Autoeficacia emprendedora en alumnos de grados universitarios y de grados superiores de la Ciudad Autónoma de Melilla / Entrepreneurial self-efficacy measurement in university students and higher degrees students in Melilla

Resumen Con el desarrollo de la presente investigación se pretende determinar la percepción de autoeficacia emprendedora de los estudiantes de grado universitario (G.U.) y de grado superior (G.S.) de formación profesional de la Ciudad Autónoma de Melilla, con objeto de poder comparar los datos obtenidos con el resto de las comunidades autónomas de España, comprobar si existen diferencias en dichas percepciones entre los estudiantes de G.U. y G.S., así como entre las puntuaciones obtenidas entre los estudiantes de primer curso académico de G.S. y los de segundo curso (que han cursado la asignatura de Formación y Orientación Profesional Laboral -FOL-). Para ello, se contó con la participación de 177 alumnos pertenecientes a grados universitarios del campus de Melilla de la Universidad de Granada, (Facultad de Ciencias Sociales y Jurídicas, Facultad de Educación y Humanidades y Facultad de Enfermería), y de grados superior de institutos de educación secundaria de la ciudad, de ambos sexos y en edades comprendidas entre 18 y 50 años, a quienes se les facilitó la versión adaptada por Moriano et al. (2012) del Enterpreneurial Self-Efficacy (ESE; De Noble, Jung y Ehrlich, 1999). Los resultados exponen que existe una diferencia estadísticamente significativa en la autoeficacia emprendedora percibida entre la muestra estudiada y los alumnos de las demás comunidades autónomas. Por otro lado, no se encontraron diferencias significativas en este constructo entre los estudiantes de G.U. y G.S.; tampoco entre los alumnos pertenecientes al primer y segundo curso del G.S.

Abstract The crises and the quick technological progress are changing the job market at high speeds. The mobility (search of employment in other countries), the reductions of staff to be competitive or the adaptation at new technologies are always making businesses improve. One of these changes is the necessary increase of small business owners. Morales, Giménez and Morales (2018) say that they are who create their own business; for Alda-Varas, Villardón-Gallego and Elexpuru-Albizuri (2012) entrepreneurship is vital to create new ideas and improve the economy of the society. This explains the importance of introducing actions to develop the entrepreneur. However, nobody starts a job if they don't feel prepared to do it; and in the case of the entrepreneur this is called "entrepreneurial self-efficacy". Morales et al. (2018) define entrepreneurial self-efficacy as the abilities and the aptitude, both cognitive and behavioral, and the beliefs, influenced by many factors (the experience and the emotions), which will determinate the success or not in the creation of a new business. Reynolds, Hay and Camp (1999) explain the meaning of entrepreneurship as the efforts to create businesses or new societies, like self-employment, the foundation of business organisms, or the extension of business already created, directed by one person, a team or an establishment. Enterprising is not a static quality, but a process (Alda-Varas et al., 2012) in constant change. The small business owner passes through a series of periods in which he or she develops his qualities. Summarized, this process has four periods (Alda-Varas et al., 2012) start, institutionalization, decentralization and conglomerate or social cohesion, each involving different functions and tasks. There is a series of characteristics (competences) associated with the self-employment which can forge success in the future: being a persistent person, having passion, determination, farsightedness, flexibility and good communication skills. Besides the abilities and the attitudes quoted that can be denominated "interior factors", there is another set of factors that influence in the success of the small business owner: these are the economic, cultural and social circumstances. It is worth asking at this stage if the current education system helps mould and create this entrepreneurial attitude, this perception of self-employment that motivates the students to consider creating their own business when they finish their studies. Since the education system presents two ways for the students to eventually join the work force (university and professional training), this begs the question if both of these ways are equally effective in developing entrepreneurial skills in the students. This article pretends to describe the perception of the entrepreneurial self-efficacy for the students of the university degree (U.D.) and the superior grade (S.G.) of professional training of the Autonomous City of Melilla, with the purpose to compare all the data with the rest of the autonomous communities of Spain and test two hypotheses: First hypothesis: students who have finalized S.G. will have a better perception of the entrepreneurial self-efficacy than students who have finished U.D. mainly due to the characteristics of the curriculum design. Second hypothesis: students in the 2nd course of S.G. (who have already taken the subject of Training and Vocational Guidance) will present a greater perception of entrepreneurial self-efficacy than those in the 1st course. A total of 177 subjects participated, belonging to both S.G. and .U.D., both sexes, and ages between 18 and 50 years old, who answered the scale Entrepreneurial Self-Efficacy (ESE; De Noble, Jung y Ehrlich, 1999), in the adapted version by Moriano et al. (2012). Results show that there is a statistically significant difference between the entrepreneurial self-efficacy perceived in the sample studied and other peninsular students. On the other hand, no difference was found between U.D. and S.G. students.

Validación del Cuestionario de Intención Emprendedora en una muestra de estudiantes universitarios de Colombia / Validation of the Entrepreneurial Intention Questionnaire in a Sample of University Students from Colombia

RESUMEN Este artículo presenta la validación del Cuestionario de Intención Emprendedora (CIE) en Colombia. Este cuestionario, desarrollado y validado en España (Rueda, Moriano, & Liñán, 2015), se enmarca dentro de la Teoría de la Acción Planificada (TAI, Ajzen, 1991). La TAP resulta en la actualidad el modelo más ampliamente utilizado para predecir las intenciones emprendedoras. Con una muestra de 316 estudiantes universitarios colombianos, el modelado de ecuaciones estructurales confirma que el CIE tiene una alta fiabilidad y validez predictiva sobre la intención emprendedora. Disponer de escalas de medida fiables y validadas en distintos contextos culturales permite las comparaciones entre distintas entidades y/o para una misma entidad en diferentes momentos (por ejemplo, antes y después de impartir un curso orientado al emprendimiento). Un mejor conocimiento de los antecedentes psicosociales (actitudes hacia el emprendimiento, norma subjetiva y autoeficacia emprendedora) que conducen a jóvenes universitarios a emprender puede contribuir a un diseño más adecuado de los programas de formación emprendedora que se están impulsando en muchas universidades y desde otro tipo de instituciones.

ABSTRACT This paper presents the validation of the Entrepreneurial Intention Questionnaire (EIQ) in Colombia. This questionnaire, developed and validated in Spain (Rueda, Moriano, & Linân, 2015), draws on the Theory of Planned Behaviour (TPB, Ajzen, 1991). The TPB is the most widely used model for predicting entrepreneurial intention nowadays. With a sample of 316 Colombian university students, the results of the structural equation modeling confirm that the EIQ has a high reliability and predictive validity of entrepreneurial intentions. The availability of reliable measurement scales validated in different cultural contexts allows comparisons among institutions and/or within an institution along the time (e.g. before and after a course on entrepreneurship). A deep understanding of the psychosocial antecedents (i.e. attitudes toward entrepreneurship, subjective norms, and entrepreneurial self-efficacy) that lead young university students to become entrepreneurs might contribute to a better design of the entrepreneurship education programmes that are being developed from universities and other institutions.

Autoeficacia emprendedora en jóvenes mexicanos: ¿Cómo afecta la satisfacción vital y la inteligencia emocional percibida? / Vital satisfaction and emotional intelligence as the moderating role of Mexican youths self-employment

Con este trabajo se pretende analizar los componentes que influyen en la autoeficacia emprendedora en una muestra de jóvenes emprendedores mexicanos, en concreto, las variables objeto de estudio son la satisfacción vital e inteligencia emocional. Los datos obtenidos a través de análisis de ecuaciones estructurales revelan que tanto la satisfacción vital como la inteligencia emocional influyen en la autoeficacia, siendo superior el impacto de ésta. Aún más, el componente de la inteligencia emocional que genera una mayor repercusión es el manejo de las propias emociones. Respecto a la satisfacción vital, los elementos que mayor peso presentan se encuentran relacionados con las expectativas de condiciones vitales.(AU)

With this work it tries to get analyze to him the components that bear upon the venturesome self-efficacy in a sample of venturesome Mexicans youthes, in short, the variable object of study is the vital satisfaction and emotional intelligence. The obtained data through analysis of structural equations reveal that so much the vital satisfaction as the emotional intelligence bear upon the Self-employment, by being superior the impact of this. Still more, the components of the emotional intelligence they generate a major repercussion is the attention and emotional perception and the use of the emotions. Respect to the vital satisfaction, the elements that major weight presents find to him related with the expectations of vital conditions.(AU)