The Effects of Curriculum Quality and Students' Self-Determination on Entrepreneurial Intention

The aim of this study was investigating the effects of the quality of the undergraduate skill-based curriculum and psychological self-determination on the entrepreneurial intention of students, with regard to the mediating role of entrepreneurial inspiration and creativity. This research was applied and was conducted based on structural equation modeling. The research sample included 341 undergraduate students of Urmia University who were selected using stratified random sampling. Linan and Chen's entrepreneurial intention questionnaires, Mohammad Shafi, et al. scale for the curriculum quality, Gagné basic psychological needs satisfaction scale in examining self-determination, Souitaris, Zerbinati & Al-Laham questionnaire in entrepreneurial inspiration and DiLiello & Houghton questionnaire in entrepreneurial creativity and Zampetakis & Moustakis questionnaire in individual, family and academic creativity were used. The reliability and validity of the questionnaires were confirmed. The results indicated that the quality of the curriculum could not have a direct effect on the entrepreneurial intention. Self-determination had a positive relationship with entrepreneurial intention, and entrepreneurial inspiration and creativity had a mediating role in this relationship. Therefore, the skill-oriented curriculum of universities can be effective along with the knowledge of the individual and psychological foundations of entrepreneurship and the potential talents of students, with the aim of developing their cognitive and emotional motivations in increasing entrepreneurial intention.