The moderating effect of educational support on the relationship between self-efficacy and intention in cyber entrepreneurship

Abstract

Purpose: This study investigates the influence of cyber entrepreneurial self-efficacy (CESE) and educational support (ES) on cyber entrepreneurial intentions (CEIs) among individuals in the United Arab Emirates (UAE). Additionally, in the context of cyber-entrepreneurship (CE), it examines the potential moderating effect of ES on the relationship between self-efficacy and intention. Design/methodology/approach: Online surveys were administered via the SurveyMonkey platform to UAE-based individuals who graduated from top-ranking universities within the past five years. A total of 283 valid responses were obtained, and the hypotheses were evaluated using partial least squares structural equation modeling. Findings: The findings reveal that CESE and ES both exhibit a significant positive relationship with CEIs. However, the study also indicates that ES does not moderate the relationship between CESE and CEIs. Originality/value: This research contributes to the existing academic literature by applying the theory of planned behavior to CE for individuals in the UAE. Furthermore, in contrast with prior studies, this study demonstrates that ES significantly impacts CEIs. From a practical standpoint, this study offers valuable insights to policymakers and educational institutions regarding the importance of utilizing ES to increase the number of cyber entrepreneurs in the UAE.