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Purpose: This study investigates the different environments in which high school students go through in their formative years and whether these environments affect their intention to study entrepreneurship as a career choice. Bronfenbrenner's social-ecological theory has been used as a backdrop to capture these environments. Four variables chosen are family support, school environment, self-efficacy and global awareness. Design/methodology/approach: A sample of 1770 high school students were chosen through simple random sampling within Gujarat state. Structural equation modeling (SEM) was used to predict the overall effect of all the environments on Entrepreneurship Education Intention (EEI) of these students. Findings: Findings reveal that self-efficacy has the most substantial influence on intentions. Family support and global awareness have a combined significant effect on self-efficacy, which further translates to a significant impact on high school students' intentions. School environment has an effect on global awareness, which in turn has a negative effect on students' willingness to study entrepreneurship in India. Research limitations/implications: The study has implications in curriculum design and theory development. The study also provides schools with a framework to understand how to orient their students toward entrepreneurship. Originality/value: This paper uses a novel theory that has not been applied in studies related to entrepreneurship education and proposes a model for the same. This novelty also reflects in our findings which have subsequent implications for theory and practice. [ABSTRACT FROM AUTHOR]

Purpose – Based on the Theory of Planned Behaviour (TPB), the purpose of this paper is to approach entrepreneurial intention (EI) and the factors preceding the founding of EI among secondary students, both studying general academic and specific professional programs, and thereby establish causal relationships between psychological, demographic and behavioural factors. Design/methodology/approach – A sample of secondary students, both studying general academic and specific professional programs, was chosen. Data were collected through questionnaires and analysed with resource to structural equation models (SEM) to measure the causal relationships among different constructs. Findings – The results show that the EI of secondary school students is influenced by such demographic, psychological and behavioural factors. However, the hypothesis of becoming entrepreneurs in the future remains independent of the fact of whether or not students had already experienced engagement with entrepreneurship-related themes having no impact on EI. These results raise a series of pertinent questions and deserve being subject to a more profound reflection and not only among the scientific and academic community but also among political and government entities. Originality/value – The paper provides important evidence to expand entrepreneurship education specifically in the field of secondary school education. These students are already about to face choices over their professional careers. This remains valid whether or not students intend to proceed with higher education studies or to join the workforce. Therefore this research contributes towards meeting a better understanding of EI and the factors preceding the formation of this intention among secondary school students. [ABSTRACT FROM AUTHOR]