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The Influence of Digital Literacy, Locus of Control and Entrepreneurship Education on Students' Entrepreneurial Intentions at UNNES Class of 2022
Abstract
This study aims to measure the level of entrepreneurship education, locus of control, and digital literacy, and analyze the influence of these three variables on entrepreneurial intentions, both partially and simultaneously, among students. The research method used was quantitative, with data collection carried out through the distribution of questionnaires to 133 student respondents. The research tool consisted of a questionnaire consisting of 37 statements using a five-point Likert scale. The sampling technique used is purposive sampling. Data analysis included normality, linearity, multicollinearity, heteroscedasticity, multiple linear regression, t-test, F test, and determination coefficient. The results of the normality and linearity test showed that the data was distributed normally and the relationships between variables were linear. Multicollinearity and heteroscedasticity tests showed no problems that could interfere with the validity of the regression model. The results of the partial test (t-test) showed that entrepreneurship education and digital literacy had a significant influence on entrepreneurial intentions, while the locus of control had no significant influence. The results of the simultaneous test (F test) show that the three variables collectively have a significant influence on entrepreneurial intentions. A determination coefficient (R²) of 46.8% indicates that the variables of entrepreneurial education, locus of control, and digital literacy collectively explain 46.8% of the variation in entrepreneurial intentions, while the rest are influenced by factors outside the scope of this study. This study recommends improving the quality of entrepreneurship education and digital literacy as an effort to increase entrepreneurial interest among students.
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