體育系學生創業動機與創業意圖之關係：自我效能與社會網絡之調節效果

Relationship between Entrepreneurial Motivation and Entrepreneurial Intention in Physical Education Major: Moderating Effect of Self-Efficacy and Social Context

10.5297/ser.1803.003

王俊人(Jun-Ren Wang)；方怡潔(Yi-Chieh Fang)

創業行為 ； 創業平臺 ； 人才培育 ； 生涯規劃 ； entrepreneurial behavior ； entrepreneurial platform ； personnel training ； career planning

大專體育學刊

18卷3期（2016 / 09 / 30）

179 - 196

繁體中文;英文

本研究目的在探討體育系學生的內在自我效能知覺與外在社會網絡發展在創業動機（推力與拉力）與創業意圖之間的調節效果。研究對象為北部6所具有悠久歷史傳統的體育系學生(N=330)，研究工具包含「創業動機量表」、「創業意圖量表」、「自我效能量表」、「社會網絡量表」，並以層級迴歸進行分析。研究結果顯示：一、創業動機會正向影響創業意圖，且創業拉力的解釋能力高於創業推力。二、自我效能會弱化創業動機對創業意圖的影響。三、社會網絡會強化創業推力對創業意圖間的影響。本研究結論：一、創業動機會正向影響體育系學生的創業意圖，對於想要創業的體育系學生而言，來自內在驅動的創業動機的影響比外在環境逼迫的外在動機要來得大。二、具有較高創業動機的體育系學生當中，自我效能較高者之創業意圖小於自我效能較低者。三、具有較高創業推力動機的體育系學生當中，投入較多時間與努力來發展社會網絡者之創業意圖會大於投入較少者。本研究建議：一、教師在教學中可將創業概念加入課程中以強化創業動機。二、透過專業教師輔導以及創業支援平臺建構，有系統的發展與提升具有創業動機但自我效能不高學生之創業意圖。三、具創業動機之學生應同時發展正式與非正式的社會網絡以強化創業意圖。

The purpose of this study was to examine the moderation effect of self-efficacy and social context on the relationship between entrepreneurial motivation (push and pull) and entrepreneurial intention. The participants were sampled from six physical education (PE) departments in north Taiwan (N = 330). The experimental instrument was comprised of 4 scales concerning entrepreneurial motivation, entrepreneurial intention, self-efficacy, and social context. The questionnaires from participants were collected from September to November, 2014. The data were analyzed using hierarchical regression. The results showed that: (1) Entrepreneurial motivation (push, pull) was positively influenced the entrepreneurial intention, and pull motivation was higher than push motivation. (2) Self-efficacy weakened the relationship between entrepreneurial motivation and intention. (3) Social context strengthened the relationship between push motivation and entrepreneurial intention. We concluded that: (1) Entrepreneurial motivation was positively related to the entrepreneurial intention. For PE major' entrepreneurial intention, the influence of intrinsic entrepreneurial motivation was higher than the external entrepreneurial motivation. (2) In higher entrepreneurial motivation of PE major, having higher self-efficacy, having lower entrepreneurial intention than others. (3) For those PE major with higher entrepreneurial motivation, investing more efforts to develop social context, had higher entrepreneurial intention than others. We suggest that: (1) The entrepreneurship concept and materials should be concluded in their teaching curriculum to strengthen PE major' entrepreneurial motivation. (2) For the PE major with higher entrepreneurial motivation but having less self-efficacy, school can hire the teachers having entrepreneurial experiences and construct entrepreneurial support platform to develop and promoter PE major systematically. (3) The PE major with higher entrepreneurial intention should develop official and non-official social context simultaneously to promote higher entrepreneurial intention.

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