From Personality to Entrepreneurial Intention

This study investigated the impact of personality traits, digital entrepreneurship education, and digital mindset on entrepreneurial intention among 250 Tunisian university students. The findings indicate that openness to experience and conscientiousness positively influence both digital entrepreneurial intention and academic performance. Digital mindset emerges as a mediating variable between openness and academic performance, highlighting the role of technological curiosity in translating personality traits into learning outcomes. Notably, formal entrepreneurship education exerts a negative moderating effect on the relationship between digital mindset and academic performance, suggesting that overly standardized instructional approaches may constrain creativity. Extraversion and agreeableness show no direct effects, while emotional stability appears as a weak predictor. The results offer practical implications for the design of personality-informed entrepreneurship curricula in less developed countries.