Intrinsic and extrinsic motivations on business school students’ aspirations: The gender role models perspective

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Abstract

This study aims to explore the effect of intrinsic and extrinsic motivation on business school students’ aspirations to become entrepreneurial managers in the future and whether the gender of their university instructor affects such a relationship. Gender equivalence proved to devour an instructive advantage over students (Aragonés-González, Rosser-Limiñana, & Gil-González, 2020), in addition to the idea that gender competence is a key element in the educational field (Palmén et al., 2020). The hypothesized paradigm is tested through multiple regression and univariate tests based on the responses of 321 Jordanian university students who finished entrepreneurship courses to pursue nexuses between the endogenous and exogenous variables. Results indicated that both intrinsic and extrinsic motivations affect students’ aspirations to become entrepreneurial managers in the future in favor of their role models. Additionally, both intrinsic and extrinsic motivations are affected by female instructors. However, male instructors only inspired the intrinsic motivation of the students. As female academic instructors face challenges attributed to gender bias, especially in the Arab and Middle Eastern countries, the results of the study hope to help change the discerning negative perceptions of female instructors in Jordanian and Arab universities. Such problems in gender inspiration affect the prospect of the outcomes required and may have an indirect effect on the educational field in general. The study recommends focusing more on the effect of motivation and innovation efficiency based on gender type in addition to converging entrepreneurship educational research due to the COVID-19 pandemic (Ratten & Jones, 2021).

Keywords: Motivation, Entrepreneurship, Education and Gender, Teacher Quality, Educational Outcomes

Authors’ individual contribution: Conceptualization — M.E.H. and A.F.S.; Methodology — M.E.H. and A.F.S.; Investigation — M.E.H., A.F.S., and B.K.M.; Writing — Original Draft — M.E.H., A.F.S., and B.K.M.; Writing — Review & Editing — M.E.H. and A.F.S.; Supervision — M.E.H.

Declaration of conflicting interests: The Authors declare that there is no conflict of interest.

JEL Classification: I240, I260, L260

Received: 22.06.2021
Accepted: 24.09.2021
Published online: 29.09.2021

How to cite this paper: Hamdallah, M. E., Srouji, A. F., & Mahadin, K. (2021). Intrinsic and extrinsic motivations on business school students’ aspirations: The gender role models perspective. Journal of Governance & Regulation, 10(4), 164–174. https://doi.org/10.22495/jgrv10i4art15