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<p>The Entrepreneurial Competence Framework (EntreComp) is a comprehensive model developed by the European Commission to define and promote entrepreneurial skills and mindsets. This framework has led to numerous educational and training interventions, providing evidence that entrepreneurial competences can be learned and developed. However, there is still a need for robust assessment instruments supported by solid psychometric validation, particularly regarding measurement invariance across different population groups. The aim of this study was to examine the measurement invariance of the EntreComp questionnaire and to analyse differences in entrepreneurial competences according to gender and activity status (university students vs. workers). The sample consisted of 1,112 participants aged between 18 and 69 years (742 students and 370 workers; 433 men and 679 women). Measurement invariance was tested at the configural, metric, scalar, and strict levels. The results supported configural, metric, and scalar invariance across gender and activity status, as well as across their interaction, whereas strict invariance was not fully achieved in the most restrictive model. These findings indicate that the factorial structure, factor loadings, and intercepts of the questionnaire are largely equivalent across groups, allowing meaningful comparisons of latent scores, although some differences in residual variances were observed. Overall, the results provide support for the use of the EntreComp questionnaire as a comparable measure of entrepreneurial competences in samples including both students and workers.</p>

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Gender and activity status invariance of the Spanish version of the EntreComp questionnaire

  • 期刊论文

  • 发表日期：

    2026年7月7日

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  • M. Inmaculada López-Núñez,
  • Susana Rubio-Valdehita,
  • Eva M. Díaz-Ramiro

摘要

The Entrepreneurial Competence Framework (EntreComp) is a comprehensive model developed by the European Commission to define and promote entrepreneurial skills and mindsets. This framework has led to numerous educational and training interventions, providing evidence that entrepreneurial competences can be learned and developed. However, there is still a need for robust assessment instruments supported by solid psychometric validation, particularly regarding measurement invariance across different population groups. The aim of this study was to examine the measurement invariance of the EntreComp questionnaire and to analyse differences in entrepreneurial competences according to gender and activity status (university students vs. workers). The sample consisted of 1,112 participants aged between 18 and 69 years (742 students and 370 workers; 433 men and 679 women). Measurement invariance was tested at the configural, metric, scalar, and strict levels. The results supported configural, metric, and scalar invariance across gender and activity status, as well as across their interaction, whereas strict invariance was not fully achieved in the most restrictive model. These findings indicate that the factorial structure, factor loadings, and intercepts of the questionnaire are largely equivalent across groups, allowing meaningful comparisons of latent scores, although some differences in residual variances were observed. Overall, the results provide support for the use of the EntreComp questionnaire as a comparable measure of entrepreneurial competences in samples including both students and workers.