913 0.906 0.763 0.873
DESE3 4.1797 1.67996 − 0.386 0.867
DEE1 3.9507 1.49822 − 0.213 0.794
DEE2 4.2493 1.42094 − 0.404 0.879
DEE3 4.2609 1.40444 − 0.339 0.885
DEE4 4.2377 1.41474 − 0.291 0.879
Digital entrepreneurial education (DEE) DEE5 3.9623 1.46322 − 0.069 0.948 0.947 0.764 0.771
DEE6 4.0696 1.43293 − 0.248 0.870
DEE7 4.2725 1.39182 − 0.321 0.901
DEE8 4.1971 1.37523 − 0.352 0.941
DEE9 4.2290 1.38819 − 0.331 0.936
DEK1 4.2290 1.66785 − 0.378 0.831
DEK2 4.2406 1.56732 − 0.404 0.932
DEK3 4.2928 1.57693 − 0.366 0.952
Digital entrepreneurial knowledge (DEK) 0.943 0.946 0.747
DEK4 4.4580 1.51316 − 0.615 0.935
DEK5 4.4116 1.55103 − 0.563 0.893
DEK6 4.4174 1.55509 − 0.568 0.590

Note: N = 345; S.D: Standard Deviation; AVE: Average Variance Extracted; CR: Composite Reliability.

discriminant validity of variables was also analyzed. In accordance with analysis aligns generally with the hypotheses.
the recommendation by Fornell and Larcker (1981), discriminant val­
idity can be considered acceptable when the square root of the AVE 5.3. Model validation and hypotheses testing
value is greater than the Pearson correlation. As presented in Table 3,
the square root of the AVE values is greater than the corresponding Before hypothesis testing, it is essential to assess the fit of the model.
correlations. This observation suggests favorable discriminant validity. The results show that the research model fit is acceptable: χ2/df =
In addition, Table 3 shows that: (i) digital entrepreneurial education 2.953, CFI = 0.936, RMSEA = 0.075, SRMR = 0.070 (Hu & Bentler,
is positively correlated with digital entrepreneurial knowledge (r = 1999). Therefore, we select the research model for the subsequent step.
0.502, p < 0.01) and digital entrepreneurial self-efficacy (r = 0.390, p < The hypothesized paths are examined through SEM. The results of
0.01), (ii) digital entrepreneurial knowledge is positively correlated the path analysis are presented in Table 4. The results showed that
with digital entrepreneurial self-efficacy (r = 0.561, p < 0.01) and attitude toward digital entrepreneurship has a significant and positive
attitude toward digital entrepreneurship (r = 0.570, p < 0.01), (iii) impact on digital entrepreneurial intention (β = 0.539, p < 0.001), while
digital entrepreneurial self-efficacy is positively correlated with attitude digital entrepreneurial self-efficacy has a significant and positive effect
toward digital entrepreneurship (r = 0.752, p < 0.01), and (iv) attitude on attitude toward digital entrepreneurship (β = 0.716, p < 0.001).
toward digital entrepreneurship is positively correlated with digital Therefore, H1 and H2 were supported. In addition, the results revealed
entrepreneurial intention (r = 0.657, p < 0.01). The Pearson correlation that digital entrepreneurial knowledge also significantly and positively
affected digital entrepreneurial self-efficacy (β = 0.572, p < 0.001) and
attitude toward digital entrepreneurship (β = 0.293, p < 0.001), lending
Table 3 supported H3a and H3b. Furthermore, the analysis results also indi­
The Pearson correlation and discriminant validity of constructs. cated that digital entrepreneurial education has a significant and posi­
Variables 1 2 3 4 5 tive effect on digital entrepreneurial knowledge (β = 0.544, p < 0.001)
1. Digital 0.864 and digital entrepreneurial self-efficacy (β = 0.191, p = 0.009 < 0.05).
entrepreneurial Thus, data also supported H4a and H4b.
knowledge
2. Digital 0.520*** 0.822 6. Discussion
entrepreneurial
intention
3. Attitude toward 0.570*** 0.657*** 0.899 By adapting the SCCT model, this study provides a comprehensive
digital understanding of the intricate relationships among key factors influ­
entrepreneurship encing digital entrepreneurial intention.
4. Digital 0.561*** 0.779*** 0.752*** 0.874
The strong and positive impact of attitude toward digital entrepre­
entrepreneurial self-
efficacy neurship on digital entrepreneurial intention (H1) underscores the
5. Digital 0.502*** 0.297*** 0.363*** 0.390*** 0.874 pivotal role that positive perceptions and beliefs about the digital
entrepreneurial entrepreneurial landscape play in shaping Vietnamese engineering stu­
education dents’ intentions to engage in such activities. This finding is consistent
Note: ***: p < 0.001; The diagonal elements (in italic): The square root of the with previous studies (Aloulou et al., 2023; Mohammed et al., 2023;
AVE of each construct. Nguyen et al., 2024), supporting the argument of SCCT emphasizing the

6
T.H. Vu et al. International Journal of Information Management Data Insights 4 (2024) 100233

Table 4
The results of the path analysis.
Hypotheses Estimate S.E C.R P-value Label

H1 ATDE → DEI 0.539 0.044 12.319 *** Supported

H2 DESE → ATDE 0.716 0.060 12.031 *** Supported
H3a DEK → DESE 0.572 0.072 7.593 *** Supported
H3b DEK → ATDE 0.293 0.063 4.684 *** Supported
H4a DEE → DEK 0.544 0.061 8.862 *** Supported
H4b DEE → DESE 0.191 0.073 2.615 0.009 Supported

Note: N = 345; ***: p < 0.001; S.E: Standard of error; C.R: Critical Ratios.

significance of attitudes as precursors to intentions. For engineering that attitude, self-efficacy, knowledge, and education are the important
students in Vietnam, this connection holds particular significance. As the factors that increase digital entrepreneurial intention. The current
technological landscape evolves and digital entrepreneurship becomes literature highlights the scarcity of empirical studies and the limited
an increasingly viable pathway, fostering a positive attitude among understanding of the determinants driving individuals towards digital
engineering students becomes imperative. The recognition of the posi­ entrepreneurship (Al-Mamary & Alraja, 2022; Elnadi & Gheith, 2023;
tive impact of a favorable attitude suggests that when engineering stu­ Paul et al., 2023), emphasizing a need for deeper insights. Therefore,
dents perceive digital entrepreneurship as a promising and rewarding this study adds this important finding to the existing discussion of this
endeavor, they are more likely to express intention and commitment frontier topic. Second, this study extends and refines the SCCT by of­
toward engaging in such activities. fering additional insights into engineering university students height­
Equally noteworthy is the observed significant and positive effect of ened digital entrepreneurial intentions. This research contributes to the
digital entrepreneurial self-efficacy on attitude toward digital entre­ existing body of knowledge by delving deeper into the mechanisms
preneurship (H2). For engineering students in Vietnam, where the tech- through which SCCT can comprehensively elucidate the factors influ­
driven landscape presents abundant opportunities, the importance of encing the surge in digital entrepreneurial intentions within the engi­
cultivating digital entrepreneurial self-efficacy cannot be overstated. neering student population. Third, this study provides evidence that
The findings suggest that engineering students who possess a higher digital entrepreneurial education has a great role in promoting higher
degree of confidence in their capabilities to succeed in the digital intentions of engaging in digital entrepreneurship. Scholars have
entrepreneurial domain are more likely to develop positive attitudes emphasized that in the ever-evolving realm of digital entrepreneurship,
toward it. This finding aligns with prior studies, highlighting the influ­ the focus on education, particularly digital entrepreneurial education,
ential role of self-efficacy beliefs in shaping individuals’ attitudes and has become central for exploration (Wibowo et al., 2023a). This study,
behaviors (Alferaih, 2022; Shahab et al., 2019). therefore, contributes to delving into the ways in which educational
Furthermore, the study supports the contention that digital entre­ interventions play a crucial role in shaping individuals’ intentions to
preneurial knowledge serves as a foundational element influencing both pursue a career in digital entrepreneurship.
digital entrepreneurial self-efficacy (H3a) and attitude toward digital
entrepreneurship (H3b). These results suggest that a robust under­ 6.2. Practical implication
standing of digital entrepreneurship contributes to a heightened sense of
confidence among Vietnamese engineering students, enhancing their The empirical findings of this study bear significant practical impli­
belief in their ability to navigate the challenges of the digital entrepre­ cations for stakeholders involved in fostering a conducive environment
neurial realm. In addition, when armed with a comprehensive under­ for digital entrepreneurship. Firstly, recognizing the pronounced impact
standing of digital entrepreneurial concepts, engineering students are of positive attitudes toward digital entrepreneurship on digital entre­
also more likely to view digital entrepreneurship as a viable and preneurial intentions suggests the importance of designing educational
rewarding pursuit. This result aligns with previous studies, suggesting initiatives that inspire optimistic perceptions. Academic institutions and
that individuals who possess a comprehensive understanding of the policymakers should consider incorporating initiatives that nurture a
digital entrepreneurial landscape are better equipped to navigate chal­ proactive and encouraging attitude toward digital entrepreneurship
lenges and opportunities, influencing both their confident beliefs and within the engineering education curriculum. Moreover, mentorship
overall attitudes (Aloulou et al., 2023; Bandura, 1982). programs and exposure to successful digital entrepreneurs can play a
Finally, the study reveals that digital entrepreneurial education plays pivotal role in shaping the attitudes of engineering students, thereby
a significant role in shaping digital entrepreneurial knowledge (H4a) influencing their intentions to actively participate in the digital entre­
and digital entrepreneurial self-efficacy (H4b) of engineering students in preneurial landscape (Aloulou et al., 2023; Monllor & Soto-Simeone,
Vietnam. These findings shed light on the transformative impact of 2019).
educational interventions tailored to the digital entrepreneurship land­ Secondly, the identified positive relationship between digital entre­
scape. This suggests that educational programs that provide insights into preneurial self-efficacy and attitudes toward digital entrepreneurship
the intricacies of digital entrepreneurship can effectively enhance stu­ underscores the need for digital skill-building initiatives targeting the
dents’ comprehension and confidence in navigating the complexities of enhancement of self-efficacy beliefs. Structured programs, such as
the digital business landscape. This result aligns with the broader hands-on workshops and mentorship opportunities, can contribute to
literature emphasizing the role of education in shaping individuals’ building the confidence required for individuals to navigate the chal­
competencies and beliefs (Duong et al., 2023; Wibowo et al., 2023a), lenges of digital entrepreneurship (Elnadi & Gheith, 2023; Koe et al.,
particularly in the dynamic and rapidly evolving context of digital 2021). By bolstering students’ confidence in their ability to tackle the
entrepreneurship. complexities of digital entrepreneurship, educators and policymakers
can effectively contribute to shaping a positive and proactive attitude
6.1. Theoretical implication among engineering students in Vietnam. This, in turn, can significantly
influence their inclination to actively engage in and contribute to the
This research offers valuable insights into the existing literature on dynamic landscape of digital entrepreneurship in the country.
entrepreneurship in several ways. Firstly, our study plays a pivotal role Thirdly, this study emphasizes the pivotal role of digital entrepre­
in identifying the specific factors that motivate individuals to pursue neurial knowledge, suggesting that a comprehensive understanding of
digital entrepreneurship empirically. Specifically, this study indicates the digital business landscape positively influences both self-efficacy

7
T.H. Vu et al. International Journal of Information Management Data Insights 4 (2024) 100233

and attitudes. It becomes imperative for educational institutions in Declaration of competing interest
Vietnam, especially those catering to engineering students, to prioritize
and integrate digital entrepreneurship knowledge into their curriculum. The authors declare that they have no known competing financial
Offering specialized courses, workshops, or experiential learning op­ interests or personal relationships that could have appeared to influence
portunities that provide insights into the practical aspects of digital the work reported in this paper.
entrepreneurship can contribute significantly to shaping the attitudes
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