Rethinking Entrepreneurship Achievement through Cognitive and Affective Drivers in Islamic Vocational Education

Abstract

Entrepreneurship education in vocational settings increasingly demands a deeper understanding of the behavioral mechanisms shaping student achievement. However, prior studies largely emphasize instructional and cognitive determinants while overlooking the relative role of affective drivers within broader ethical frameworks. This study addresses this gap by examining the differential influence of cognitive and affective factors on entrepreneurship achievement from an Islamic economic perspective. A quantitative correlational design was employed involving 40 eleventh grade marketing students from a vocational high school in Indonesia selected through purposive sampling. Data were collected using validated instruments and analyzed using multiple linear regression to assess partial and simultaneous effects. The findings reveal a clear divergence between cognitive and affective drivers. Teacher communication as a cognitive instructional factor does not significantly affect entrepreneurship achievement while learning motivation as an affective driver shows a strong significant influence and explains a substantial proportion of variance. Simultaneously both variables explain 27.9 percent of achievement variance indicating the predominance of affective engagement. From an Islamic economic perspective entrepreneurship achievement is more closely associated with internally regulated value oriented behavior than externally driven inputs. This study proposes an integrative framework linking educational psychology behavioral dynamics and Islamic ethical principles and highlights the importance of strengthening intrinsic motivation to support sustainable entrepreneurial competencies in diverse vocational learning environments and future research contexts globally emerging.