The Effect of Entrepreneurship Education and_Perception on Individual Satisfaction in Entrepreneurship

This research investigates how entrepreneurship education and entrepreneurial perception impact learner satisfaction levels, employing a quantitative design. A structured survey instrument was administered to respondents selected through a random sampling method to ensure representativeness. The analytical approach utilized Partial Least Squares Structural Equation Modeling (PLS-SEM), a technique suitable for assessing intricate models and accommodating data that do not adhere to multivariate normality assumptions. In the measurement model, construct reliability and validity were evaluated using indicators such as Cronbach’s Alpha, Composite Reliability (CR), and Average Variance Extracted (AVE). Convergent and discriminant validity were also examined to confirm that each indicator accurately reflects its intended construct. The findings reveal that entrepreneurship education significantly influences both entrepreneurial perception and satisfaction. Furthermore, entrepreneurial perception acts as a mediating variable, strengthening the connection between educational experience and satisfaction outcomes. This suggests that the effectiveness of entrepreneurship education is enhanced when it also cultivates positive views of entrepreneurship. The study highlights the importance of incorporating experiential and perception-based elements within entrepreneurship curricula to maximize learner satisfaction. These insights contribute to the development of more adaptive and effective entrepreneurship education frameworks, particularly in settings focused on nurturing entrepreneurial skills and well-being.