From childhood conditioning to entrepreneurial traits: The mediating role of psychological capital and moderating effects of socioeconomic mobility
Bibliographic record
Abstract
Entrepreneurial personality does not emerge in adulthood alone—it is shaped by formative childhood experiences. This study introduces and validates the construct of entrepreneurial developmental stimuli (EDS), which captures key early life factors such as parental support, exposure to family business, gendered parenting roles, sibling influences, and creativity-building experiences. Drawing on developmental and psychological theories, the research explains how EDS indirectly shape core entrepreneurial traits— innovativeness, persistence, risk-taking, and achievement orientation—through the mediating roles of psychological capital and entrepreneurial self-efficacy. We also highlight how the effects of these early influences vary depending on one’s socioeconomic mobility context—the extent to which individuals gained or lacked access to opportunities. The findings offer practical insights for policy makers, educators, and development agencies on how early exposure, family environments, and psychosocial resources can be leveraged to build entrepreneurial capacity across diverse social contexts. By moving beyond static trait models, this study supports the design of targeted entrepreneurship education and youth development policies that reflect the lifelong nature of entrepreneurial mindset formation.
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How this classification was reachedexpand
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 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".