This study aims to determine: 1) the direct effect of digital entrepreneurship knowledge, self-perceived creativity, environmental support, and digital entrepreneurial self-efficacy on the digital entrepreneurial intentions of Economics Education students. 2) the direct effect of digital entrepreneurial knowledge, self-perceived creativity, and environmental support on digital entrepreneurial self-efficacy of Economics Education students. 3) the indirect effect of digital entrepreneurship knowledge, self-perceived creativity, and environmental support on digital entrepreneurial intention through the mediation of digital entrepreneurial self-efficacy.
Quantitative research methods are used to answer research hypotheses.The research was conducted on Economics Education students at three state universities located in Central Java province, namely Universitas Sebelas Maret, Universitas Negeri Semarang, and Universitas Jenderal Soedirman. The research population amounted to 531 students, with a research sample of 229 students determined using proportionate random sampling method. Data collection using questionnaires and documentation. The data analysis used is descriptive statistical analysis and inferential statistical analysis using Structural Equation Modeling (SEM) Partial Least Square (PLS).
The results of the study concluded that: 1) digital entrepreneurial knowledge, environmental support, and digital entrepreneurial self-efficacy directly affect students' digital entrepreneurial intentions, but self-perceived creativity has no effect on students' digital entrepreneurial intentions. 2) digital entrepreneurship knowledge, self-perceived creativity, and environmental support directly affect students' digital entrepreneurial self-efficacy. 3) digital entrepreneurship knowledge, self-perceived creativity, and environmental support indirectly affect students' digital entrepreneurial intention through the mediation of digital entrepreneurial self-efficacy. Mediation that occurs in the effect of self-perceived creativity on digital entrepreneurship intention is a form of full mediation. The results of the study have implications for the need for a strategic role of policy makers, universities, students, and lecturers in integrating digital entrepreneurship to foster student intentions.
