• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.15 no.4
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• pp.231-244
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• 2020

With the rapid progress of the 4th industrial revolution, technical human capitals are considered to be the core competing factors of the enterprise. Technical manpower training of the 4th industrial revolution through technical education has become an essential task of venture start-ups. The opening of technical training courses and the education support system of companies are increasing, but the shortage of technical manpower is getting worse. This study was conducted to analyze the factors affecting participation intention of the 4th industrial revolution technology education. The research model was established based on the model of goal-directed behavior. For the analysis, 250 valid questionnaire data were used to test with a structural equation model. The results of the study are as follows. First, attitude had a positive effect on the intention to participate in education. Second, subjective norms had a positive effect on the intention to participate in education. Third, the perceived behavioral control has not been tested for a significant influence on educational participation intention. Fourth, positive and negative anticipated emotions had a significant effect on educational intention. The impact of significant variables were found in the order of positive anticipated emotions, attitudes, negative anticipated emotions, subjective norms. On the other hand, as a result of testing the mediating effect of desires, it was found that desires plays a mediating role between attitude, subjective norm, perceived behavioral control, positive anticipated emotions, negative anticipated emotions, and participation intention. In particular, the causal relationship between perceived behavioral control and intention to participate in education was not significant, but perceived behavioral control had a significant effect(full mediation) on participation intention through desires. Based on the results of this study, the following implication were suggested. First, the model of goal-directed behavior(MGB) was applied to the technical education field. Second, the direct relationship between antecedent variables and behavioral intentions was simultaneously tested. Third, unlike the existing education-related research, the factors affecting participation in education were analyzed. Fourth, the importance of desires for education were suggested.