(S)training experiences: Toward understanding decreases in entrepreneurial self-efficacy during action-oriented entrepreneurship training

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet


While most participants benefit from action-oriented entrepreneurship training, such programs can paradoxically also have negative effects. Training programs in which participants actively engage in entrepreneurship involve facing problems that might be too difficult to overcome, potentially decreasing trainees' entrepreneurial self-efficacy. Based on theories of self-regulation, we argue that error mastery orientation is a factor that explains under which condition problems do or do not lead to decreases in entrepreneurial self-efficacy during training. To test our model, we conducted a 12-week action-oriented training program and applied a longitudinal design with one baseline measurement, seven measurements during training, and one measurement after training. Analyses based on 415 lagged observations from 109 training participants indicated that participants with low error mastery orientation experienced decreases in entrepreneurial self-efficacy during training when facing problems. In contrast, participants high in error mastery orientation could buffer the negative effects of problems on entrepreneurial self-efficacy. Our results suggest that error mastery orientation is a critical factor to understand why participants' episodic experiences of problems during training negatively influence their entrepreneurial self-efficacy. Shedding light on these self-regulatory factors advances the understanding of the potential dark side of action-oriented entrepreneurship training.
ZeitschriftJournal of Business Venturing
PublikationsstatusErschienen - 01.01.2023

Bibliographische Notiz

Funding Information:
This study was supported by the German Commission for UNESCO , and BASF Stiftung . We thank Vanessa Bühler, Johanna Förster, Katharina Gedenk, Lukas Hogenschurz, Agnes Kuhrt, Tshianeo Mellda Ndou, Janina Peschmann, Sophie Rosskothen and Alissa Trouillet for their support in collecting the data. Special thanks go to Prof. Michael Frese as the initiator of the STEP project and to the STEP team at University of Limpopo and University of Venda.

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