Entrepreneurship education represents a popular area of contemporary study. Nonetheless, topical interest is heavily biased towards final outcomes, such as entrepreneurial intentions or ending motives to become an entrepreneur. In this regard, further development is needed to unearth the pedagogical processes that allow these perceived beneficial outcomes to emerge. The aim of this paper is to approach a commonly studied outcome variable – student motivation – from a novel perspective. An attempt is made towards its reframing as a processual construct that energises and directs effective engagement in learning itself. Contributing to the sharing of innovative pedagogical best practice and the linking of outcomes to methods of teaching, a way through which students’ motivation can be ignited and sustained is exposed. Specifically, an original approach towards increasing student autonomy is put forward and critiqued.

创业教育是当代研究的一个热门领域。但是，话题兴趣严重偏向于最终结果，例如创业意向或成为创业者的最终动机。在这方面，需要进一步发展以发掘能够使这些被认为有益的结果出现的教学过程。本文的目的是从新颖的角度探讨一个经常研究的结果变量-学生动机。尝试将其重新定义为一种过程结构，以激发并指导有效地参与学习本身。致力于共享创新的教学最佳实践，并将成果与教学方法联系起来，从而揭示并激发学生的动力。具体来说，