This study builds on the assumption that the common experiential design of entrepreneurship education stimulates entrepreneurial learning via social interaction with peers. The first part of the analysis focuses on gendered peer effects at the pre-nascent stage of the entrepreneurial process, as having same-gender entrepreneurial peers in the team positively influences the development of entrepreneurial intentions, attitudes, as well as entrepreneurial self-efficacy. The second part of the analysis deals with the role of team emotional intelligence in the context of entrepreneurship education. This analysis provides some indications for positive same-gender peer effects, especially when it comes to the development of entrepreneurial self-efficacy among female students. Further, team emotional intelligence is found to be not only an antecedent of entrepreneurial propensity, but also being assigned to a team with emotionally intelligent peers positively influences entrepreneurial learning and may even mitigate same-gender effects.
Entrepreneurial intentions, measured using a three-item instrument, attitudes towards entrepreneurship, with a six-item scale, entrepreneurial self-efficacy, by asking partecipants about their confidence in performing entrepreneurial task, and team emotional intelligence.
Partial support was found for the positive influence of a higher proportion of same-gender peers in the team on entrepreneurial learning, measured by the development of entrepreneurial intentions, attitudes towards entrepreneurship and entrepreneurial self-efficacy. Additionally, female students’ development of entrepreneurial intentions benefits from being in a team with an above-average share of same-gender peers, was partially supported in the data.