The Mediation Role of University Environment in the Relationship between Self-Efficacy and Family Environment on Entrepreneurial Education Interest: A PLS-SEM Approach

The courage to take risks to open a new business has not been fully embedded in most technical education students. One of the influences is low student self-efficacy due to a lack of self-confidence in students who think there is a failure in opening a new business. So this research examines and analyzes in-depth related entrepreneurial interest as measured through self-efficacy, family, and university environment in technical education students. The probability sampling method using a random sampling technique was used in taking a sample of 450 participants in technical education students. The most dominant item in representing the success of entrepreneurial interest is creativity at 84.80%. The wea-kest construct is the never-give-up construct of 71.50%. The ability of the structural model to explain Entrepreneurial Interest is 61.80%, while the Entrepreneurial Interest variable explains 50.50% of the phenomena predicted in the field. The path analysis test reveals that the three variables influence the interest in entrepreneurship positively and significantly. This study recommends that universities foster an interest in entrepreneurship by providing technical assistance in developing businesses, inviting entrepreneurial speakers, holding industrial visits, and conducting training programs. These steps are expected to foster student interest in entrepreneurship.


Introduction
Entrepreneurs are people who have entrepreneurial characteristics and generally dare to take risks, especially in managing business or company based on their own abilities and willingness (Adebusuyi et al., 2022; Luong & Lee, 2023; Nisula & Olander, 2021).Entrepreneurs also always think of looking for opportunities, taking advantage of opportunities, and creating business opportunities.The difference between entrepreneurs and other entrepreneurs is the ability to survive with the fighting power to live and build their business, then what is created is an entrepreneurial spirit, not only making money as a priority (Li et al., 2022;López-Muñoz et al., 2023;Yang et al., 2020).Everyone can become an entrepreneur, but not all entrepreneurs have an entrepreneurial spirit.
The low interest in entrepreneurship has resulted in a slowdown in national economic growth which has dragged on an increase in the open unemployment rate (Abdelnaeim, 2021; Ahmed, 2021; Discua et al., 2021).The low number of entrepreneurs is caused by several factors, starting from the education system in Indonesia which is less sup-portive, the lack of business innovation, and the mentality of entrepreneurs who want to succeed instantly (Astiana, 2022;Eryanto et al., 2018;Hamid, 2022;Hermann et al., 2020).Awareness of the importance of entrepreneurship is not emphasized early on in school.This awareness of the importance of entrepreneurship is only taught in business schools that aim to create young Indonesian entrepreneurs (Ganefri et al., 2022;Soeharso & Riyanti, 2021).
One of the goals of Vocational Education (VE) is to produce graduates who are ready to work independently or become entrepreneurs (Daryono & Rochmadi, 2020;Heru et al., 2021;Widayanto et al., 2021).So VE is expected to produce prospective entrepreneurs who are ready to go into creating new jobs.However, the hope that VE graduates will master entrepreneurial skills has yet to materialize, because perhaps so far learning in vocational high schools has prioritized technical provision through productive learning, while managerial provision for students has not been maximally explored (Fauzan et al., 2023;Rosantono et al., 2021).This condition can be observed from the low ability of students to seize opportunities, and the courage to start businesses and make decisions, more of them become followers, less creative, and low on the initiative.
Based  2021) reveals that there is a significant influence of the family environment on interest in entrepreneurship.It is explained that the first environment for children is the family then the social environment.A thought about the future about the job that the child will choose in the future is formed by the parenting pattern of the parents on how the child will grow and develop later.To foster an entrepreneurial spirit in their children, encouragement from both parents is needed.Research by Maczulskij & Viinikainen (2023) and Valdez-Juárez & García Pérez-de-Lema (2023) reveals that the family environment has a significant influence on interest in entrepreneurship.Parents provide understanding or thoughts about entrepreneurship as a future outlook and instill the nature of independence that is focused on a child from an early age.The upbringing or guidance of each child for their future varies according to the upbringing of the two parents (Adebusuyi et al., 2022;Glosenberg et al., 2022).If the surrounding environment does not care about and directs a child's career choices, it will make it difficult for his child to choose a good career.
According to the Theory of Planned Behavior (TPB), entrepreneurial decisions are influenced by one of the external factors, namely the family environment (Feola et  ).The more experience and mastery provision regarding entrepreneurship training by involving them in learning activities, developing business plans, and running small businesses given to individuals, the higher their intention to become entrepreneurs (Fragoso et al., 2020;Huang et al., 2023).The role and function of the existence of entrepreneurship in supporting the direction of entrepreneur development are being able to influence enthusiasm or motivation to do something difficult to realize.There are many reasons why students do not want to open their own business when they graduate from college, one of which is the view that being a job seeker is more prestigious than being a job maker (Hahn et al., 2021;Padilla-Meléndez et al., 2021;Pinel, 2022).In addition, many people still do not consider entrepreneurship as a promising career, they do not have capital, nor do they have the courage to take risks.
The risks in entrepreneurship encompass market uncertainty, intense competition, regulatory changes, economic fluctuations, and business failure.Additionally, there are financial risks involving business capital, loans, and investments that may be lost.Per-sonal risks such as fatigue, stress, and worklife imbalance also often form part of the entrepreneurial journey (Rasid & Buang, 2019).Despite the presence of these risk factors, entrepreneurs are also integral to opportunities in achieving success and innovation in the business world.The courage to confront and manage risks is the primary key to attaining success as an entrepreneur (Ismail & Buang, 2019).
The results from the preliminary study and observations to 120 engineering education students at Yogyakarta State University reveal that: (1) as many as 26 students (21.667%) claimed to have parents who work as entrepreneurs, this is relatively small because it is still below 50%; (2) as many as 41 students (34.167%) have minimal selfefficacy to open their own business even though they have been equipped with various supporting knowledge and skills.Low selfefficacy is shown from the lack of confidence of students to open new businesses because of the shadow of failure, (3) as many as 53 students (44.167) lack student interest in entrepreneurship because they feel it is too heavy compared to working in a company or job.other formals.Students do not dare to take risks to open new businesses.Even though there are students who are interested in entrepreneurship, it turns out that the department does not provide a continuation program to support them.This is due to the fear of failure in the future.Thus, it is important to carry out an in-depth study of in-terest in entrepreneurship as measured through self-efficacy, family environment, and higher education environment in technical education students.

Method a. Participant
This research uses a quantitative approach with a survey method (Neno et al., 2022).Quantitative methods are used to analyze and evaluate the construction of measuring variables in entrepreneurial interest.The study used probability sampling with a random sampling technique in taking samples of technical education students at Yogyakarta State University.Students participating in the research are students in semester 6 who have attended internships in the business world or industry.Primary data comes from assessment results by 450 students in seven engineering education departments.In the PLS-SEM analysis, the recommended minimum sample size is at least 100 respondents or 5-10 times the number of arrows receiving endogenous variables (Fauzan et al., 2023;Hair et al., 2019Hair et al., , 2020)).

b. Data Collection
The data collection technique used in this study used a questionnaire of four variables.This study used a Likert scale consisting of 4 alternative answers from strongly agree to disagree (Rahmatunisa et al., 2022).The research instrument variables are shown in Table 1.

Result and Discussion a. PLS-SEM Analysis: Evaluation of Structural Model (Inner Model)
Based on Table 2 below, the overall loading factor value for each item is ≥0.70 (0.715 to 0.848).The average extracted variance (AVE) value for each variable has a value ≥0.50 (0.604 to 0.639).So it can be concluded that each item and variable in the instrument has met the requirements of convergent validity.Based on the value of the factor loading coefficient, the most dominant statement item represents the success of the interest in entrepreneurship in students, namely the creativity construct of 0.848 (ET8).This can be interpreted that the creativity construct can explain the variance of interest in entrepreneurship in students by 84.80%.The weakest item is the never-give-up construct of 0.715 (SC5 = 71.50%).  2 shows that all variables have CA (0.899 to 0.929), rho_A (0.900 to 0.930), and CR values (0.920 to 0.941).It can be concluded that the internal consistency of instrument reliability in 3 aspects has a value of ≥0.70, so it has good reliability in measuring student interest.The Fornell Larcker value is explained by looking at the correlation value of the latent variable itself with the correlation value of other latent variables.Based on Table 3, the correlation value of the Entrepreneurial Interest à Entrepreneurial Interest variable has a value of 0.799 which is higher than the Entrepreneurial Interest correlation value with other variables (0.711; 0.710; 0.721).Likewise for the assessment of the correlation of other variables.Based on Table 4 of the analysis obtained the entire value of the HTMT matrix was ≤0.90 (0.764 to 0.878).Then the HTMT test is to ensure the discriminant validity between the two reflective constructs is met.

c. Path Analysis and Hypothesis Testing
Based on Table 6, the H1 hypothesis (Self-Efficacy à Entrepreneurial Interest) obtains β-values = 0.273 (positive decimal), T-Statistics = 5.258 (≥1.96), and P-Values = 0.000 (<0.05).This shows that the Self-Efficacy variable has a significant and positive effect on Entrepreneurial Interest.Furthermore, hypotheses H2 to H5 are stated to have a positive and significant effect on the variable effect of Entrepreneurial Interest.In terms of β-values, the highest score was obtained for the Family Environment and University Environment variable of 0.465, so the Family Environment and University Environment variables made the largest contribution to influencing the Entrepreneurial Interest.Based on Table 7 on the indirect effect, the two hypotheses (Ha and Hb) mean that the role of the University Environment as a mediator has a positive effect (β-values = 0.121 and 0.167) and significant (T-Statistics = 4.744 and 5.653; P-Values = 0.000) on Entrepreneurial Interest as measured through Self-Efficacy and Family Environment.

e. Discussion
The results of testing the H1 hypothesis showed that the t-statistic value of 5.258 was significant because the t-statistic value was ≥1.96, the first hypothesis was accepted.Self-efficacy has an influence on interest in entrepreneurship because one's ability to develop entrepreneurs who can recognize themselves well will become successful and successful entrepreneurs.This research is consistent with studies by Edwards & Edwards (2017) and Valdez-Juárez & García Pérez-de-Lema (2023) which reveal that selfefficacy influences entrepreneurial interest, this shows that self-confidence will encourage an interest that someone has in entrepreneurship.This research also supports the results of studies by Adebusuyi et al. (2022); Maczulskij & Viinikainen (2023) which explain that entrepreneurship is influenced by self-efficacy.
Self-efficacy regarding one's career can be an important factor in determining whether one's entrepreneurial interest has been formed in the early stages of one's career.Before a career is pursued, it begins with the emergence of interest in the career.This is consistent with the research of Glosenberg et al. (2022) and Stewart et al. (2021) that the process of choosing a career begins with an interest in a career.Therefore it can be said that the higher a person's selfefficacy as an entrepreneur, the higher his interest in entrepreneurship.This study reveals that one of the characteristics of entrepreneurs is having self-confidence, with a character of having confidence including self-efficacy.The higher the self-efficacy, The Interplay of Self-Efficacy, Family Environment, and University Environment on Entrepreneurial Education Interest: The PLS-SEM Approach the higher the confidence in one's future success when becoming an entrepreneur.So the higher his interest in his dream of becoming an entrepreneur someday, which he had started when he was young (Nisula & Olander, 2021;Pan & Lu, 2022).
The encouragement of oneself will have a big influence on an act of desire that will be achieved to develop entrepreneurship.This explanation is consistent with López-Muñoz et al. ( 2023) and Yen & Lin (2022) which revealed that entrepreneurial interest affects self-efficacy in students.Having a high interest shows that there is a big push in students which means there is a strong desire within themselves to be able to do entrepreneurship.
The family is the foundation stone for patterns of behavior, character, intelligence, talents, and interests so the child's potential can develop optimally.2020) also said that through a family an entrepreneurial mindset is formed, and interest in entrepreneurship grows and develops well in someone who lives and grows in an entrepreneurial family environment.
However, this research is inconsistent with the study by Rahmadi & Heryanto (2016) which reveals that the family environment does not have a significant effect on students in tertiary institutions.Economic conditions in the family or parents' work cannot influence a child's interest in entrepreneurship, but the encouragement or guidance of parents can influence a child to do entrepreneurship.This research is also similar to the study by Discua et al. (2021) that the effect of education on entrepreneurship is greater than the family environment because education will support and provide good knowledge in developing a business or business.Nevertheless, this study is consistent with Fragoso et al. (2020) in explaining the role of the family that has a major influence in shaping a child's character, especially the character for entrepreneurship so parents are the first environment to guide a child.
The existence of motivation and the ability to recognize oneself well will greatly affect student interest in developing entrepreneurship.This is in line with Chen  The entrepreneurial spirit is also believed to be able to change the orientation of the mindset of students from being an employee to looking for employees.The icon of a higher education institution is a place to seek knowledge and then look for work, turning into a university where one seeks knowledge and then applies it in the field or life by creating jobs Dheer 2021) revealed that the family environment has a significant effect on the university environment, which explains that students will have a good attitude toward self-efficacy with the support of their family environment, which influences one's growth and development in life.Based on the explanation of the research results, it can be concluded that motivation and support from parents or family are in the form of both physical and psychological attention which will affect the development and activities carried out by children, especially in terms of interest in entrepreneurship.

Conclusion
On the self-efficacy variable, this study recommends that students increase their selfconfidence in entrepreneurship which can strengthen students' interest in entrepreneurship.So that after graduation, students are confident more and able to realize their interest in entrepreneurship.Families, especially parents, should increase their role in educating their children, by providing strong inspiration to children to become entrepreneurs and providing opportunities for children to manage a business.The family, especially parents, plays an active role in educating children, to support and facilitate the entrepreneurial talent of children.
In addition, universities are advised to foster an interest in entrepreneurship by providing technical assistance in developing a business, inviting entrepreneurial speakers, holding industrial visits to inspire entrepreneurship, and holding bazaar training programs to seize business opportunities.These steps are expected to foster an interest in entrepreneurship among students.to provide direction to students to provide a facility such as providing facilities and infrastructure to develop creativity and entrepreneurial spirit in students as mature entrepreneurs.Padilla-Meléndez, A., Fuster, E., Lockett, N.
c. Analytical Methods and Data AnalysisIn general, PLS-SEM aims to test whether there are relationships and predictive effects between constructs.Interpretation of measurement data based on evaluation of measurements and structural models (Al-Fraihat et al., 2020; Daryono et al., 2023; Dash & Paul, 2021; Hair et al., 2020; Hariyanto et al., 2022; Supriyanto et al., 2023).Evaluation of measurement model: (1) internal consistency reliability (≥0.70), (2) construct validity: (a) convergent validity using the indicator of factor loading (≥0.70); and (b) discriminant validity using the indicator of Fornell-Larcker (each construct is greater than the correlation with another construct).Evaluation of the structural model uses the coefficient value of measurement, model fit, and path coefficient.

Figure 1 .
Figure 1.Evaluation of the Measurement Model

3 The
Figure 2. Evaluation of Structural Model & Castrogiovanni (2023); Huang et al. (2023); Maczulskij & Viinikainen (2023).This can happen because students who have an entrepreneurial spirit, these students also have the provision to start directing their aspirations to become entrepreneurs as their future jobs after finishing school.This research is inconsistent with studies by Delahaij et al. (2016) which reveal that the influence of the family environment or family support is not always positive on the university environment because there are many other factors, especially external factors such as the social environment or outside the family.The family environment does not affect the university environment because several other factors can influence it, such as support from peers and other environments outside the family.This research is consistent with Drăgan et al. (2023); Guerrero & Lira (2023); Padilla-Meléndez et al. (