Extending social cognitive career theory: a study of entrepreneurial intentions among university students in Central and Eastern Europe

Purpose This study aims to examine the formation of entrepreneurial intentions (EI) among university students by extending Social Cognitive Career Theory (SCCT) with Individual Entrepreneurial Orientation (IEO) and a differentiated model of perceived entrepreneurial support, and by testing this framework in the institutional and cultural context of Central and Eastern Europe (CEE). Design/methodology/approach Using survey data from four CEE countries, the study applies structural equation modelling to examine direct and indirect relationships between individual inputs, perceived support, entrepreneurial self-efficacy (ESE), outcome expectations, and EI. Findings The results indicate that IEO is the strongest predictor of EI, with both direct effects and indirect effects mediated by ESE and outcome expectations. Perceived educational and structural support do not directly affect intentions; educational support operates indirectly through self-efficacy, while relational support shows a direct influence. Research limitations/implications Entrepreneurship education and policy should prioritize developing IEO and self-efficacy, with universities playing a key role through experiential learning and relational support. The cross-sectional design warrants cautious interpretation and highlights the need for longitudinal research. Originality/value This study presents a context-sensitive perspective on SCCT showing that its mechanisms may operate selectively rather than universally in post-transition economies in CEE. The findings also point to the potential use of IEO as a proxy for personal inputs, while adopting a more differentiated model of entrepreneurial support. In this way, the study offers an exploratory extension of SCCT within this still underexamined context.