The Role of Financial Literacy on Technopreneurial Self-Efficacy and Technopreneurship Intention of Non-business Students: A Test of Moderation
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Abstract
This study explored the moderating role of financial literacy (FL) on the relationship between technopreneurial self-efficacy (TSE) and technopreneurship intention (TI) among non-business students from four State Universities and Colleges in the Caraga Region. Using a descriptive, quantitative, non-experimental, and correlational research design, a sample of four hundred randomly selected respondents was surveyed using standardized questionnaires. Frequency, percentage, mean, Pearson correlation, and hierarchical multiple regression analysis were used to analyze the data. Results indicated that students exhibited consistently high levels of TSE, TI, and FL. Significant positive correlations were found among the three variables, with TSE showing a strong positive relationship with TI. FL likewise exhibited strong correlations with TSE and moderate correlations with TI. Regression analysis confirmed that TSE remained the primary direct predictor of TI, while FL contributed additional explanatory power. Although FL was initially examined as a potential moderating variable, the statistical analysis revealed that it did not have a significant moderating effect. Instead, it functioned as a direct independent predictor of TI. These findings highlight the need for integrated educational strategies that build both entrepreneurial confidence and financial competence to better equip students for future technology-driven ventures.
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