Entrepreneurial Profile. A Confirmatory Factor Analysis of
Entrepreneurial Attitude Orientation Scale (EAO) in Peruvian
University Students
JORGE ALBERTO VARGAS-MERINO
Universidad Norbert Wiener
Calle salta 170 - Pueblo Libre - Lima
PERÚ
JUDITH SOLEDAD YANGALI VICENTE
Universidad Norbert Wiener
Av. 28 de julio 293 San Vicente de Cañete
PERÚ
MARILÉ LOZANO LOZANO
Universidad Norbert Wiener
Jr. Mariano Angulo N° 2722, Mirones Bajo, Lima cercado
PERÚ
MIGUEL ARTURO VÁSQUEZ DÁVALOS
Universidad Norbert Wiener
José Gabriel Aguilar 420 Maranga. San Miguel. Lima
PERÚ
Key-Words: - Entrepreneurship; effort and perseverance; innovation; planning and vision of the future;
confirmatory factor analysis.
Received: May 18, 2021. Revised: April 7, 2022. Accepted: May 5, 2022. Published: May 26, 2022.
1 Introduction
According to the United Nations Development
Program (UNDP) and the International Labor
Organization (ILO), Latin American society has
been undergoing a process of transformation at
various levels and levels, including social, cultural
and economic dimensions [1]. However, challenges
persist with respect to the still growing
vulnerabilities, which become critical, with the
exceptional situation left by Covid-19.
The crisis unleashed by covid-19 continues to be
notorious and strong, affecting the economies of
different countries in the region and the world.
According to ECLAC and IMF data taken from ILO
[2], there was an economic contraction of -9.1% and
-9.4%, respectively, which caused a global
unemployment rate of 13% in the region, reaching
more than 41 million people. This is where
WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2022.18.58
Jorge Alberto Vargas-Merino,
Judith Soledad Yangali Vicente,
Marilé Lozano Lozano,
Miguel Arturo Vásquez Dávalos
E-ISSN: 2224-3496
595
Volume 18, 2022
Abstract: - Entrepreneurship is a possible solution that can guarantee labour insertion, but also allows its
inclusion in disparate societies. also allows its inclusion in disparate societies. The aim of the study was to
validate by means of a confirmatory factor analysis a measurement model to determine the profile of the
university entrepreneur that from the constructs proposed in the Entrepreneurial Attitude Orientation Scale
(EAO) can be tested in the university context in particular. The study corresponds to a quantitative approach,
non-experimental design, cross-sectional, carried out in a private university in Lima, Peru, where 271
undergraduate and postgraduate students were selected. A confirmatory factor analysis was carried out to check
the sustainability of the instrument. The proposed model corroborated the main fit indicators of the confirmatory
factor analysis, the covariances between constructs are highly significant and positive, so the structure is
confirmed by the data. The findings allow us to approve and corroborate the empirical sustainability of the
Entrepreneurial Attitude Orientation Scale (EAO) for the entrepreneurial profile model in Peruvian university
students.
entrepreneurship appears as a possible solution for
such disparate societies.
There is no doubt that entrepreneurship is one of
the main generators of growth and employment in
the country. Serida et al. report that Peru is one of
the countries with a high percentage (39.7%) of
youth entrepreneurship, even worldwide, it is in
eighth place and fourth in the region with respect to
the degree of intention to undertake [3].
From the business perspective, entrepreneurship
is configured in those business determinations that
are born from the imagination and free and
instinctive creation of any person, seeking and
taking advantage of opportunities that are built,
since they are aimed at the feeling of personal
fulfillment and the generation of both employment
and income [4]. On the other hand, it is possible to
define entrepreneurship as the ability of an
individual to identify a set of opportunities in his or
her framework of action, seeking to achieve
personal benefit and impact on society, which
implies facing risks, especially financial risks [5].
In this context, what is the role of universities?
Universities are the entities responsible for
contributing to the solution of the problems of the
region and country, therefore, they should seek to
educate each of their students with an
entrepreneurial profile and attitude [6]. Some
researchers indicate that good business teaching
practices play a leading role in the development of
entrepreneurial attitudes, skills and competencies,
thus encouraging entrepreneurship as a clear option
for future development [7].
Defining the profile of an entrepreneur involves,
at first, the analysis of personal factors that define
whether there is potential; in this set of factors we
can mention risk propensity, self-efficacy, locus of
control and innovative character [8]. A second set of
factors includes the environment, especially the
family and the educational level, which finally have
an impact on the psychology of the entrepreneur.
From another perspective, the entrepreneur's profile
integrates a broad set of elements, among which
competencies and values are identified, converging
with some attitudes, which when analyzed, based on
the research of Ibañez (2002) and Krauss (2007) [9],
converge with each other. The components of this
profile are: effort, innovation, planning and vision
of the future, self-esteem, achievement motivation,
responsibility, self-knowledge and risk; a scheme
developed by Alda (2010) based on the adaptation
by Ibañez (2002) of the Entrepreneurial Attitude
Orientation Scale (EAO) model developed by
Robinson in 1987.
In view of the above, it is necessary to have
robust instruments to measure the dimensions or
constructs associated with this reality of
entrepreneurship, which integrate components from
various areas and are applicable to the particular
university context. The objective of this study is to
validate, through a confirmatory factor analysis, a
measurement model for the entrepreneur's profile,
which from the constructs proposed in the EAO can
be tested in this context of university
entrepreneurship.
2 Theoretical Background
2.1 EAO Model
2.1.1 Effort and Perseverance
Perseverance is a personal characteristic that
stimulates or incites the person to work hard, take
on challenges and challenges, maintaining the effort
and interest over time, despite the occurrence of
adverse events, or failures [10]. Likewise,
perseverance can be defined as the condition that
implies the maintenance of the originally drawn
guidelines, in spite of different obstacles and
possible failures that become evident. [11]
2.1.2 Innovation
From the Schumpterian economic notion,
innovation implies a new way of doing things; the
generators of the same and the same and companies
that seeking the satisfaction of the needs demanded
by the market wish to obtain a profitability gain and
position themselves in the market [12]. Alvord et al
(2004) [12], refer that in order to be socially
successful, the enterprise will use innovations that
not only seek the delivery of resources and services
but also the provision of innovation generating
assets. Innovation refers to the production of things
that adopt different forms to the existing ones or that
may well be the same, but adopting a different
production method [13].
2.1.3 Planning and Vision
Planning is a substantial process that puts in context
both organizations and the people who exercise their
leadership in which they have to act in a dynamic,
demanding and perfectly changing environment
[14]. Strategic planning will then be the tool that
guides the way and adapts the managerial style to
that environment, creates values, designs a course
towards the achievement of an advantageous
position with the development of competitive
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DOI: 10.37394/232015.2022.18.58
Jorge Alberto Vargas-Merino,
Judith Soledad Yangali Vicente,
Marilé Lozano Lozano,
Miguel Arturo Vásquez Dávalos
E-ISSN: 2224-3496
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Volume 18, 2022
advantages. Successful strategic planning involves
processing information ideally for decision making.
2.1.4 Self-steem
In simple terms, Baumeister (1993) and Rosenberg
(1979), indicate that self-esteem refers to the
evaluation that each individual has about
him/herself [15]. Likewise, they highlight how self-
esteem notably influences the behavior of a given
subject. Koellinger et al. (2007) and Hayward et al.
(2006), highlight the following: an excess of
optimism or confidence at the time of undertaking a
venture can lead to poor decision making, as well as
the formation of companies unable to meet their
operating costs [16].
2.1.5 Achievement Motivation
Granero-Gallegos & Baena-Extremera (2014),
consider that motivation is an important aspect to be
developed in people, since its presence in an
individual allows guiding and persisting in the
achievement of a certain goal, which can be
translated as greater dedication or interest in an
activity [17]., motivation stimulates and directs the
actions of individuals, which is why it is of vital
importance for their development in different
aspects of their lives, such as the start of an
enterprise [18].
2.1.6 Responsability
Cuadra et al. (2015) consider that responsibility is a
value that favors the fulfillment of the tasks set by
an individual, so it directly favors persistence when
performing activities aimed at achieving a goal [19].
According to Ciavarella et al. (2004), a strong sense
of responsibility is capable of fostering dedication
and meticulousness in individuals, which can be
understood as a feeling or willingness to constantly
improve in the activities of their interest [20].
2.1.7 Self-knowledge
Lazos (2008) points that self-knowledge is the
understanding of facts about oneself, from both a
mental and psychological perspective, which leads
to an immediate response [21]. According to
Goleman (1999), it is the discernment of internal
stages, attitudes, particularities, possibilities,
abilities and sagacity, which accompanied by
motivational competencies plus initiative achieve an
entrepreneurial project [22].
2.1.8 Risk
The entrepreneur is an active person, who manages
with self-determination the realization of his
dreams. He has to be adventurous, assume decisions
in complex contexts, live uncertainty with pleasure,
impose himself in the face of personal, family and
business resource management adversities; there is
thus a position that the entrepreneur is a risk
manager (Bermejo, 2013; Peiró, Perdrix &
Torruella, 2012; Beck, 1998) [23].
Risk is a factor of entrepreneurship, this
translates into the entrepreneur having a reduced
hostility towards risk, since if this existed there
would be no initiative and effort for the action of
entrepreneurship [24].
3 Methodology
The research has a quantitative or positivist
approach, the research is applied and descriptive,
the design is non-experimental and cross-sectional.
The group of participants consisted of
undergraduate and graduate students of the
Universidad Privada Norbert Wiener, in Peru; all of
them completed the Entrepreneurial
AttitudeOrientationScale (EAO) questionnaire to
perform the confirmatory factor analysis (CFA) of
the same. CFA is a flexible statistical technique that
allows modeling the relationship between observed
indicators and underlying latent variables or factors
[25]
The EAO questionnaire, under evaluation,
consists of 55 items divided into 8 dimensions:
effort/perseverance (items 1-6), innovation (items 7-
14), planning and vision of the future (items 15-20),
self-esteem (items 21-28), achievement motivation
(items 29-34), responsibility (items 35-42), self-
knowledge (items 43-48) and risk (items 49-55),
with a Likert scale of four response options. In
addition to the instrument, information was
collected on variables such as sex and age. The final
"n" (sample size) was 271 with a non-probabilistic
convenience sampling. The percentage of women
was higher, reaching 57.9%; age representation was
19.6% in the 18 to 25 years age group, 19.2% in the
26 to 33 years age group, 21% in the 34 to 41 years
age group, and 40.2% in the 42 and older age group.
4 Results and Discussion
First of all, an inspection of the consistency and
quality of the data was made. Three surveys with
outlier responses were found using a distance
criterion (a larger distance means more outlier),
which were removed from the analysis for a good
representation of the factor model on the data. Then,
a purification of the construct items was done
through 2 criteria. The first is that the elements of a
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DOI: 10.37394/232015.2022.18.58
Jorge Alberto Vargas-Merino,
Judith Soledad Yangali Vicente,
Marilé Lozano Lozano,
Miguel Arturo Vásquez Dávalos
E-ISSN: 2224-3496
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Volume 18, 2022
construct covarying with the elements of another
construct should be suppressed (cross-loadings) and
the second that the elements with less significance
should be suppressed. Both criteria are expected to
reduce the chi-square considerably. The more the
chi-square is reduced, the better the model will fit
the data. Finally, we were left with 32 elements that
will represent the factorial model, whose particular
results will be shown in detail to corroborate its
empirical sustainability
Fig. 1: Initial measurement model to determine the
entrepreneurial profile of university students.
Table 1. Indicators of fit of the structural model to
determine the profile of entrepreneurship in
university students.
Indicator
Favorable
reference
values
Initial
values
Ratio Chi-
square/gl or
CMIN/DF
> 2
2.13
Goodness of fit
index (GFI)
≥ 0.90
0.70
Residual square
root (RMR)
< 0.05
0.03
Adjusted
Goodness-of-Fit
Index (AGFI)
> 0.90
0.67
Parsimony
Goodness-of-Fit
Index (PGFI)
0.50 a 0.70
0.64
Normalized
Goodness of Fit
Index (NFI)
≥ 0.90
0.78
Comparative Fit
Index (CFI)
≥ 0.95
0.87
Tucker-Lewis
Index (TLI)
≥ 0.90
0.86
Parsimony
Normalized Fit
Index (PNFI)
≥ 0.70
0.74
Root Mean
Square Error of
Approximation
(RMSEA)
0.05 a 0.08
0.06
Note: Favorable reference values taken from [26-33]
The model has an acceptable fit if the Chi-
square/gl values are 2 to 3 and with limits up to 5.
The Goodness of Fit Index (GFI) assesses whether
the model should be fitted. The closer it is to zero
indicates a poor fit. The Mean Squared Error Ratio
(RMR) measures the variances and covariances of
the sample and whether they differ from the
estimates obtained. If this indicator is close to 0, it
can be considered a near perfect fit [28].
The Adjusted Goodness of Fit Index (AGFI) is
an extension of the GFI, which adjusts the degrees
of freedom between the two models. Values close to
0.90 or higher show the best model fit.The
Parsimony Goodness of Fit Index (PGFI) is an index
which is a modification of the GFI and considers the
degrees of freedom available to test the model
[26].The magnitudes considered acceptable are in
the range of 0.5 to 0.7.The Normed Fit Index (NFI)
compares the proposed model and the null model
considering an acceptable value if it is greater than
0.90 [29].
The CFI (ComparativeFitIndex) was developed
by Bentler (1992) from a previous index (BFI) that
corrects to avoid taking values beyond the range 0-1
[27]. The CFI compares the χ2 of two models: an
independent model that maintains that there is no
relationship between the variables in the model, and
the model proposed by the researcher. This
comparison is corrected for the degrees of freedom
(gl) of one model and the other. CFI = ((χ2
Independent Model- gl)- (χ2 Proposed Model-gl)) /
(χ2 Independent Model- gl). As the χ2 of the
proposed model decreases, the numerator and
denominator become equal, so the ideal situation is
that both are equivalent (CFI = 1). That is, the χ2 of
the proposed model should be zero. In general, it is
considered that the CFI should be around 0.95 to
consider that the model fits the data adequately.
The Non-Normalized Fit Index (NNFI), or
Tucker Lewis Index (TLI), overcomes the
limitations of the NFI by considering the degrees of
freedom of the proposed model, provided that its
relationship is weak with the sample size. It ranges
from 0 to 1, with values greater than or equal to 0.90
being recommended [30]. The Parsimony Norm Fit
Index (PNFI) relates the constructs to the theory that
supports them. The closer it is to 1.0, the greater its
relationship [33]. The Root Mean Squared Error of
Approximation (RMSEA) represents the anticipated
fit with the total value of the population and no
longer with that of the sample. If RMSEA is less
than or equal to 0.05, it indicates an error of
approximation of the model with reality.
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DOI: 10.37394/232015.2022.18.58
Jorge Alberto Vargas-Merino,
Judith Soledad Yangali Vicente,
Marilé Lozano Lozano,
Miguel Arturo Vásquez Dávalos
E-ISSN: 2224-3496
598
Volume 18, 2022
Fig. 2: Final measurement model to determine the
entrepreneurial profile of university students.
Table 2. Estimated parameters of the structural
model to determine the entrepreneurial profile of
university students
N°
Item
Dimensions
Estima
te
S.E
.
C.R.
P
Standa
rdized
Regres
sionW
eights
ITEM
1
I have always worked
hard to be among the
first.
EFFORT/PE
RSEVERAN
CE
1
0.621
ITEM
2
If I want something, I
work hard to get it.
EFFORT/PE
RSEVERAN
CE
1.022
0.1
09
9.352
*
*
*
0.750
ITEM
3
I spend a considerable
amount of time to
make the things I'm
committed to work
better.
EFFORT/PE
RSEVERAN
CE
0.912
0.1
9.096
*
*
*
0.719
ITEM
4
When something is
going to affect me, I
learn as much as I can
about it.
EFFORT/PE
RSEVERAN
CE
0.968
0.1
08
8.937
*
*
*
0.700
ITEM
5
I get excited about
doing new and unusual
things.
INNOVATI
ON
1
0.689
ITEM
6
What really motivates
me is thinking of new
ideas that stimulate my
work as a student.
INNOVATI
ON
0.925
0.1
9.27
*
*
*
0.636
ITEM
7
I enjoy looking for
new approaches to
familiar ideas.
INNOVATI
ON
0.87
0.0
98
8.892
*
*
*
0.607
ITEM
8
I have more fun trying
new tasks than routine
tasks.
INNOVATI
ON
0.957
0.1
09
8.808
*
*
*
0.601
ITEM
9
I feel good about new
challenges.
INNOVATI
ON
0.929
0.0
95
9.748
*
*
*
0.672
ITEM
10
It is necessary to spend
time planning work.
PLANNING
AND
VISION
1
0.695
ITEM
11
To be successful it is
important to spend
time exploring new
opportunities.
PLANNING
AND
VISION
0.83
0.0
86
9.655
*
*
*
0.659
ITEM
12
To solve a problem it
is important to rethink
the starting situation.
PLANNING
AND
VISION
0.78
0.0
89
8.735
*
*
*
0.591
ITEM
13
It is important to have
clear objectives and
then evaluate the
results.
PLANNING
AND
VISION
0.828
0.0
83
9.979
*
*
*
0.683
ITEM
14
I am satisfied with my
contributions to the
projects I am involved
in.
SELF-
STEEM
1
0.654
ITEM
15
I feel well valued by
others.
SELF-
STEEM
1.146
0.1
37
8.385
*
*
*
0.585
ITEM
16
I consider myself a
competent person.
SELF-
STEEM
1.117
0.1
06
10.52
3
*
*
*
0.771
N°
Item
Dimensions
Estima
te
S.E
.
C.R.
P
Standa
rdized
Regres
sionW
eights
ITEM
17
I am confident in my
own ideas and abilities.
SELF-
STEEM
1.277
0.1
21
10.54
8
*
*
*
0.773
ITEM
18
I feel confident when I
am with people who
are very capable.
SELF-
STEEM
0.935
0.1
31
7.117
*
*
*
0.487
ITEM
19
Realizing what I am
achieving is an
encouragement to
move forward.
ACHIEVEM
ENT
MOTIVATI
ON
1
0.715
ITEM
20
Achieving what I set
out to do motivates me
to work.
ACHIEVEM
ENT
MOTIVATI
ON
1.28
0.0
97
13.21
*
*
*
0.865
ITEM
21
Making mistakes in the
process is an
opportunity to improve
on the way to the goal.
ACHIEVEM
ENT
MOTIVATI
ON
1.003
0.1
02
9.849
*
*
*
0.637
ITEM
22
If I am interested in
achieving something, I
am enthusiastic and I
get involved to achieve
it.
ACHIEVEM
ENT
MOTIVATI
ON
1.083
0.0
94
11.55
2
*
*
*
0.748
ITEM
23
Asumo mi grado de
responsabilidad en
cada situación.
RESPONSA
BILITY
1
0.822
ITEM
24
Reconozco mi parte de
responsabilidad en los
errores.
RESPONSA
BILITY
1.016
0.0
65
15.66
*
*
*
0.828
ITEM
25
I comply with the tasks
and deadlines assigned
to me by my teachers.
RESPONSA
BILITY
0.897
0.0
77
11.67
1
*
*
*
0.665
ITEM
26
I assume the roles and
tasks that correspond
to me when working in
a group.
RESPONSA
BILITY
1.014
0.0
66
15.30
5
*
*
*
0.814
ITEM
27
I am aware of my main
strengths and
weaknesses.
SELF-
KNOWLED
GE
1
0.812
ITEM
28
I am open to
evaluation by others in
order to improve.
SELF-
KNOWLED
GE
0.936
0.0
65
14.42
3
*
*
*
0.803
ITEM
29
I am realistic about my
capabilities.
SELF-
KNOWLED
GE
0.767
0.0
63
12.13
6
*
*
*
0.701
ITEM
30
I face situations I fear
rather than avoid them.
RISK
1
0.701
ITEM
31
Risk is part of life and
must be taken.
RISK
1.016
0.0
9
11.33
4
*
*
*
0.774
ITEM
32
I like risk.
RISK
0.944
0.1
32
7.181
*
*
*
0.476
Note. Values obtained from the model ***p < 0.000
Table 2 presents the estimated parameters of the
university entrepreneur profile model, the standard
error and the critical value. If the appropriate
distribution assumptions are met, the statistic
follows a standard normal distribution, under the
conception that the null hypothesis of the
parameter has a value of zero [34]. Observing the
results, all critical values are large, thus fulfilling
that all parameters are significant (***p < 0.000).
In addition to this, the regression weights are
greater than 0.50 (with the exception of item32),
reaching more than 0.80, which highlights the
robustness of the model.
By checking the model under study, it is
possible to highlight the importance of updating
the entrepreneurship curricula, and also for the
formation of entrepreneurship centers in the
WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2022.18.58
Jorge Alberto Vargas-Merino,
Judith Soledad Yangali Vicente,
Marilé Lozano Lozano,
Miguel Arturo Vásquez Dávalos
E-ISSN: 2224-3496
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Volume 18, 2022
Universities that take into account these robust
dimensions of the model
Table 3. Estimated parameters of covariances and
correlations of the factorial model
DIMENSIONS
Covaria
nces
(estimat
es)
S.E
.
C.
R.
P
Correla
tions
EFFORT/PERSEV
ERANCE
<-
->
INNOVATIO
N
0.189
0.0
29
6.5
16
**
*
0.786
EFFORT/PERSEV
ERANCE
<-
->
PLANNING
AND
VISION
0.152
0.0
26
5.9
15
**
*
0.641
EFFORT/PERSEV
ERANCE
<-
->
SELF-
STEEM
0.141
0.0
24
5.9
36
**
*
0.655
EFFORT/PERSEV
ERANCE
<-
->
ACHIEVEM
ENT
MOTIVATIO
N
0.105
0.0
19
5.4
15
**
*
0.516
EFFORT/PERSEV
ERANCE
<-
->
RESPONSA
BILITY
0.134
0.0
23
5.9
04
**
*
0.559
EFFORT/PERSEV
ERANCE
<-
->
SELF-
KNOWLED
GE
0.146
0.0
25
5.8
46
**
*
0.565
EFFORT/PERSEV
ERANCE
<-
->
RISK
0.132
0.0
25
5.3
66
**
*
0.544
INNOVATION
<-
->
PLANNING
AND
VISION
0.182
0.0
26
7.0
79
**
*
0.836
INNOVATION
<-
->
SELF-
STEEM
0.136
0.0
21
6.3
54
**
*
0.689
INNOVATION
<-
->
ACHIEVEM
ENT
MOTIVATIO
N
0.107
0.0
18
5.9
93
**
*
0.575
INNOVATION
<-
->
RESPONSA
BILITY
0.127
0.0
2
6.2
9
**
*
0.579
INNOVATION
<-
->
SELF-
KNOWLED
GE
0.161
0.0
24
6.8
37
**
*
0.681
INNOVATION
<-
->
RISK
0.171
0.0
25
6.7
87
**
*
0.766
PLANNING AND
VISION
<-
->
SELF-
STEEM
0.162
0.0
23
6.9
5
**
*
0.837
PLANNING AND
VISION
<-
->
ACHIEVEM
ENT
MOTIVATIO
N
0.141
0.0
2
7.0
04
**
*
0.767
PLANNING AND
VISION
<-
->
RESPONSA
BILITY
0.154
0.0
22
7.1
09
**
*
0.711
PLANNING AND
VISION
<-
->
SELF-
KNOWLED
GE
0.168
0.0
24
7.0
59
**
*
0.721
PLANNING AND
VISION
<-
->
RISK
0.166
0.0
25
6.7
3
**
*
0.754
SELF-STEEM
<-
->
ACHIEVEM
ENT
MOTIVATIO
N
0.13
0.0
19
6.9
08
**
*
0.777
SELF-STEEM
<-
->
RESPONSA
BILITY
0.147
0.0
2
7.1
72
**
*
0.749
SELF-STEEM
<-
->
SELF-
KNOWLED
GE
0.162
0.0
23
7.1
51
**
*
0.764
SELF-STEEM
<-
->
RISK
0.157
0.0
23
6.7
84
**
*
0.79
ACHIEVEMENT
MOTIVATION
<-
->
RESPONSA
BILITY
0.159
0.0
2
8.0
48
**
*
0.856
ACHIEVEMENT
MOTIVATION
<-
->
SELF-
KNOWLED
GE
0.157
0.0
21
7.6
37
**
*
0.785
ACHIEVEMENT
MOTIVATION
<-
->
RISK
0.153
0.0
21
7.2
**
*
0.811
RESPONSABILIT
Y
<-
->
SELF-
KNOWLED
GE
0.207
0.0
24
8.6
68
**
*
0.878
RESPONSABILIT
Y
<-
->
RISK
0.175
0.0
23
7.5
34
**
*
0.789
SELF-
KNOWLEDGE
<-
->
RISK
0.214
0.0
27
7.9
23
**
*
0.893
Note. Values obtained from the model ***p < 0.000
In Table 3, and regarding the estimation of the
factor model (estimation of the factor loadings of
the items in each construct and the covariances
between constructs), it can be seen that they are
highly significant, which indicates that there is
sufficient evidence in the data to support the factor
structure of the measurement instrument. It can be
seen that the estimated factor loadings are of the
same positive sign in all constructs, which means
that the items in each construct are additive, that is,
they contribute in the same direction to determine
the level measured by the constructs. The
covariances between the constructs are highly
significant and positive as expected. Therefore, the
structure is confirmed by the data.
The main objective of this study was to confirm
the factorial structure that from the constructs
proposed in the EAO already studied in other
contexts, being able to be verified in a sample of
male and female Peruvian university students,
affirming coherence and consistency with the
studies of Ibañez (2002), Krauss (2007), with some
atingences to the original model of 55 items [9],
being confirmed only 32 of them, distributed as
follows: effort/perseverance (items 1-4),
innovation (items 5-9), planning and vision of the
future (items 10-13), self-esteem (items 14-18),
achievement motivation (items 19-22),
responsibility (items 23-26), self-knowledge (items
27-29) and risk (items 30-32). If we analyze the
dimensions of the construct in detail, we can
observe that there is a high correlation between the
dimensions effort and perseverance and innovation
(0.786), therefore there is agreement with Alvord
et al, (2004), where it is indicated that the venture
to be socially successful will use innovations that
not only seek the delivery of resources and services
but the provision of innovation-generating assets
[12].
The dimension of planning and vision of the
future correlates strongly with self-esteem (0.837),
which is connected with the ideas of some authors
[16], where he refers that an excess of optimism or
confidence at the time of undertaking a venture can
generate poor decision making, as well as the
formation of companies unable to meet their
operating expenses, therefore strategic planning,
according to Burdiles, Castro and Simian (2019),
will involve processing information appropriately
for effective decision making.
Achievement motivation and responsibility
correlate strongly (0.856) this makes sense with
what authors stated [18], who referring to
WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2022.18.58
Jorge Alberto Vargas-Merino,
Judith Soledad Yangali Vicente,
Marilé Lozano Lozano,
Miguel Arturo Vásquez Dávalos
E-ISSN: 2224-3496
600
Volume 18, 2022
motivation, indicate that this stimulates and directs
the actions of individuals, therefore it is of vital
importance for their development in different
aspects of their lives, such as the start of a venture,
so [20], indicate that it can be understood that
responsibility, in this context, can reduce the rate
of business failure.
Self-awareness and risk are highly correlated (0.
893), self-knowledge is the understanding of facts
about oneself, from both a mental and
psychological perspective, which leads to an
immediate response [21], the entrepreneur is an
active person, who gestate with self-determination
the realization of his dreams [23], because he
knows himself, and is adventurous, able to assume
decisions in complex contexts, and live uncertainty
with pleasure, thus existing a position that the
entrepreneur is a risk manager.
On the other hand, from the analysis of the
adjustment indicators of the structural model to
determine the profile of the entrepreneur in
university students, it is observed that most of them
are fulfilled (6 out of a total of 10, see Table 1);
however, there is some instability in some
indicators, the collectivity of the adjustment
indexes is not particularly stable when the sample
size factor and its distribution cannot be controlled
[35], so he suggests taking into consideration the
root mean squares error approximation index
(RMSEA) as it is relatively the most stable
adjustment index, which does meet the favorable
criteria (RMSEA=0.05). 05).
5 Conclusion
The findings obtained, reflected in each of the
results of the confirmatory factor analysis, allow us
to approve and corroborate the empirical
sustainability of the Entrepreneurial Attitude
Orientation Scale (EAO) for the entrepreneurial
profile model in Peruvian university students; the
data set presented evidences a defensible and
sustainable factorial model, the covariances between
the constructs are highly significant and positive,
therefore, the structure is confirmed by the data.
This scale has adequate properties that allow it to be
considered a valid and reliable measure in future
research, even adding other sociodemographic
variables that may be of interest to the
entrepreneurial profile evaluated.
Universities should be very aware that they need
to strengthen the entrepreneurial profile of their
students, this study gives clear evidence of which
aspects should be measured and evaluated (the 8
dimensions of the EAO) in greater depth than the
one shown here, leading to plans or models of
entrepreneurship centers that finally result not only
in a comprehensive training but also in clear
evidence of social responsibility with their
community
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Judith Soledad Yangali Vicente,
Marilé Lozano Lozano,
Miguel Arturo Vásquez Dávalos
E-ISSN: 2224-3496
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Judith Soledad Yangali Vicente,
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Miguel Arturo Vásquez Dávalos
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Contribution of Individual Authors to the
Creation of a Scientific Article (Ghostwriting
Policy)
-Jorge Vargas and Judith Yangali conceived the
study and were responsible for the design and
development of the data analysis.
-Jorge Vargas wrote the first draft of the article.
-Judith Yangali reviewed the first draft of the article
and provided supervision.
-Marilé Lozano and Miguel Vásquez were
responsible for data collection and editorial review.
Sources of Funding for Research Presented in a
Scientific Article or Scientific Article Itself
This research has been self-funded by the authors.
Creative Commons Attribution License 4.0
(Attribution 4.0 International, CC BY 4.0)
This article is published under the terms of the
Creative Commons Attribution License 4.0
https://creativecommons.org/licenses/by/4.0/deed.en
_US
WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2022.18.58
Jorge Alberto Vargas-Merino,
Judith Soledad Yangali Vicente,
Marilé Lozano Lozano,
Miguel Arturo Vásquez Dávalos
E-ISSN: 2224-3496
603
Volume 18, 2022