Volume 13, Issue 1 (4-2026)
J Entrepreneurial Strategies Agric 2026, 13(1): 187-198 |
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Shiri N, Mohammadi S. (2026). Explaining the Psychological Model of Entrepreneurial Behavior among Agricultural Students: The Mediating Role of Motivational Factors. J Entrepreneurial Strategies Agric. 13(1), 187-198. doi:10.61882/jea.2026.459
URL: http://jea.sanru.ac.ir/article-1-459-en.html
URL: http://jea.sanru.ac.ir/article-1-459-en.html
1- Department of Entrepreneurship and Rural Development, Faculty of Literature and Humanities, University of Ilam, Ilam, Iran
2- Department of Management, Faculty of Literature and Humanities, University of Ilam, Ilam, Iran
2- Department of Management, Faculty of Literature and Humanities, University of Ilam, Ilam, Iran
Abstract: (383 Views)
Extended Abstract
Background: Entrepreneurship is widely recognized as a key driver of economic development and innovation, particularly within the agricultural sector. As a cornerstone of sustainable development and food security, agriculture faces numerous challenges, including market volatility, limited financial and technological resources, and substantial environmental risks. As centers of knowledge creation and human capital development, universities play a critical role in cultivating entrepreneurial attitudes and behaviors among future professionals. Despite this importance, empirical evidence suggests that entrepreneurial behavior among agricultural students remains below the level required to meet the needs of the agricultural sector, and the factors shaping such behavior are not yet fully understood. In particular, the combined influence of psychological traits and motivational mechanisms on entrepreneurial behavior among Iranian agricultural students has received limited scholarly attention. Drawing upon the psychological trait perspective, this study examines the effects of four key psychological traits—the need for achievement, risk-taking propensity, internal locus of control, and tolerance for ambiguity—on entrepreneurial behavior, while considering the mediating role of motivational factors, including entrepreneurial intention, attitude toward entrepreneurship, subjective norms, and perceived behavioral control.
Methods: This applied study employed a quantitative, descriptive–correlational research design. The target population consisted of all fourth-year agricultural students in Iran. Using a multistage cluster sampling procedure, 455 students were selected from nine universities across the country. The average age of respondents was 23.21 years, with females accounting for 60% and males for 39% of the sample. Data were collected using a standardized questionnaire comprising six sections: entrepreneurial intention, attitude toward entrepreneurship, subjective norms, and perceived behavioral control (Liñán et al., 2013), entrepreneurial behavior (researcher-developed scale), and psychological traits (Gird, 2005). The psychological traits instrument measured four dimensions: risk-taking propensity, internal locus of control, the need for achievement, and tolerance for ambiguity, each assessed with four items. Entrepreneurial intention and entrepreneurial behavior were measured using three-point scales, whereas the remaining constructs were assessed using five-point Likert scales. Data were analyzed using SPSS and SmartPLS software. The measurement model was evaluated in terms of reliability and validity, while the structural model was assessed through hypothesis testing. Reliability was examined using Cronbach’s alpha and composite reliability, and validity was assessed through convergent and discriminant validity measures.
Results: The measurement model demonstrated satisfactory psychometric properties. Composite reliability and Cronbach’s alpha values exceeded the recommended threshold of 0.70 for all constructs. Likewise, the average variance extracted (AVE) values were above 0.50, confirming adequate convergent validity. Discriminant validity was also established. Structural model analysis revealed that risk-taking propensity exerted a positive and significant effect on all endogenous variables, including entrepreneurial behavior, entrepreneurial intention, attitude toward entrepreneurship, subjective norms, and perceived behavioral control. Tolerance for ambiguity also had significant positive effects on entrepreneurial behavior, entrepreneurial intention, subjective norms, and perceived behavioral control; however, its effect was not significant on attitude toward entrepreneurship. In contrast, neither need for achievement nor internal locus of control showed significant effects on any of the dependent variables. The coefficient of determination (R²) indicated strong explanatory power for entrepreneurial behavior (0.51) and entrepreneurial intention (0.53), and moderate explanatory power for attitude toward entrepreneurship (0.21) and perceived behavioral control (0.32). Furthermore, Q² values confirmed the model’s acceptable predictive relevance.
Conclusion: The findings highlight risk-taking propensity and tolerance for ambiguity as critical psychological determinants of entrepreneurial intention and behavior among agricultural students. In contrast, the effects of the need for achievement and internal locus of control were not supported, suggesting that these variables may operate indirectly through mediating mechanisms or be influenced by contextual and cultural factors. The results underscore the importance of designing educational and empowerment programs that enhance students’ willingness to take calculated risks and cope effectively with uncertainty through experiential learning, practical training, internships, and supportive financial and psychological interventions. Although the findings demonstrate that certain psychological traits can contribute to predicting entrepreneurial intentions, attitudes, perceptions, norms, and behaviors among students in agricultural higher education, they do not provide sufficient evidence to support the full integration of these traits into Ajzen’s Theory of Planned Behavior (Ajzen, 1991) as direct predictors of entrepreneurial intentions and behavior. Future studies are therefore encouraged to investigate additional psychological characteristics and examine their integration within the Theory of Planned Behavior framework. Such efforts may contribute to the development of a more comprehensive and contextually valid model for explaining and predicting entrepreneurial intentions and behaviors among agricultural students.
The findings also offer valuable implications for policymakers, planners, and educators in agricultural higher education. Given the relatively low levels of risk-taking propensity and tolerance for ambiguity observed among the respondents, targeted interventions should be implemented to strengthen these attributes. Enhancing these psychological capacities may ultimately foster stronger entrepreneurial intentions and behaviors among agricultural students and contribute to the development of a more innovative and entrepreneurial agricultural sector.
Background: Entrepreneurship is widely recognized as a key driver of economic development and innovation, particularly within the agricultural sector. As a cornerstone of sustainable development and food security, agriculture faces numerous challenges, including market volatility, limited financial and technological resources, and substantial environmental risks. As centers of knowledge creation and human capital development, universities play a critical role in cultivating entrepreneurial attitudes and behaviors among future professionals. Despite this importance, empirical evidence suggests that entrepreneurial behavior among agricultural students remains below the level required to meet the needs of the agricultural sector, and the factors shaping such behavior are not yet fully understood. In particular, the combined influence of psychological traits and motivational mechanisms on entrepreneurial behavior among Iranian agricultural students has received limited scholarly attention. Drawing upon the psychological trait perspective, this study examines the effects of four key psychological traits—the need for achievement, risk-taking propensity, internal locus of control, and tolerance for ambiguity—on entrepreneurial behavior, while considering the mediating role of motivational factors, including entrepreneurial intention, attitude toward entrepreneurship, subjective norms, and perceived behavioral control.
Methods: This applied study employed a quantitative, descriptive–correlational research design. The target population consisted of all fourth-year agricultural students in Iran. Using a multistage cluster sampling procedure, 455 students were selected from nine universities across the country. The average age of respondents was 23.21 years, with females accounting for 60% and males for 39% of the sample. Data were collected using a standardized questionnaire comprising six sections: entrepreneurial intention, attitude toward entrepreneurship, subjective norms, and perceived behavioral control (Liñán et al., 2013), entrepreneurial behavior (researcher-developed scale), and psychological traits (Gird, 2005). The psychological traits instrument measured four dimensions: risk-taking propensity, internal locus of control, the need for achievement, and tolerance for ambiguity, each assessed with four items. Entrepreneurial intention and entrepreneurial behavior were measured using three-point scales, whereas the remaining constructs were assessed using five-point Likert scales. Data were analyzed using SPSS and SmartPLS software. The measurement model was evaluated in terms of reliability and validity, while the structural model was assessed through hypothesis testing. Reliability was examined using Cronbach’s alpha and composite reliability, and validity was assessed through convergent and discriminant validity measures.
Results: The measurement model demonstrated satisfactory psychometric properties. Composite reliability and Cronbach’s alpha values exceeded the recommended threshold of 0.70 for all constructs. Likewise, the average variance extracted (AVE) values were above 0.50, confirming adequate convergent validity. Discriminant validity was also established. Structural model analysis revealed that risk-taking propensity exerted a positive and significant effect on all endogenous variables, including entrepreneurial behavior, entrepreneurial intention, attitude toward entrepreneurship, subjective norms, and perceived behavioral control. Tolerance for ambiguity also had significant positive effects on entrepreneurial behavior, entrepreneurial intention, subjective norms, and perceived behavioral control; however, its effect was not significant on attitude toward entrepreneurship. In contrast, neither need for achievement nor internal locus of control showed significant effects on any of the dependent variables. The coefficient of determination (R²) indicated strong explanatory power for entrepreneurial behavior (0.51) and entrepreneurial intention (0.53), and moderate explanatory power for attitude toward entrepreneurship (0.21) and perceived behavioral control (0.32). Furthermore, Q² values confirmed the model’s acceptable predictive relevance.
Conclusion: The findings highlight risk-taking propensity and tolerance for ambiguity as critical psychological determinants of entrepreneurial intention and behavior among agricultural students. In contrast, the effects of the need for achievement and internal locus of control were not supported, suggesting that these variables may operate indirectly through mediating mechanisms or be influenced by contextual and cultural factors. The results underscore the importance of designing educational and empowerment programs that enhance students’ willingness to take calculated risks and cope effectively with uncertainty through experiential learning, practical training, internships, and supportive financial and psychological interventions. Although the findings demonstrate that certain psychological traits can contribute to predicting entrepreneurial intentions, attitudes, perceptions, norms, and behaviors among students in agricultural higher education, they do not provide sufficient evidence to support the full integration of these traits into Ajzen’s Theory of Planned Behavior (Ajzen, 1991) as direct predictors of entrepreneurial intentions and behavior. Future studies are therefore encouraged to investigate additional psychological characteristics and examine their integration within the Theory of Planned Behavior framework. Such efforts may contribute to the development of a more comprehensive and contextually valid model for explaining and predicting entrepreneurial intentions and behaviors among agricultural students.
The findings also offer valuable implications for policymakers, planners, and educators in agricultural higher education. Given the relatively low levels of risk-taking propensity and tolerance for ambiguity observed among the respondents, targeted interventions should be implemented to strengthen these attributes. Enhancing these psychological capacities may ultimately foster stronger entrepreneurial intentions and behaviors among agricultural students and contribute to the development of a more innovative and entrepreneurial agricultural sector.
Keywords: Agricultural Entrepreneurship, Entrepreneurial Behavior, Personality Traits, Theory of Planned Behavior, Psychological Traits
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