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Purpose Based on a theoretical framework grounded in the social-cognitive theory and its derivative the social-cognitive career theory, the main purpose of this paper is to examine the role of entrepreneurial exposure in moderating the relationship between self-efficacy and entrepreneurial intention in the presence of different levels of outcome expectations. Design/methodology/approach Using a sample of 643 secondary students from Colombia, the authors tested the validity and reliability of scales used to measure the main constructs of the socio-cognitive career theory and used the construct of entrepreneurial exposure to examine contingent hypotheses using a four-step linear regression analysis. Findings The study results suggest that although the main social-cognitive career variables (self-efficacy and outcome expectation) and entrepreneurial exposure directly influence the formation of entrepreneurial intention and thus support previous findings, the authors also discover a new configuration of (interacting) antecedents. While on the one hand, even a low level of entrepreneurial exposure leads to a significant increase in the entrepreneurial intention of secondary students with high outcome expectation and high self-efficacy; on the other hand, high entrepreneurial exposure leads to a decrease in entrepreneurial intention among students with high entrepreneurial expectation and high self-efficacy. Research limitations/implications The main implication of the study findings is although entrepreneurial exposure is beneficial for fostering entrepreneurial intention among secondary students, a high level of entrepreneurial exposure can have a detrimental effect especially among those with high self-efficacy and outcome expectations. Practical implications The paper suggests implications and suggestions for educators to foster the development of entrepreneurial intentions among students. Originality/value This study provides empirical evidence on the formation of entrepreneurial intention in a new setting. In addition, it improves one’s understanding of the main tenets of social-cognitive career theory by taking into account an important environment factor that can have a contrasting impact on the formation on entrepreneurial intention among adolescents.
Tinoco et al. (Thu,) studied this question.