Predicting individuals' digital autopreneurship: Does educational intervention matter?

By integrating personality, motivation, and curriculum differences, this study examined regular users' digital autopreneurial intentions in the YouTube context. The results of PLS analyses of 304 respondents revealed that interpersonal-involved dispositions (i.e., extraversion and agreeableness) have better predictability of extrinsic motivation, whereas personal-involved dispositions (i.e., openness to experience) contribute to intrinsic motivation. Both intrinsic and extrinsic motivation positively lead to autopreneurial intention, and the effects of extrinsic motivation are twice greater than those of intrinsic motivation. Finally, educational interventions fail to augment the relationships between the two types of motivation and autopreneurial intention. This study contributes to the debate on the teachability dilemma and concludes with a discussion on its theoretical and managerial implications.