Analysis effect of curriculum components on student's Entrepreneurial Self-Efficacy in Alborz agricultural technical higher education centers

Entrepreneurial self-efficacy increase entrepreneurship’s abilities to identify the opportunities of entrepreneurial, resources management and deal with existents challenges around the whole of entrepreneurial process. In other side, scholars argued that the curriculum components created different opportunity for students to expanded different side of their entrepreneurial self-efficiency. Nonetheless, still we don’t have enough knowledge about the role of curriculum components as heart of university centers on students’ entrepreneurial self-efficacy. Therefore, the aim of this study was to
investigating impact of curriculum components on students’ Entrepreneurial Self-Efficacy in Alborz agricultural technical higher education centers. Statistical population of this research was consisted of 2004 Students; from that 178 students were selected as sample by using stratified random sampling.
The main tool of this study was made questioner that its face and content validity confirmed by panel of experts and its construct validity confirmed by using explanatory factor analysis (KMO = 0.724; P= 0. 000). The questioner readability confirmed by ordinal theta. Data was analyzed by SPSS software. Findings of correlation analysis indicated a positive statistically significant relationship between teaching methods, education contents, Educators, evaluation and student entrepreneurial Self-Efficacy. Regulations and physical environment components did not play an important role in Students entrepreneurial Self-Efficacy. Results from ordinal regression analysis indicated that educational content, Educators and teaching methods -based on McFadden statistic- explained 27.4% of the variance of students’ entrepreneurial Self-Efficacy.