Objective vs. Perceived Digital Entrepreneurial Competencies of Female Students in Serbia
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Abstract
This study examines the relationship between perceived and objectively demonstrated digital entrepreneurial competence (DEC) among female higher education students in Serbia. The aim is to assess the extent of calibration between self-assessed and knowledge-based measures of DEC and to explore whether demonstrated competence and calibration differ by employment status and study level. The study applies a cross-sectional quantitative design using two complementary instruments: a self-assessment questionnaire and a knowledge-based test. The data originate from an online survey conducted between March and May 2025 among students in Serbian higher education institutions. The analysis focuses on the subsample of female students who completed both instruments (N = 62). The findings indicate a systematic tendency toward overestimation of DEC. Employed female students demonstrate higher objectively assessed competence, while Master’s students show both higher demonstrated competence and smaller calibration gaps; however, these differences should be interpreted cautiously due to the overlap between employment status and study level in the subsample. The results underline the importance of combining subjective and objective measures in the assessment of DEC and suggest that dual-assessment approaches can help educators and policymakers identify both competence gaps and self-assessment bias.
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