Prethodno priopćenje

https://doi.org/10.17818/EMIP/2025/50

WHAT DRIVES ENTREPRENEURIAL ALERTNESS IN HIGHER EDUCATION: THE INTERPLAY BETWEEN SELF–EFFICACY AND FINANCIAL LITERACY?

Ivana Bulog orcid.org/0000-0001-6007-6849 ; Sveučilište u Splitu, Ekonomski fakultet, Katedra za menadžment
Ana Rimac Smiljanić orcid.org/0000-0002-8720-2048 ; Sveučilište u Splitu, Ekonomski fakultet, Katedra za financije
Iva Klepić orcid.org/0000-0002-7348-5673 ; Sveučilište u Mostaru, Bosna i Hercegovina *

* Dopisni autor.

Sažetak

This paper explores the psychological and financial factors that drive entrepreneurial alertness among university students, focusing on the roles of self-efficacy, subjective financial literacy and objective financial literacy. The study was conducted on a sample of 285 students from the University of Split in Croatia and the University of Mostar in Bosnia and Herzegovina. The analysis was performed using hierarchical regression and mediation techniques using the PROCESS macro in the SPSS. Findings indicate distinct influence between objective and subjective financial literacy on entrepreneurial alertness. While subjective financial literacy positively and significantly influences entrepreneurial alertness, objective financial literacy does not exert a direct effect. Instead, objective financial literacy indirectly influences entrepreneurial alertness through subjective financial literacy. This indicates that financial knowledge alone is not enough; it must be accompanied by confidence in one’s financial abilities to effectively drive entrepreneurial alertness. Self-efficacy emerged as key driver (predictor) as well as a mediator in this relationship. Students who believe in their competences and skills, who perceive that their efforts can impact their environment and future outcomes, have a stronger sense of self-efficacy and tend to be more motivated to identify entrepreneurial opportunities in their surroundings. These findings highlight the role of self-efficacy as a driver of entrepreneurial alertness among students. The results suggest that educational programs aimed at enhancing entrepreneurial potential should focus more on building students’ confidence and perceived abilities rather than solely improving financial knowledge. A more psychologically informed approach to entrepreneurial education could better prepare young individuals for engaging in entrepreneurial activities. Overall, this study contributes to the better understanding of the cognitive processes that effectively stimulate entrepreneurial alertness and provide guidelines for designing more effective educational interventions.

Ključne riječi

entrepreneurial alertness; self-efficacy; subjective financial literacy; objective financial literacy; university students

Hrčak ID:

340106

URI

https://hrcak.srce.hr/340106

Datum izdavanja:

27.11.2025.

Podaci na drugim jezicima: hrvatski

Posjeta: 226 *