found. Namely, as hypothesized, the authoritative 
style has the strongest influence on both variables. 
Furthermore, the permissive-, authoritative-, and 
uninvolved style were posited in the second, third, 
and fourth position, respectively. Although 
permissive and authoritative styles are not very 
favorable for developing risk propensity and 
entrepreneurial interest, they still have some 
contribution to the variables. Further research may 
investigate this phenomenon. 
This study contributes to theory in several ways. 
First, this study discloses the relationships among 
the four parenting styles, risk propensity, and 
entrepreneurial interest, thus this adds validation on 
the relationships. More specifically, the findings 
suggest that among the four styles, the authoritative 
style is the most significant for the development of 
individuals’ risk propensity and entrepreneurial 
interest. Consistent with prior finding, it is suggested 
that risk propensity contributes to entrepreneurial 
interest. For practice, this study delivers an insight to 
parents on which parenting styles may apply to 
improve risk propensity and entrepreneurial interest. 
However, since changing a parenting style to 
another style is not easy, educational institutions can 
play the roles of ‘parents’ who can implement 
authoritative style for their students. 
Table 4: Effect of Risk Propensity on Entrepreneurial 
Interest. 
Variable 
Estimate (Significance)
Risk propensity
Model 1: no control 
Risk propensity  
 
.49 (.000)
Model 2: with 2 controls 
Gender  
Parent’s employment status 
Risk propensity 
 
.06 (.272) 
.16 (.003) 
.46 (.000)
6 CONCLUSION 
The current study integrates the four parenting 
styles, risk taking propensity, and entrepreneurial 
interest. This study suggests that authoritative 
parenting style is the style that is likely to promote 
risk propensity and entrepreneurial interest. In 
addition, it also suggests that risk propensity 
promotes entrepreneurial interest.  
Besides the important findings delivered by this 
study, it has several limitations. First, this study 
implemented a cross-sectional design of survey. It 
will provide a different perspective if parenting style 
is assessed by parents (Shyny, 2017). Second, the 
respondents were the students from various batches. 
The students in earlier batches might have not yet 
decided about their career choice. Perhaps, future 
research could take data from students of the most 
recent batch. Third, Indonesian parents mostly use 
authoritarian style in nurturing their children. 
Therefore, future research may explore the effects of 
parenting styles in another cultural context where 
different patterns of relationships might be found.  
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