ArtsEdu-2011-Readytoprint2.pdf

EDUCATIONAL EXPERIENCE
TECHNOPRENEUR INTENTION AND STRATEGY
FOR EXPLORING BUSINESS OPPORTUNITIES
AMONG VOCATIONAL HIGH SCHOOL STUDENTS
IN INDONESIA
Achmad Imam Agung*
Universitas Negeri Surabaya, Surabaya, Indonesia
Email: achmadimam@unesa.ac.id

RECEIVED: 06/06/2023
ACCEPTED: 05/10/2023
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KEY WORDS
ABSTRACT
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Objective: The main objective of the current study is to examine the technopreneur intention and strategy for exploring
business opportunities among vocational high school students in Indonesia. The study has examined the direct
impact of computer ability, internet ability and individual entrepreneurial intention on the technopreneurial intention.
Moreover, the study has also examined the mediating role of technopreneurial self-efficacy in the relationship
between computer ability, internet ability, individual entrepreneurial intention and the technopreneurial intention
among vocational high school students in Indonesia. Methodology: The study has employed the quantitative
method and random sampling was utilized in order to collect exhaustive and objective data. Among the total
of 450 individuals who were invited to participate in the survey, 324 completed it successfully, for a response
rate of 72%. The high rate of participant response strengthens the validity of the study’s findings and mitigates
the possibility of non-response bias. Results: This finding suggests that individuals who are more familiar with
the Internet tend to have a greater confidence in their technological entrepreneurial abilities. It is important to
note, however, that while familiarity with the Internet may contribute to the development of entrepreneurial skills,
it does not necessarily lead to an entrepreneurial mindset. It was determined that there is a positive correlation
between the increase in Technopreneurial self-efficacy and the increase in Technopreneurial Intention. Implications:
Within the domains of education and entrepreneurship, these findings provide significant insights that Indonesian
policymakers should take into account. It is evident that the provision of computer and internet literacy alone is
inadequate in fostering student technopreneurship.
Technopreneur Intention, Computer Ability, Internet Ability, Individual Entrepreneurial Intention, Indonesia

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BACKGROUND
The driving forces of today’s economy are
characterized by a strong entrepreneurial spirit
and the utilization of cutting-edge technology
(Liu & Li, 2022). The driving force behind a
knowledge-based economy is derived from the
ingenuity of entrepreneurial individuals with a
strong focus on innovation and the integration of
technology competence, sometimes referred to
as technopreneurship. Technopreneurs assume a
crucial role in the advancement and proliferation
of innovative information and communication
technology (ICT) products and services across
global marketplaces, with the aim of satisfying
consumer demand within the digital economy
(Hameed & Irfan, 2019). Consequently, a significant
number of newly established IT technopreneurs
experience failure either during the initial stages of
their enterprises or at the peak of their achievements.
Both internal and external factors can potentially
exert an influence (Pruthi & Mitra, 2023).
The term “technopreneur” can be defined as an
entrepreneur in the 21st century who significantly
relies on technical methods for production,
distinction, or innovation. Technopreneurship
is a crucial factor for sustaining a competitive
advantage in the long term. The terms “technology”
and “entrepreneurship” both encompass the
use of scientific knowledge within the context
of commercial operations. The assessment of
technology’s efficacy in facilitating learning,
creativity, and problem-solving is infrequently
conducted (Agung & Mashuri, 2022). Nevertheless,
substantial technological progress has rendered
global trade increasingly competitive. Likewise, the
entrepreneur places significant value on the ability
to effectively prepare and initiate a new venture
with unwavering assurance, devoid of concerns
regarding potential repercussions. Furthermore, it is
worth noting that a number of scholars emphasize
the significance of technological entrepreneurship
as a socially driven undertaking (Chahal et al.,
2023). The implementation of entrepreneurial
education (EE) has been suggested as a proactive
approach to enhance innovation, as advocated
by Lee et al. (2019).
The concept of promoting entrepreneurship is
highly appealing to students because to the
distinct manner in which young individuals
can make valuable contributions to the labor
market, characterized by outstanding adaptability.
According to Nikolaev et al. (2023), it is contended
that the aspirations of graduates about autonomy,
self-actualization, and self-employment are deemed
unreasonable. Opportunities for entrepreneurial
endeavors are present throughout a wide range
of academic disciplines, encompassing fields such
as chemistry, computer science, nursing, the arts,
pharmacy, and engineering. According to previous
research colleges are a hub for business students
and programs to generate a multitude of unique
firm concepts (Bodolica et al., 2021). It is worth
noting that the majority of empirical investigations
on entrepreneurial intention (EI) among college
students have been focused on individuals pursuing
business majors, as highlighted by Bell and Bell
(2020). According to Sing et al. (2023), the
utilization of experiential education (EE) has the
potential to provide benefits to students who are
not pursuing a business degree.
Figure 1: Indonesia’s vocational high school enrollment (in millions) from 2013/14 to 2022/23.

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249-262 EDUCATIONAL EXPERIENCE
TECHNOPRENEUR INTENTION AND STRATEGY FOR EXPLORING BUSINESS
OPPORTUNITIES AMONG VOCATIONAL HIGH SCHOOL STUDENTS IN INDONESIA
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During the academic period of 2022-2033 in
Indonesia, the total number of students enrolled
in vocational high schools was estimated to
be around 5.05 million (figure 1). Vocational
high schools, commonly referred to as Sekolah
menengah kejuruan, afford students the prospect
of dedicating the entirety of their three-year
educational journey to coursework encompassing
various domains, including technology and
engineering, health sciences, arts and crafts,
tourism, information and communication
technology (ICT), agro-business, agro-technology,
and business management. In the same year,
secondary vocational institutions employed an
estimated 337,000 teachers.
It is important to note that starting a business
is a commendable way for recent school
graduates to contribute to the economy without
government intervention. In addition, the adverse
economic conditions brought about by the
COVID-19 pandemic may make it difficult for
recent graduates to find lucrative employment
opportunities. Despite the efforts of the
Indonesian government, the newer generation
of Indonesian shows little interest in pursuing
professional careers in the field of business.
Recent data from Boeri et al. (2020) indicate
that approximately 3% of Indonesian college
students engage in entrepreneurial endeavors
concurrently with their academic studies. In
contrast, according to data from Schillaci et al.
(2022), only 4.7% of recent graduates in the
United Kingdom pursued self-employment or
freelance work, and only 0.6% established their
own business. Entrepreneurship is characterized
by its expansive scope, which encompasses a
wide variety of specializations.
Technopreneurship is a form of entrepreneurship
anchored in technology. Technopreneurs play a
pivotal role in the transformation of the global
landscape by conceiving and implementing
novel applications for existing technologies.
This is especially true in light of the growing
prominence of virtual realms and the increasing
reliance on artificial intelligence. In addition,
the COVID-19 epidemic has compelled
numerous organizations to incorporate
innovative technologies and concepts into their
daily operations in preparation for the post-
EVD era (Azizan et al., 2021). Nonetheless,
the term “technopreneur” continues to be
associated with a novel business concept. As
a result, Indonesia faces numerous obstacles
in training and educating technopreneurs
with a competitive advantage (Esfandiar et
al., 2019). Indeed, it is true that technological
innovation and entrepreneurial spirit are
not readily produced and traded. Failure to
cultivate extraordinary technopreneurs on a
global scale could exacerbate the disparities
between nations, cultures, and civilizations
(Koe et al., 2021).
Therefore, it is essential to prioritize research into
the expansion of technological entrepreneurship.
It is essential to remember that individuals do not
consciously decide to pursue entrepreneurship.
Before deliberating entrepreneurship, individuals
must exhibit a certain level of intent. According to
Che Embi et al. (2019), an individual’s intention
and likelihood of pursuing entrepreneurship are
positively correlated. The conceptual framework
incorporates technological innovation-related
goals. The vast majority of scholarly research
on entrepreneurial intent has primarily focused
on conventional entrepreneurship. However,
there is a notable dearth of academic research
in the field of technopreneurship. According
to Masenya (2021), there is a lack of clarity
regarding the extent to which characteristics
such as talents and orientation contribute to the
technopreneurship objective. The phenomenon
of technopreneurship is understudied in the
academic literature, resulting in a significant
knowledge gap regarding its propelling forces.
The purpose of this study was to determine the
factors that influence college students’ propensity
towards technopreneurship.
CONCEPTUAL FRAMEWORK
A subfield of entrepreneurship that is commonly
known as “technopreneurship,” “technical
entrepreneurship,” or “technology-based
entrepreneurship.” Gary Byers coined the term
“technopreneurs” in 1983 to refer to individuals
who possess both entrepreneurial acumen
and technology expertise, thus combining
firm ownership with technological proficiency
(Ochinanwata et al., 2023). The significance
of exceptional technopreneurship lies in its
capacity to develop cutting-edge technology,
reduce barriers between nations, cultures, and
civilizations, and ultimately transform the present
state of the world as we move into the digital era
(Romero-Colmenares & Reyes-Rodríguez, 2022).
Technopreneurs are essential to the development
of a nation. Therefore, it is essential in today’s
dynamic global corporate landscape to cultivate
students as future leaders who comprehend
the significance of technopreneurship (Tomy &
Pardede, 2020).
Developing individuals with strategic thinking

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skills who can effectively navigate a rapidly
changing economic landscape requires a
significant amount of cognitive capacity,
extensive expertise, and advanced technological
education, in contrast to the relatively simpler
task of mass-producing goods. In addition,
the expansion of technopreneurship faces
numerous obstacles because some communities
and cultures view it as incompatible with their
respective beliefs, values, and cultural heritage
(Abbas, 2018). According to research, the
lack of strategic management perspectives,
attitudes, and skills is a significant barrier to
the development of technopreneurship in the
majority of Asian nations (Schunk & DiBenedetto,
2021).
Therefore, additional research is required to
investigate the growth of technopreneurship.
Understanding entrepreneurial intention
is a crucial first step in the evolution of
entrepreneurship, as individuals typically
exhibit a discernible amount of intention before
undertaking entrepreneurial endeavors. The
theory of planned behavior (TPB) identifies
intention as a predictor of actual conduct,
referring specifically to the extent to which
individuals are willing to exert effort and
endeavor hard in engaging in a certain behavior
(Rashid, 2022). Attitude, subjective norms, and
perceived behavioral control (PBC) influence
the level of intention in an individual. Chaudhry
(2021) found a positive correlation between
an individual’s entrepreneurial aspirations and
their likelihood of engaging in entrepreneurial
activities. The discussion within TPB has led
to the conclusion that technopreneurial intent
is a highly accurate predictor of subsequent
technopreneurial conduct. Basing on the TBP, the
conceptual framework is shown in the figure 2.
Computer Ability
Internet Ability
Individual Entrepreneurial
Orientation
Technopreneurial self-efficacy
Technopreneurial Intention
H4
H8
H9
H10
H5
H1
H6
H7
H2
H3
Figure 2: Conceptual Framework
In the current era of digital technology, the
exponential growth of computer capabilities has
had profound effects on the field of technical
entrepreneurship (Chaudhry, 2021). It can
be argued that there is a positive correlation
between the two, as the demands placed on
emerging businesses serve as a catalyst for
the development of computer capabilities,
which is fueled by the continuous growth and
availability of computing resources. This study
seeks to investigate the premise that advances
in computing capability have a positive effect
on the emergence and growth of novel forms
of technical entrepreneurship.
Obtaining a thorough understanding of the
evolution of computers throughout history is
an essential first step. The “law of accelerating
returns” states that the rate of technological
advancement follows an exponential growth
pattern (Amankwah-Amoah et al., 2023). This
concept rose to prominence as a result of the work
of futurists such as Ray Kurzweil. Observational
evidence supports Moore’s Law, which manifests
as a discernible pattern in which the number
of transistors present on integrated circuits, a
measure of computational capability, tends to
double every two years. Computer technology
advancements have facilitated the creation,
innovation, and establishment of tech-based
businesses by enabling a larger population to
partake in these activities due to the advantages
of speed, cost-effectiveness, and accessibility.
The term “techno-entrepreneurship” refers to
the use of technology-driven innovation in the

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creation of new products, services, or business
models (Prasanna et al., 2019). The proliferation
of new information technology (IT) businesses in
recent decades can be attributed to the consistent
and incremental increase in computational
capabilities. The proliferation of new businesses
in the 1990s and subsequent 2000s can be
largely attributed to the rapid development of
internet technology and personal computing.
Due to the introduction of cloud computing and
open-source software, however, this paradigm
has shifted, rendering it obsolete (Susanto
et al., 2021). In the past, it was impossible
for bootstrapped businesses to acquire the
computational resources that are now available.
As a result, a considerably broader range of
individuals are now capable of engaging in the
field of technology entrepreneurship, offering
novel contributions and effectively competing
in the market.
Moreover, due to the computational capabilities
of computers, the fields of data analysis and
artificial intelligence have made significant
progress (Trapp & Kanbach, 2021). The current
business environment offers unprecedented
opportunities for leveraging data-driven insights,
anticipating market trends, and automating
operational processes. Such advancements would
not have been possible without the current level
of computer capability.
Nonetheless, it is essential to recognize the
cyclical nature of this interdependence. When
confronting challenges, techno-entrepreneurs
frequently seek out novel approaches, thereby
consistently stretching the limits of computer
capabilities. Consequently, this frequently results
in advancements within the particular discipline.
The increasing demand for more advanced
artificial intelligence (AI) algorithms is driving the
development of more efficient computer systems.
Based on the above discussion the study has
broached the following hypothesis:
H1: Computer ability has significant impact on
the Technopreneurial Intention
There is no denying the growing significance
of the internet in business startup endeavours,
particularly in the realm of technology startups.
The relationship between a person’s Internet
proficiency and their propensity for technological
innovation and entrepreneurship is both intriguing
and logical (Núñez-Canal et al., 2022). As a
result of the proliferation of the internet, aspiring
tech entrepreneurs have immediate and extensive
access to an abundance of information. This
includes the provision of market information,
information on emerging technologies, and a
plethora of educational resources that can help
individuals improve their skills and broaden their
horizons. Moreover, the Internet has effectively
eliminated geographical limitations, allowing
nations from around the world to collaborate
and establish networks. Aspiring entrepreneurs
can currently engage in networking activities
with professionals, peers, investors, and potential
business partners on a global scale through
platforms such as LinkedIn and other forums that
cater to specific industries.
Entrepreneurs in the technological sector have
the opportunity to evaluate the viability of their
innovations on the internet at a relatively low cost
(Olusegun et al., 2019). In contrast to conventional
businesses, which require significant capital for
physical infrastructure, a tech startup may find that
establishing a substantial online presence, such
as a website, active participation in social media,
or even the development of a mobile application,
is sufficient. Aspiring technology entrepreneurs
face fewer obstacles if they have a thorough
understanding of the Internet’s complexities.
Moreover, the speed of Internet connectivity
enables immediate feedback delivery, enabling
technopreneurs to rapidly iterate and adapt their
products in response to market demands. Based
on the above discussion the study has broached
the following hypothesis:
H2: Internet ability has significant impact on the
Technopreneurial Intention
According to the theory of planned behavior
(TPB), perceived behavioral control (PBC) is a
determinant of behavioral intention. Sihwinarti
and Ujianto (2022) defines self-efficacy as an
individual’s perception of his or her capacity
to plan and execute the actions necessary to
attain specific performance outcomes (p. 391).
There was a significant correlation between
the self-perceived abilities of individuals to
pursue a career as technopreneurs and their
aspirations to pursue such a career. The study
by Balasubramanian et al. (2020) revealed
a direct and positive relationship between
technopreneurship self-efficacy and learning and
the aspiration to engage in technopreneurship.
This study employed the concept of self-efficacy,
with a focus on an individual’s proficiency in using
the Internet and operating a computer.
According to Kraus et al. (2019), the use of
information and communications technology

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is crucial to the success of technopreneurs,
primarily due to its capacity to effectively
disseminate vital information required for
strategic planning. Battisti et al. (2022) assert
that the presence of individuals who prioritize
productivity, possess technological expertise,
and demonstrate global competitiveness
is a crucial factor in the development of
technopreneurship. According to Akaev et al.
(2022), students who possess considerable
information technology (IT) skills and have been
exposed to practical experience in establishing
IT enterprises throughout their academic pursuits
are more likely to achieve success in IT-related
entrepreneurship. Moreover, Bulegoda and
Fernando (2023) postulate that the development
of technopreneurs is contingent upon the
possession of technical managerial skills and
the acquisition of a technical education.
Based on López-Núñez et al.’s (2022) research,
there is a correlation between the degree of
entrepreneurial orientation (EO) manifested by a
company and its overall success. This connection
is widely acknowledged in academic discourse.
According to Chawla and Goyal (2022), the
characteristics of risk-taking, innovative thinking,
and initiative that are commonly associated
with entrepreneurial orientation (EO) in the
corporate context can potentially be extended
to one’s personal life. In addition, the three
elements of individual entrepreneurial orientation
were found to be correlated with the students’
aspirations to launch their own businesses.
Gentemann et al. (2021) discovered that a
person’s propensity to engage in hazardous
behaviour is influenced by the pleasure they
derive from taking risks. Cantamessa et al.
(2020) discovered a significant correlation
between the risk tolerance of Indonesian college
students and their entrepreneurial aspirations.
Based on the above discussion the study has
broached the following hypothesis:
H3: Individual entrepreneurial orientation has
significant impact on the Technopreneurial
Intention.
According to Trapp and Kanbach (2021),
technology entrepreneurship is a subfield of the
broader field of entrepreneurship that focuses
on the efficient utilization of technological
resources. The term “technopreneur” refers to
business owners who prioritize the development
of technologically innovative products and
services. Masenya (2021) defines a technological
entrepreneur as a person who demonstrates
a willingness to take risks by deviating from
conventional business practices in order to
capitalize on opportunities to commercialize
innovative technological processes, products,
and procedures. A technopreneur is a young
entrepreneur who has received extensive training
and is responsible for developing modest
technological advancements. Thus the the
definition provided by Olusegun et al. (2019),
a technopreneur is a person who demonstrates
expertise in the areas of innovation, invention,
and entrepreneurship. Technopreneur is
synonymous with technology entrepreneur.
Both individuals exhibit attitudes, motivations,
desires, values, and beliefs that are consistent
with those of entrepreneurs, distinguishing them
from other individuals engaged in business
activities.
Entrepreneurs and technopreneurs are often
considered synonymous due to their shared
practice of launching and managing their
own businesses. Kovatcheva and Koleva
(2021) investigated the growing significance
of technology-enhanced (TE) education in
the science, technology, engineering, and
mathematics (STEM) disciplines in Indonesian.
Based on the findings of the study, it can
be concluded that college students are an
excellent sample size for demonstrating the
concept of TE in scientific research. According
to Masenya (2021), Multimedia University’s
technopreneurship programs facilitate the
development of innovative organizational
structures and management policies. According
to Rashid’s (2022) argument, the gender wage
gap hinders the employment opportunities
available to young people. In addition, it is
essential to recognize that there are significant
cultural and regional differences in emotional
intelligence (EI) between the sexes, as well as
differences in how barriers are perceived.
In college-aged women, entrepreneurial
self-efficacy (ESE), institutional support, and
an extroverted personality can facilitate the
development of emotional intelligence (EI). In
addition, Chaudhry (2021) provide evidence
to support the notion that Emotional Self-
Efficacy (ESE) partially mediates the relationship
between the proactive personalities of female
students and their emotional intelligences
(EI). Halimi et al. (2021) reached a similar
conclusion in a separate study, establishing a
correlation between emotional intelligence (EI)
and the provision of support by universities. The
research also revealed a significant correlation
between ESE and an individual’s personal

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development and autonomy goals. According
to a recent study by Pilotti et al. (2023), social
awareness (SE), personal fulfillment (PF), and
personal development (PD) can accurately
predict emotional intelligence (EI). The previously
mentioned discovery was recently made public.
In the context of Indonesia, TE has received
less attention than EI. As a result, the majority
of research has centered on EI, examining
factors such as perceived feasibility, perceived
desirability, ESE, proactive personality, and
university support in relation to EI. This disparity
stems from the relatively low priority placed on
TE in comparison to EI.
H4: Technopreneurial self-efficacy has significant
impact on the technopreneurial Intention.
H5: Computer ability has significant impact on
the technopreneurial self-efficacy.
H6: Internet ability has significant impact on the
technopreneurial self-efficacy.
H7: Individual entrepreneurial orientation has
significant impact on the technopreneurial self-
efficacy.
H8: Technopreneurial self-efficacy mediates
between computer ability and technopreneurial
Intention.
between internet ability and technopreneurial
Intention.
between Individual entrepreneurial orientation
and technopreneurial Intention.
METHOD
Using the Structural Equation Modelling-Partial
Least Squares (SEM-PLS) analysis method, the
study examined the relationships between the
proposed variables. Random sampling was
utilized in order to collect exhaustive and objective
data. 450 individuals were invited to participate
in the study at the outset. To ensure that each
individual had an equal and independent chance
of being included in the study, participants
were selected at random from the population
of interest. This methodology serves to reduce
the potential influence of sampling bias and
enhance the generalizability of the study’s findings
to a larger population. Among the total of 450
individuals who were invited to participate in
the survey, 324 completed it successfully, for a
response rate of 72%. The high rate of participant
response strengthens the validity of the study’s
findings and mitigates the possibility of non-
response bias.
RESULTS
In the context of SEM-PLS, the measurement model
is used to determine the dependability and validity
of the indicators in relation to the latent variables
(Ardi, 2020). In the analysis, both the overall
construct reliability and the reliability of individual
items are considered. The external loadings of the
indicators are evaluated in order to determine
each item’s reliability. If the composite reliability
of the structure remains above an acceptable
threshold, outer loading values between 0.4 and
0.7 can be maintained.
COMA2
COMA3
COMA1
INA1
INA2
INA3
IEO1
IEO2
IEO3
IEO4
TECSE1 TECSE2 TECSE3 TECSE4 TECSE5 TECSE7 TECSE8
Individual EO
Internet Ability
Computer Ability
0.855
0.855
0.811
0.811
0.883
0.883 0.899
0.899 0.844
0.844
0.756
0.756 0.762
0.762
TECNE1
TECNE10
TECNE2
TECNE3
TECNE5
TECNE6
TECNE8
TECNE9
Technopreneurial
Intention
0.900
0.900
0.892
0.892
0.874
0.874
0.890
0.890
0.901
0.901
0.815
0.815
0.889
0.889
0.874
0.874
0.925
0.925
0.920
0.920
0.919
0.919
0.905
0.905
0.923
0.923
0.887
0.887
0.930
0.930
0.908
0.908
0.917
0.917
0.902
0.902 0.859
0.359
Figure 3: Measurement Model

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Discriminant Validity is shown in the table 3.
The diagonal values are greater than the lower
values and confirms the validity.
Composite Reliability (CR) and Cronbach’s Alpha
are frequently used in academic research to assess
construct reliability. For both metrics to be considered
reliable, their values must exceed 0.70. In order to
assess validity, both convergent and discriminant
measures must be examined (See table 1)
Table 1: Outer Loadings
Computer Ability Individual EO Internet Ability Technopreneurial Intention Technopreneurial self-efficacy
COMA1 0.925
COMA2 0.902
COMA3 0.917
IEO1 0.923
IEO2 0.887
IEO3 0.930
IEO4 0.908
INA1 0.920
INA2 0.919
INA3 0.905
TECNE1 0.900
TECNE10 0.892
TECNE2 0.874
TECNE3 0.890
TECNE5 0.901
TECNE6 0.815
TECNE8 0.889
TECNE9 0.874
TECSE1 0.855
TECSE2 0.811
TECSE3 0.883
TECSE4 0.899
TECSE5 0.844
TECSE7 0.756
TECSE8 0.762
When the average variances extracted (AVEs) for
each construct exceed 0.5, convergent validity is
established (Cheung et al., 2023). To establish
discriminant validity, inter-construct correlations
must be less than the square root of the average
variance extracted (AVE) for each construct.
This ensures that the model’s constructs have
distinct boundaries. By evaluating the SEM-PLS
measurement model, it is possible to ensure
that data quality and integrity are maintained
for the subsequent evaluation of the structural
model (See table 2).
Table 2: Reliability
Cronbach’s alpha
Composite
reliability (rho_a)
Composite
reliability (rho_c)
Average variance
extracted (AVE)
Computer Ability 0.902 0.903 0.939 0.837
Individual EO 0.933 0.934 0.952 0.832
Internet Ability 0.902 0.904 0.939 0.837
Technopreneurial Intention 0.958 0.961 0.965 0.774
Technopreneurial self-efficacy 0.925 0.930 0.940 0.691
Table 3: Discriminant Validity
Computer Ability Individual EO
Internet
Ability
Technopreneurial
Intention
Technopreneurial
self-efficacy
Computer Ability 0.915
Individual EO 0.868 0.912
Internet Ability 0.910 0.873 0.915
Technopreneurial Intention 0.497 0.552 0.506 0.880
Technopreneurial self-efficacy 0.883 0.892 0.894 0.590 0.832

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COMA2
COMA3
COMA1
INA1
INA2
INA3
IEO1
IEO2
IEO3
IEO4
TECSE1 TECSE2 TECSE3 TECSE4 TECSE5 TECSE7 TECSE8
Individual EO
Internet Ability
Computer Ability
2.639
2.639
2.973
2.973
4.759
4.759
0.659
0.659
3.139
3.139
0.876
0.876
1.455
1.455
0.000
0.000
0.000
0.000 0.000
0.000 0.000
0.000
0.000
0.000 0.000
0.000
TECNE1
TECNE10
TECNE2
TECNE3
TECNE5
TECNE6
TECNE8
TECNE9
Technopreneurial
Intention
0.000
0.000
0.000
0.000
0.000
0.000
0.000
0.000
0.000
0.000
0.000
0.000
0.000
0.000
0.000
0.000
0.000
0.000
0.000
0.000
0.000
0.000
0.000
0.000
0.000
0.000
0.000
0.000
0.000
0.000
0.000
0.000
0.000
0.000
0.000
0.000 0.859
0.359
Figure 4: Structural Model
Table 4: Direct Results
(O) (M) (STDEV) (|O/STDEV|) P values
Computer Ability -> Technopreneurial Intention 0.019 0.009 0.145 0.131 0.448
Computer Ability -> Technopreneurial self-efficacy 0.237 0.238 0.090 2.639 0.004
Individual EO -> Technopreneurial Intention 0.457 0.466 0.136 3.373 0.000
Individual EO -> Technopreneurial self-efficacy 0.396 0.401 0.083 4.759 0.000
Internet Ability -> Technopreneurial Intention 0.090 0.094 0.173 0.517 0.303
Internet Ability -> Technopreneurial self-efficacy 0.333 0.326 0.112 2.973 0.001
Technopreneurial self-efficacy -> Technopreneurial Intention 0.606 0.606 0.193 3.139 0.001
The results provide a nuanced perspective on the
relationships between variables such as internet
proficiency, entrepreneurial inclination, and
computer skills, and outcomes such as technological
intention and technological self-efficacy. There was
a weak correlation between computer proficiency
and the propensity to adopt new technologies,
which is noteworthy. Nevertheless, the effect it
had on Technopreneurs’ levels of confidence
was undeniably substantial. This indicates that
computer proficiency is essential for an individual’s
confidence in their ability to become an entrepreneur
in the technological sector. However, it should
be noted that computer proficiency does not
necessarily result in a direct desire to engage in
technologically oriented entrepreneurial endeavours.
The significance of computer skills lies in their
crucial role in fostering an individual’s confidence
as a technology-based entrepreneur.
In addition, a significant body of evidence has
emerged demonstrating the importance of
adopting an entrepreneurial mindset. Individuals’
entrepreneurial orientation correlates significantly
with their propensity to engage in technological
innovation. This example illustrates the significance
of innate entrepreneurial traits and mindsets in
fostering the drive and self-confidence required
for the establishment of successful technological
ventures (Yang et al., 2020). The findings of the
study provides support for a fundamental principle
of the Theory of Planned Behaviour (TPB), which
states that an individual’s perception of their
ability to control their behaviour (termed perceived
behavioural control) is influenced by their innate
skills. It appears that certain intrinsic factors, such
as Individual EO, exert a greater influence on
the decision-making process when it comes to
engaging in particular behaviours.
Table 5: Mediation
(O) (M) (STDEV) (|O/STDEV|)P values
Individual EO -> Technopreneurial self-efficacy -> Technopreneurial Intention0.2400.243 0.092 2.612 0.005
Internet Ability -> Technopreneurial self-efficacy -> Technopreneurial Intention0.2020.192 0.082 2.468 0.007
Computer Ability -> Technopreneurial self-efficacy -> Technopreneurial Intention0.1440.151 0.086 1.666 0.048

Achmad Imam Agung
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Technopreneurial self-efficacy acts as a mediator
between several predictors and technopreneurial
intention, as demonstrated by the findings. This was
determined by analyzing the results. As indicated by
a T statistic of 2.612 and a p-value of 0.005, the
mediated effect of an individual’s entrepreneurial
orientation (EO) on their intention to engage
in technological entrepreneurship is statistically
significant. This provides evidence that a person’s
level of entrepreneurial orientation (EO) influences
his or her level of technological self-efficacy and,
consequently, their level of technological intention.
Similarly, a T statistic of 2.468 and a p-value of
0.007 indicate that one’s familiarity with internet
technology influences one’s intention to engage
in technological entrepreneurship through one’s
perception of one’s own capacity to engage in
technological entrepreneurship.
This suggests that people’s beliefs about their
ability to use the internet have an indirect
effect on their entrepreneurial ambitions in
the technology sector. Last but not least, the T
statistic for Computer Ability x Technopreneurial
Self-Efficacy = 1.666 (p = 0.048) indicates a
marginally significant relationship between the
two variables and Technopreneurial Intention.
This would indicate that the effect of mediation
in this scenario is not as powerful as the other
two predictors. Evidently, one’s self-efficacy as
a technopreneur is a crucial determinant of
whether or not they will translate their abilities
and orientations into technologically focused
entrepreneurial intentions.
CONCLUSION
The presented research investigates in depth the
complex network of connections that contribute
to and influence technopreneurial intention. The
findings of this study highlight a fundamental
truth: despite the importance of digital skills
and knowledge, the entrepreneurial mindset
serves as the foundation for the achievement of
technopreneurial goals. In the modern digital
era, computer and Internet proficiency have
emerged as essential skills. However, research
indicates that their primary effect is to improve
self-efficacy, thereby boosting individuals’
confidence in their technopreneurship skills
(Masenya, 2021). However, this increased
confidence does not consistently translate into
a stronger resolve to launch technology-based
startup businesses. Insights into the complexities
of technological entrepreneurship are provided
by the aforementioned nuanced distinction.
Although technical expertise is undeniably
essential, it is not the only factor that influences
an individual’s decision to pursue a career in
technology entrepreneurship.
Nonetheless, it is notable that individual
entrepreneurial orientation emerged as a significant
predictor, highlighting its importance in the context
of technopreneurship (Koe et al., 2023). Evidently,
the emergence of technopreneurship is the
result of entrepreneurial tendencies, inclinations,
and mentalities. The combination of inherent
characteristics and a heightened sense of self-
assurance fosters an environment conducive to the
development of technopreneurial aspirations. The
study’s mediation effects shed light on the intricate
interplay between these variables. The capacity to
have confidence in one’s own technopreneurial
abilities emerges as a significant factor influencing
the relationship between various predictors and
eventual technopreneurial intentions (Yordanova et
al., 2020). This intermediate function emphasizes
the need for aspiring technopreneurs to develop
not only technical proficiency, but also the less
tangible qualities of self-confidence and optimism.
The research is a valuable resource that sheds light
on the critical factors that play a pivotal role in a
technopreneur’s journey. It highlights the importance
of possessing a cohesive set of skills, self-confidence,
and innate entrepreneurial tendencies.
POLICY IMPLICATIONS
These findings provide important insights for
Indonesian policymakers to consider in the areas of
education and entrepreneurship. Clearly, teaching
students how to use computers and the internet is
insufficient to promote student technopreneurship.
Encouragement of student technopreneurship may
necessitate additional measures. The demand for
educational programs that foster technological
self-assurance and encourage risk-taking has never
been higher. Workshops on starting a business,
technology-assisted business simulations, and
mentoring programs are all potential components
that could play a significant role. Not only do
students benefit in terms of their ability to succeed,
but also in terms of their motivation to do so.
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