The Impact of Learner Characteristics Through the Mediator of the Information and Communication Technology Tools and Risky Attitudes on Entrepreneurial Intention in Abadeh High School Girl Students

The purpose of this study was to investigate the impact of learner characteristics through mediating the usefulness of ICT tools on risky attitudes and entrepreneurial intention.

The research method was descriptive-correlational (causal type) and the statistical population was 913 female high school students in Abadeh and 210 students in a single sample using Power G sampling software and single-stage cluster random sampling. It was. Data collection tools in this study were Entrepreneurial Learning Questionnaire, by Tang et al. (2010), ICT, by Agostinho (2002), Entrepreneurial Venture Risk, by Iverson (2004), Entrepreneurial Development, by Hisrich(1988) and Entrepreneurial Goals, by Scott and et al. (2003) confirmed that its content validity and reliability through Cronbach's alpha were estimated to be 0.705, 0.721, 0.704, 0.821, and 0.813, respectively. SPSS 26 software was used to test the hypotheses in inferential statistics using structural equation modeling with Smart PLS3 software.

The findings showed that learner entrepreneurial characteristics, on entrepreneurial intention (P <0.01), on ICT tool usefulness (P <0.001). Through the usefulness of ICT tools, it positively influenced risky attitudes and perceptions of entrepreneurship project development centers (P <0.001). Also, the usefulness of ICT tools on risky attitudes (P <0.001) had a positive effect on entrepreneurial intention through risky attitudes (P <0.05). Furthermore, risky attitudes had a positive effect on entrepreneurial intention (P <0.001). Also, understanding of empirical interactions with Entrepreneurship Project Development Centers had positive effects on risky attitudes and on entrepreneurial intention through risky attitudes (P <0.001). But the usefulness of the ICT tool did not affect entrepreneurial intention on entrepreneurial intention as well as understanding of empirical interactions with entrepreneurship project development centers (P >0.05).

It seems that entrepreneurship development, through the initiative and creativity in entrepreneurial projects, as well as encouraging students to change their attitude towards entrepreneurship and creative work, is achieved through more entrepreneurship education.