1- Ilam University
Abstract: (8 Views)
Introduction and Objective: Entrepreneurship, as a driving force of economic development and innovation, holds a special position, especially in the agricultural sector. Agriculture, as a pillar of sustainable development and food security, faces a complex set of challenges such as market fluctuations, lack of financial and technological resources, and high levels of environmental risks. In this context, universities as knowledge institutions and the birthplace of future entrepreneurs play a fundamental role in shaping entrepreneurial attitudes and behaviors. However, research specifically focusing on the entrepreneurial behavior of agricultural students remains limited. Based on the psychological traits theoretical model, personality traits are introduced as the foundation of entrepreneurial attitude. Among the psychological traits discussed in entrepreneurship literature, four main components are emphasized: need for achievement, risk-taking propensity, internal locus of control, and ambiguity tolerance. This study aimed to investigate the effect of these four psychological traits on entrepreneurial behavior considering the mediating role of motivational variables such as entrepreneurial intention, attitude, subjective norms, and perceived behavioral control among Iranian agricultural students.
Materials and Methods: This quantitative and applied research was conducted by descriptive-correlational method. The statistical population included all fourth-year agricultural students in Iran, and by multistage cluster sampling, 455 students from 9 universities were selected. Participants' mean age was 23.21 years, with 60% female and 39% male. Data were collected using a standardized questionnaire comprising six sections: entrepreneurial intention, attitude, subjective norms and perceived behavioral control (Linan et al., 2013), entrepreneurial behavior (researcher-made questionnaire), and psychological traits (Gird, 2005). The psychological traits questionnaire included four dimensions: risk-taking (4 items), internal locus of control (4 items), need for achievement (4 items), and ambiguity tolerance (4 items). The scales used included a 3-point scale for intention and behavior and 5-point Likert scales for other variables. Data analysis was performed using descriptive and inferential statistics with SPSS and SmartPLS software. The research model was evaluated through measurement model assessment (reliability and validity) and structural model (hypotheses testing). Composite reliability and Cronbach's alpha were used for reliability, while convergent and discriminant validity assessed validity.
Results: Measurement model evaluation showed acceptable fit indices. Composite reliability and Cronbach's alpha coefficients for all constructs exceeded 0.70. Average variance extracted (AVE) for all constructs was above 0.50, indicating adequate convergent validity. Discriminant validity was also confirmed. Structural model results revealed that risk-taking had a positive and significant effect on all endogenous variables, including entrepreneurial behavior, entrepreneurial intention, attitude toward entrepreneurship, subjective norms, and perceived behavioral control. Ambiguity tolerance also showed positive and significant effects on entrepreneurial behavior, intention, subjective norms, and perceived behavioral control but had no significant effect on attitude towards entrepreneurship. In contrast, need for achievement and internal locus of control showed no significant effect on any dependent variables. The coefficient of determination (R²) for entrepreneurial behavior (0.51) and entrepreneurial intention (0.53) was considered strong, and for attitude (0.21) and perceived behavioral control (0.32) moderate. The Q² index indicated acceptable predictive power of the model.
Conclusion: Findings indicate that risk-taking and ambiguity tolerance, as key psychological factors, play a decisive role in shaping the entrepreneurial intention and behavior of agricultural students. However, the role of internal locus of control and need for achievement was not confirmed in this sample, which could be due to indirect effects through mediators or contextual and cultural differences. These results suggest that educational planning and empowerment policies for agricultural students should focus on strengthening risk-taking and ambiguity tolerance through practical training, internships in real environments, and provision of financial and psychological incentives. Although the present research showed the potential of some psychological traits to predict entrepreneurial behaviors, intentions, attitudes, norms, perceptions, and capabilities of students in the national agricultural higher education system, sufficient evidence was not found for integrating psychological traits into Ajzen's Theory of Planned Behavior (Ajzen, 1991) for predicting entrepreneurial intentions and behaviors in this system. Researchers are recommended to explore further psychological traits within the framework of Ajzen's theory and test them among agricultural students in the country. These results can help develop a valid framework to predict entrepreneurial intentions and behaviors focusing on psychological traits among agricultural students. Additionally, they offer valuable insights for policymakers, planners, and educators in agricultural higher education to enhance entrepreneurial intentions and behaviors, emphasizing risk-taking and ambiguity tolerance, especially given the low levels of these traits among students studied, encouraging their development through various programs to foster entrepreneurial intentions and behaviors among agricultural students.
Materials and Methods: This quantitative and applied research was conducted by descriptive-correlational method. The statistical population included all fourth-year agricultural students in Iran, and by multistage cluster sampling, 455 students from 9 universities were selected. Participants' mean age was 23.21 years, with 60% female and 39% male. Data were collected using a standardized questionnaire comprising six sections: entrepreneurial intention, attitude, subjective norms and perceived behavioral control (Linan et al., 2013), entrepreneurial behavior (researcher-made questionnaire), and psychological traits (Gird, 2005). The psychological traits questionnaire included four dimensions: risk-taking (4 items), internal locus of control (4 items), need for achievement (4 items), and ambiguity tolerance (4 items). The scales used included a 3-point scale for intention and behavior and 5-point Likert scales for other variables. Data analysis was performed using descriptive and inferential statistics with SPSS and SmartPLS software. The research model was evaluated through measurement model assessment (reliability and validity) and structural model (hypotheses testing). Composite reliability and Cronbach's alpha were used for reliability, while convergent and discriminant validity assessed validity.
Results: Measurement model evaluation showed acceptable fit indices. Composite reliability and Cronbach's alpha coefficients for all constructs exceeded 0.70. Average variance extracted (AVE) for all constructs was above 0.50, indicating adequate convergent validity. Discriminant validity was also confirmed. Structural model results revealed that risk-taking had a positive and significant effect on all endogenous variables, including entrepreneurial behavior, entrepreneurial intention, attitude toward entrepreneurship, subjective norms, and perceived behavioral control. Ambiguity tolerance also showed positive and significant effects on entrepreneurial behavior, intention, subjective norms, and perceived behavioral control but had no significant effect on attitude towards entrepreneurship. In contrast, need for achievement and internal locus of control showed no significant effect on any dependent variables. The coefficient of determination (R²) for entrepreneurial behavior (0.51) and entrepreneurial intention (0.53) was considered strong, and for attitude (0.21) and perceived behavioral control (0.32) moderate. The Q² index indicated acceptable predictive power of the model.
Conclusion: Findings indicate that risk-taking and ambiguity tolerance, as key psychological factors, play a decisive role in shaping the entrepreneurial intention and behavior of agricultural students. However, the role of internal locus of control and need for achievement was not confirmed in this sample, which could be due to indirect effects through mediators or contextual and cultural differences. These results suggest that educational planning and empowerment policies for agricultural students should focus on strengthening risk-taking and ambiguity tolerance through practical training, internships in real environments, and provision of financial and psychological incentives. Although the present research showed the potential of some psychological traits to predict entrepreneurial behaviors, intentions, attitudes, norms, perceptions, and capabilities of students in the national agricultural higher education system, sufficient evidence was not found for integrating psychological traits into Ajzen's Theory of Planned Behavior (Ajzen, 1991) for predicting entrepreneurial intentions and behaviors in this system. Researchers are recommended to explore further psychological traits within the framework of Ajzen's theory and test them among agricultural students in the country. These results can help develop a valid framework to predict entrepreneurial intentions and behaviors focusing on psychological traits among agricultural students. Additionally, they offer valuable insights for policymakers, planners, and educators in agricultural higher education to enhance entrepreneurial intentions and behaviors, emphasizing risk-taking and ambiguity tolerance, especially given the low levels of these traits among students studied, encouraging their development through various programs to foster entrepreneurial intentions and behaviors among agricultural students.
Keywords: Agricultural Entrepreneurship, Entrepreneurial Behavior, Personality Traits, Theory of Planned Behavior, Psychological Traits.
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