Overall, the questionnaire consists of 23 statements. Final version of items by constructs are presented in Appendix 2. The final version of the questionnaire in Russian language is presented in Appendix 3.

Data collection.

The data gathering through online questionnaire lasted two weeks (29.04.2019 - 12.05.2019). In total 146 valid questionnaires were obtained. Summarized information about respondents is presented in Table 1. As it was previously specified, the data sample can be considered representative.

Table 1

Information about respondents

It can be seen from the table that respondents are primarily women (74%). Data was mostly collected from the students of the first year of study (30,1%), while the second year of study has the smallest share of respondents (17,8%). The majority of respondents do not have any previous experience in entrepreneurship (82,2%).

Data analysis.

In line with recent research, the data collected with the questionnaire was prepared for analysis in IBM SPSS 25 and AMOS 26.

Entrepreneurial intentions of undergraduate students are dependent variable for this study. Independent variables include creativity, entrepreneurial self-efficacy and perceived educational support. Items were measured on the scale from 1 to 5.

Control variables are gender (male or female), year of study (from the first to the fourth) and previous experience in entrepreneurship (yes or no). For gender `0' indicates male and `1' indicates female. For the year of study `1' denotes the first year, `2' denotes the second year, `3' denotes the third year and `4' denotes the fourth year. For the previous experience in entrepreneurship "yes" is `0' and "no" is `1'.

The process of analyzing collected data is based on methods employed by scholars in previous research. Accordingly, the analysis was conducted in several steps. In the first place, scales' reliability and validity were checked. Cronbach's б and composite reliability (CR) were evaluated to check reliability and average variance extracted (AVE) was evaluated to check convergent validity. The same method for testing reliability and validity was applied by Shahab et al. (2019). Gelaidan and Abdullateef (2017) also proposed to evaluate construct validity using factor loadings of measurement items.

After that total factors of entrepreneurial intentions, creativity, entrepreneurial self-efficacy and educational support were combined for the further analysis. New variables were called EI_total, C_total, ESE_total and ES_total. Then descriptive statistics including mean, standard deviation and correlations for investigated variables was obtained.

Next step involved the hypotheses' testing. Both moderation and mediation were checked through running multiple regression analysis.

Firstly, mediation analysis was conducted to check the mediating effect of entrepreneurial self-efficacy. To check mediation, Bellт et al. (2018) conducted multiple regression analysis. After the mediation was supported, the bootstrapping method was used to check bootstrapped mediation effect of self-efficacy. Mediation analysis was used previously to test the mediating role of self-confidence on the relationship between entrepreneurial intentions and perceived educational support [Turker and Selcuk, 2009]. Hierarchical multiple regression model was also applied for these purposes.

Secondly, the moderating role of educational support was examined with the use of hierarchical multiple regression analysis. Previously, hierarchical regression procedure was used to test the moderating role of peer support on the relationship between creativity and entrepreneurial intentions [Bellт et al., 2018]. The same approach was adopted by Shahab et al. (2019) to test the moderating role of entrepreneurial education on the relationship between entrepreneurial self-efficacy and entrepreneurial intentions.

Thirdly, the relationship between creativity and entrepreneurial intentions as well as the relationship between educational support and entrepreneurial intentions are checked through running the multiple regression.

Collinearity diagnostics was also run to avoid problems with multicollinearity and confirm the significance of the model.

Hence, steps executed in the current research to conduct statistical analysis are based on the analyzing processes from previous research on entrepreneurial intentions of university students.

Limitations.

There are several limitations of the data and methods used that should be taken into consideration when discussing results of the research.

The first limitation is related to the method of data gathering: the research is focused on the undergraduate students of one nationality of one particular faculty from NRU HSE, and other universities are not taken into account. Therefore, the results cannot be generalized for other universities of the country [Palaliж et al., 2017]. There is another problem across the level of study: some groups of respondents (according to the year of study) are underrepresented in contradistinction to others. Moreover, the non-probabilistic convenience sampling technique was applied. This method of selecting respondents is usually criticized for the lack of representativeness comparing to other methods that requires higher investments.

The second limitation is that the survey instrument takes the form of self-administered questionnaire. It does not involve any intervention from the side of the researcher. Problems with understanding the questions by respondents that occur during the process of taking a survey may affect the results. However, the risk of unclarity was minimized by conducting the pilot test. This limitation is considered to be standard for prior empirical studies in the research field of entrepreneurial intentions [Pruett et al., 2009].

The third limitation can appear because the current study is dedicated to exploring intentionality which is not actual behavior. Intentions do not guarantee behavior in future. Commonly, there can occur a change of mind among students when they finish their education [Gelaidan & Abdullateef, 2017]. Therefore, data about present entrepreneurial intentions among the respondents studied may be irrelevant in future.

The fourth limitation is related to the measurement of creativity. Creativity is analyzed as a self-reported measure. Collecting information about respondents' creativity in a form of the self-administered questionnaire is highly subjective, so the survey is based on the assumption that respondents have conception about their level of creativity [Bellт et al., 2018].

Fifth, the limitation connected with mediation analysis was determined based on the study of Aguinis et al. (2017). It is recommended to test mediation using longitudinal data as far as some time should pass for the perfect testing of alternative causal flow. The current research is based on cross-sectional data, therefore a possibility of missing any causal paths can occur.

Finally, in this research only the effects caused by entrepreneurial self-efficacy and educational support are studied. The patterns found may result from the influence of other possible factors that were not taken into account.

Description of the results

Statistical analysis of the results.

Construct validity was evaluated to check the level of the measurement instruments' appropriateness or ability to measure the variables addressed [Gelaidan & Abdullateef, 2017]. Factor loadings for items are used to evaluate construct validity. According to Hair et al. (2010), if factor loadings' values are higher that recommended value of 0,5, it can be considered that there are no issues concerning the validity of items. Table 2 shows the factor loadings for all items.

Table 4 represents descriptive analyses for all measured variables. Statistics includes mean, standard deviation and correlations.

Table 4

Descriptive statistics

Note: N=146; Pearson correlations: p**<0,01 (two-tailed), p*<0,05 (two-tailed).

The results of correlation analysis represent that there is a strong correlation (0,377**) between independent variable C_total (for creativity) and dependent variable EI_total (for entrepreneurial intentions). There is also a strong correlation (0,528**) between independent variable and mediator ESE_total (for entrepreneurial self-efficacy). Therefore, conditions for the occurrence of the probability of mediation are met [Aguinis, 2017].

Moreover, it is observed that there are correlations between entrepreneurial intentions and previous experience in entrepreneurship, likewise between entrepreneurial self-efficacy and previous experience. These relationships can be explained logically, on the assumptions of theoretical foundation.

Three-step hierarchical regression was conducted to check the mediating role of entrepreneurial self-efficacy in the relationship between creativity and entrepreneurial intentions [Bellт et al., 2018; Turker and Selcuk, 2009]. The regression is described in Table 5.

To evaluate the strengths of the existing relationships in the model R2 and changes and significance levels were taken into account [Turker and Selcuk, 2009]. In the first step control variables including gender, year of study and experience were entered. Previous experience in entrepreneurship appears to be a significant factor of entrepreneurial intentions. In the second step the independent variable of creativity was added. Finally, in the third step the mediator (entrepreneurial self-efficacy) was entered.

Table 5

Three-step hierarchical regression analysis for mediation

Note: Significant at: **<0,01, p*<0,05.

Some conclusions can be made based on the results of the conducted hierarchical regression analysis. In the second step the independent variable is significant (в=0,329) at the 0,01 level. In the third step the independent variable is non-significant (в=0,100) and the mediator is significant (в=0,394) at the 0,01 level. Since the independent variable became non-significant after adding the mediating variable, it can be concluded that entrepreneurial self-efficacy plays a mediating role in the relationship between creativity and entrepreneurial intentions. Variance Inflation Factor values are lower than 1,636.

Then three-step hierarchical regression analysis was conducted to test the moderating effect of educational support on the relationship between creativity and entrepreneurial intentions. First, means of variables C_total and ES_total were estimated and then subtracted from the values of the variables to receive centered variables (Centered_C_total and Centered_ES_total). The combined centered variable of creativity and educational support (Centered_C_ ES) was estimated to conduct moderator analysis to avoid potential problems with multicollinearity [Aguinis et al., 2017].

The results of the analysis are shown in Table 6. The first step contains the same variables as the first step in the hierarchical regression analysis for testing H2. In the second step the independent variable and the moderator were entered. In the third step the multiplied centered variable of the independent variable and the moderator was added.

Table 6

Three-step hierarchical regression analysis for moderation

Note: Significant at: **<0,01, p*<0,05.

The third model is non-significant. From the third step it also can be seen that the independent variable is still significant (в=0,335) at the 0,01 level, and the centered multiplied variable considered as a moderator is non-significant (в=-0,045). Therefore, educational support does not moderate the relationship between creativity and entrepreneurial intentions of students.

VIF values are lower than 1,095.

From the second step described in Table 5 it can be seen that the independent variable of creativity is statistically significant (в=0,329) at the 0,01 level. Thus, the increase in creativity results in the increase in entrepreneurial intentions. There is a strong positive relationship between creativity and entrepreneurial intentions.

The second step of hierarchical regression analysis described in Table 6 also provides support to the assumption that there is no relationship between educational support and entrepreneurial intentions as the control variable ES_total is statistically non-significant (в=-0,024). It can be interpreted that educational support of entrepreneurship provided by the university does not affect entrepreneurial intentions of students.

Discussion of the results.

With the help of statistical analysis hypotheses were tested. Firstly, the results of the analysis show that there is a strong positive relationship between creativity of undergraduate students and their intentions to start a business. Therefore, the first hypothesis is confirmed. Secondly, the multiple hierarchical regression analysis' results demonstrate that the positive relationship between creativity and entrepreneurial intentions is mediated by entrepreneurial self-efficacy. Consequently, the second hypothesis is also confirmed. Thirdly, the moderating role of educational support on the relationship between creativity and entrepreneurial intentions was tested. Multiple hierarchical regression analysis demonstrates that the moderating effect of educational support is statistically non-significant. The third hypothesis is not confirmed. At last, the analysis shows that educational support of students' entrepreneurship is not related to their intentions to start a business, so the fourth hypothesis is not confirmed. The results of the hypotheses testing are summarized in Table 7.

The relationship between creativity and entrepreneurial intentions was explored by previous studies examining entrepreneurial intentions of university students. Yar Hamidi et al. (2008) investigated the relationship between creativity and students' intentions to start a business in context of entrepreneurial education. The survey showed that creativity is strongly related to entrepreneurial intentions. The research of Pruett et al. (2009) was focused on creativity as one of several motivational factors to start entrepreneurial career. The analysis showed that creativity is one of the most statistically significant motives for students to become an entrepreneur. Smith et al. (2016) examined the link between creativity and entrepreneurial intentions within the frameworks of understanding the role of gender. In the research the evidences of positive relationship between creativity and intentions were provided. Research conducted by Laguнa et al. (2019) revealed a relationship between self-perceived creativity of students and their entrepreneurial intentions, however in contrast with other research the relationship was quite moderate. Hereby, key studies testing the relationship to which the current research refers are listed. The findings describing the positive linkage between creativity and entrepreneurial intentions received in the current research are confirmed by previous research on the corresponding topic.

Table 7

Hypothesis result

The findings on the mediating role of entrepreneurial self-efficacy are also confirmed by researchers previously investigating the construct. Despite the fact that many studies tested the relationship between self-efficacy and entrepreneurial intentions, as well as several studies proved the relationship between self-efficacy and creativity, there is still a limited quantity of studies dedicated to the analysis of the effect on the link between creativity and intentions caused by entrepreneurial self-efficacy. The study conducted by Bellт et al. (2018) confirmed the significant mediating role of entrepreneurial self-efficacy on the relationship between creativity and intentions. The research of Laguнa et al. (2019) indicates that the considered relationship is partially mediated by entrepreneurial self-efficacy. Therefore, the findings of the current research fully support the theoretical logic of previous research.

The situation is slightly different with the research on perceived educational support. There were not found any research dedicated to the investigating of the moderating role of educational support on the relationship between creativity and entrepreneurial intentions. However, a number of studies analyzed the relationship between educational support perceived by students and entrepreneurial intentions. The research of Gelaidan and Abdullateef (2017) showed that there is a strong relationship between students' attitudes towards becoming an entrepreneur and educational support of entrepreneurship. Oftedal et al. (2018) confirmed that entrepreneurial intentions are strongly related to regulative dimension of educational support equivalent to the educational support considered in the present research. In contrast with specified studies the current research shows negative results concerning the relationship between educational support and entrepreneurial intentions: educational support is statistically non-significant. The present findings are supported by the research of Mustafa et al. (2016) as it shows that there is no relationship between the perceptions of business development support provided by university and entrepreneurial intentions. It can be explained by the lack of adequate informing about entrepreneurship and business support provided by the university [Mustafa et al., 2016]. Another possible explanation is that the university does not provide conditions for the positive development of entrepreneurial intentions. More data on educational program should be gathered to make any valuable conclusions.

Thus, the findings partially support previous research in the field of investigating students' creativity, entrepreneurial intentions and the surrounding factors.

Theoretical and practical implications.

The present research has implications both in terms of theory and practice. Practical implications are focused on the university. As it was previously mentioned, recommendations can not be generalized for other universities due to the small data sample. Simultaneously, theoretical implications are valuable both for Russian and foreign researchers in various research fields.

First of all, the relationship between creativity and entrepreneurial intentions of students was examined. The results of analysis show that higher students' creativity results in higher intentions to start entrepreneurial career. Considering the theoretical value, the research provides new evidence of the significance of the role of creativity in formation of career attitudes among undergraduate students specifically in Russian context. The development of creativity researching field is valuable for further understanding of entrepreneurial intentions. The concept of creativity is claimed to be more proactively oriented than other concepts including perceived behavioral control, perceived social norms or ability to take risks [Yar Hamidi et al., 2008]. The factor of creativity is more specific than other antecedents of entrepreneurial behavior because creative skills have practical significance for future career in such fields as innovations, marketing and business development. Therefore, extending research of creativity provides scholars with opportunities to expand research capabilities and continue investigations in management, education, sociology and public science.

With regard to practice the research indicates that development of creativity should be an integral part of business education. As the rise of entrepreneurship plays a positive role in the increasing of domestic economy, entrepreneurial intentions of students of business and management faculties should be fostered by educational institutions. Creative educational climate also prepares students for better performance in creative working environment that has become common among modern organizations [Driver, 2001]. The research field of teaching creativity to students is slightly growing which results in developing educational programs, trainings and measurement techniques [Richardson & Mishra, 2018].

Based on the above explanation, supportive creativity environment should be improved to foster students' entrepreneurial intentions. One of the most important aspects supported by numerous scholars and practitioners is the creation of atmosphere that makes students feel safe and be open for risks and mistakes [Chan & Yen, 2014]. Moreover, students' creativity could be enhanced by motivating curiosity, developing environment for combining creative skills together with critical thinking; reinforcing willingness to learn and open-mindedness. According to Sunley et al. (2019) it can be done specifically by creating conditions for teamwork, supporting peer encouragement and stimulating students to make personal reading choices.

According to Freire (1996), individual's understanding of difference in social roles and social engagement is critical for developing creativity [as cited in Sunley et al., 2019]. It can be claimed that engaging students in social activities, stimulating student communities and events can improve students' social skills and then affect their creativity. The scale for assessing supportive learning environment for students' creativity developed by Richardson and Mishra (2018) suggests that the main concepts for assessment are physical environment, learning climate and learning engagement. In general, students' creativity can be boosted not only by creating friendly atmosphere and engaging, but also by creative comfortable workplace with available resources or materials. This concept is also supported by research [Davies et al., 2013; McCoy & Evans, 2002]. Thereby, there are various methods and dimensions of fostering students' creativity that can be implemented at different levels of educational process.

This study supports previous research appointing that is not separate or self-supporting concept [Bellт et al., 2018]. It is influenced by various surrounding factors, and this research supports the mediating factor of entrepreneurial self-efficacy. The study shows that self-efficacy mediates the relationship between creativity and entrepreneurial intentions of students. It means that developing students' creativity is not enough: students' entrepreneurial self-efficacy should be increased to raise entrepreneurial intentions of creative students. Several methods of influencing entrepreneurial self-efficacy can be offered to the university based on existing literature. It is determined that self-efficacy reflects students' self-confidence in their skills and abilities. Therefore, universities' efforts should be directed towards influencing students' self-confidence during the educational process to make them sure of their capabilities to become an entrepreneur. First, it can be made by including real-world experience in educational programs by engaging third parties from practicing organizations [Rodrнguez Gutiйrrez et al., 2018]. Second, the development of students' self-efficacy can be enhanced by giving lectures by practicing entrepreneurs. Receiving valuable information from lecturers with real business or entrepreneurial experience helps to raise students' awareness of their skills and knowledge and their self-confidence [Abaho et al., 2015]. Third, having feedback from the external world is important both for students and practitioners [Breslin, 2017]. It allows to identify capabilities needed and evaluate the process of its development. While practicing entrepreneurs' feedback should be received from entrepreneurial team, colleagues and even customers, for students the feedback system can be established through engaging third parties, lecturers, instructors and other students.

The research also provides evidence that there is no moderating effect on the relationship between creativity and intentions caused by educational support. The authors' assumptions about educational support were made based on other authors' propositions and checked. This contribution is fully theoretical as can be revised and deeply investigated in future research. Moreover, during the study it was discovered that there is no relationship between educational support and entrepreneurial intentions of students. As there was no deep research conducted to understand the causes of this circumstance, according to the research with corresponding results it can be offered to examine the process of providing entrepreneurial support by the university. According to Oftedal et al. (2018), university support can serve as an important tool of increasing students' entrepreneurial intentions, attitudes towards entrepreneurship and opportunity recognition. There are no recommendations based on the negative relationship between the year of study and entrepreneurial intentions can be made since it requires additional researching of educational conditions for each course and other factors.

Overall, theoretical implications for future research on creativity and entrepreneurial intentions are made. Practical implications for the organization of educational process for business students are also discussed considering the development of students' creativity and entrepreneurial self-efficacy to increase entrepreneurial intentions.

Conclusion

Entrepreneurship is a key factor of the modern economic development. Prerequisites of entrepreneurial behavior are widely discussed since the understanding of mechanisms increasing people's intentions to start new business is valuable from the point of view of politicians and scholars. Research works dedicated to the examining of intentions of different groups of population are demanded because the ways of forcing entrepreneurial intentions should be studied and revealed. Students are the most popular group for research as their professional career has not been started yet, so their intentions may be influenced in the process of education.

Finally, the purpose of the research was fully achieved. The research deepens the understanding of the relationship between creativity and entrepreneurial intentions of students and the factors affecting this relationship. It was accomplished by following the tasks that were previously set. The concepts of creativity, entrepreneurial intentions and self-efficacy and educational support were theoretically reviewed. Then the link between creativity and entrepreneurial intentions was examined based on the existing literature. The questionnaire was developed based on previous studies and described methods. The survey was conducted among the business students to gather data on their self-perceived creativity, entrepreneurial self-efficacy, perceived educational support and entrepreneurial intentions. Statistical analysis was run with the use of SPSS and AMOS software. It allows to make assumptions concerning the research question.

Hypothesis testing shows some substantial outputs. Firstly, the positive relationship between creativity and entrepreneurial intentions of students was confirmed in line with previous research. Secondly, the mediating role of self-efficacy on the adverted relationship was determined. Thirdly, the absence of the moderating effect of educational support was revealed together with the absence of the relationship between educational support and entrepreneurial intentions. Finally, the absence of the relationship between educational support and entrepreneurial intentions was identified.

Based on the listed results it was assumed that (1) creativity is a significant prerequisite of entrepreneurial intentions among students, (2) creativity is not self-supported concept, and the impact of creativity on entrepreneurial intentions is affected differently by various factors including entrepreneurial self-efficacy, (3) educational support of creativity provided by the university should be enhanced to boost students' entrepreneurial intentions and (4) both creativity and entrepreneurial self-efficacy should be taught and developed because the formation of students' decision to become entrepreneurs depends on the level of development of this concepts.

The results of the analysis partly support previous research and bring new evidence concerning students' entrepreneurial intentions. The study fills the gap of research on creativity and entrepreneurial intentions of Russian students. Scholars are provided with the new pattern of research about entrepreneurial intentions in educational context. Practical recommendations for the university are made based on the discussion of the results. Therefore, the results are valuable in terms of theory and practice and beneficial for future research on entrepreneurial intentions and creativity.

There are several limitations that should be taken into account. Firstly, although the sample of 146 students can be considered appropriate for the purposes of the current research, bigger sample should be compiled to achieve higher representativeness. Moreover, the data was collected from the students of one faculty in one university, so the results of the analysis can be hardly generalized for other educational programs or universities. Secondly, self-administered questionnaires were applied to collect data on students' perceptions of their creativity and educational support. Since the present survey was conducted using the sample of students compiled with the help of non-probabilistic convenience sampling method, there were no opportunities to organize complex experiments. Perceptions are not identical to real life experience, therefore, to collect more pragmatic information other methods should be used.

To conclude, several potential directions for future research can be recommended. Firstly, bigger sample of students can be examined. Gathering information from several faculties of NRU HSE or from different universities of Saint-Petersburg would provide opportunities for further research including comparison and generalization of results. Secondly, other mediating or moderating factors can be included to better understand the link between creativity and intentions. For example, such factors as perceptions of social norms, peer support, relational support or attitude towards entrepreneurship are of current interest among researchers. Thirdly, creativity can be also considered as a mediating factor to better understand the prerequisites of entrepreneurial intentions from another point of view. Finally, in future research a sample of practicing entrepreneurs can be involved to explore the impact of creativity on entrepreneurial intentions in practical terms.

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Appendices

Appendix 1.

Constructs and items

Construct	Items	Source
Entrepreneurial intention	1. My professional goal is to become an entrepreneur 2. I have very seriously thought of starting a firm 3. I will make every effort to start and run my own firm 4. Read business newspapers 5. Read financial planning books 6. I know all about the practical details needed to start a business ...

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