Abstract
Cognitive and behavioral factors are becoming increasingly relevant in research on the emergence of entrepreneurial action. To date, little research has examined whether an entrepreneurial mindset can be affected by targeted entrepreneurial priming interventions, even though the activation of specific mental concepts possesses the power to stimulate entrepreneurial self-concepts. Such a mechanism is also inherent in certain academic teaching methods like use-case application and storytelling. We developed and applied an entrepreneurial priming intervention, aimed at increasing the level of entrepreneurial self-efficacy and the attitude towards starting a new business of the priming receivers. Therefore, an experimental study with entrepreneurship students, randomly assigned to either the trial group (n = 47) or the active control group (n = 51), was conducted. Both our hypotheses are supported, as our findings show a higher level of entrepreneurial self-efficacy and a more positive attitude toward launching a business venture for receivers of a semantical, entrepreneurial prime than for members of the non-primed active control group. These results provide insights into the triggering of students’ entrepreneurial cognition, and help to develop a more profound understanding of the effectiveness of common teaching methods like use-case application and storytelling, both within and beyond an entrepreneurial educational setting.