Razie Amini, Ahmad Sadeghi, Paisa Nilforooshan,
Volume 24, Issue 93 (3-2025)
Abstract
Aim: The present study aimed to examine the effectiveness of an intervention based on the Social Cognitive Career Self-Management Model on academic entrepreneurial intention and identity among postgraduate students at the University of Isfahan. Methods: This was a quasi-experimental study using a pretest-posttest control group design with random assignment. The statistical population included all postgraduate students at the University of Isfahan during the 2021–2022 academic year. Using convenience sampling, 30 participants were selected and randomly assigned to either an experimental or a control group (15 per group). Data were collected using the Academic Entrepreneurial Intention Scale (Goethner et al., 2012) and the Academic Entrepreneurial Identity Scale (Guo et al., 2019). The experimental group received the intervention in ten 90-minute sessions. Data were analyzed using multivariate analysis of covariance (MANCOVA). Findings: The results indicated that the intervention significantly increased academic entrepreneurial intention (F = 25.62, p < .01) and identity (F = 19.28, p < .01) among postgraduate students. Conclusion: The intervention, by enhancing process and coping self-efficacy, fostering adaptive career behaviors, encouraging career exploration and planning, and facilitating contextual and environmental influences, helped students to develop a stronger intention toward academic entrepreneurship and build their entrepreneurial identity.
