Determinants of Sustainable Entrepreneurship in Morocco: The Role of Entrepreneurial Orientation, Financial Literacy, and Inclusion
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This paper investigates the relationship between sustainable entrepreneurship and financial inclusion, financial literacy, and entrepreneurial orientation. As sustainable entrepreneurship gains academic and practical interest, understanding factors that enable entrepreneurs to operate sustainably is fundamental. The manuscript uses an electronic questionnaire distributed to key economic stakeholders and performs partial least squares structural equation modeling on data from 169 respondents. The results show that entrepreneurial orientation has a positive and significant impact on sustainable entrepreneurship, with a beta coefficient of 0.878 and a probability value of less than 0.01. Financial literacy significantly influences sustainable entrepreneurship, with a beta coefficient of 0.389 and a probability value of less than 0.001, and it partially mediates its relationship with financial inclusion, showing a beta coefficient of 0.3 and a probability value of 0.013. Financial literacy and financial inclusion are positively correlated, with a beta coefficient of 0.771 and a probability value of less than 0.05. However, the impact of financial inclusion on sustainable entrepreneurship is negative and insignificant, with a beta coefficient of −0.392, and there is no evidence that entrepreneurial orientation moderates the link between financial literacy and sustainable entrepreneurship. The findings provide valuable insights for Moroccan policymakers to promote entrepreneurship, suggesting that financial literacy plays a crucial role in enhancing sustainable business practices. The study emphasizes the need for Morocco to adapt to current programs and create a supportive financial environment for entrepreneurs. Due to a lack of comprehensive datasets, the study’s conclusions are limited and might not accurately reflect the entire landscape.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it