ISSN : 2615-537 (online) 1 Jurnal Manajemen Universitas Bung Hatta Vol.18, No. 01, January, 2023 ISSN : 1907-6576 (print) ISSN : 2615-5370 (online) Management Department, Faculty of Economics and Business, Universitas Bung Hatta Impact of Success Expectations, Motivation and Team Behavior on Entrepreneurship Learning Outcomes in Higher Education Harif Amali Rivai¹, Rahmat Eka Putra 2* , Rebi Fara Handika 3 , Hendra Lukito 4 ¹Manajemen, Universitas Andalas, Indonesia 2 Administrasi Niaga, Politeknik Negeri Padang, Indonesia 3 Manajemen, Universitas Andalas, Indonesia 4 Manajemen, Universitas Andalas, Indonesia Abstract While there is ample evidence to support the direct impact of success expectations on academic achievement, little research has explored the motivational mechanisms that mediate success expectations– learning outcomes in the entrepreneurial context and student learning environment, and such studies are needed to understand how and why success expectations affect learning outcomes. For this purpose, it integrates the social cognitive approach of the theory of planned behavior (TPB) and the organismic theory of motivation of self-determination theory (SDT). More specifically, it tests the role of success expectations, motivation, and learning outcomes in the form of business ideas in an indirect conditional process where team behavior becomes a contextual variable. The sample consist of 231 students at several universities in Indonesia. Data is analyzed using structural equation modeling (SEM). The results show that students' motivation acted as a mediator between success expectations and learning outcomes, and team behavior strengthens the relationship. These results provide empirical evidence to better understand the mechanism of the success expectation–learning outcome. The implications of these findings are then discussed for teaching and learning in universities. Keywords: success expectations; motivation; team behavior; learning outcomes. Received: May, 27 th , 2022 Revised: January, 2 nd , 2023 Accepted: January, 10th, 2023 *Corresponding author: rahmat.eka.putra101@gmail.com Introduction Higher education can often be very beneficial for starting up a new business and this seems to be one of the factors determining the success of new businesses (Hunady et al. 2018). From the perspective of formal education, the role of universities is expected to help accelerate the creation of entrepreneurship through curriculum integration that combines increasing knowledge and building student character. Students can develop several types of important entrepreneurial attitudes and skills, as well as new business networks during their studies. All of this is a provision for starting a new business. At the level of policy makers there is a belief that what is offered by entrepreneurship education is an efficient and cost-effective way to increase the number and quality of entrepreneurs (Matlay, 2006). In addition, entrepreneurship education is considered to contribute to the development of other important skills, such as problem solving, innovation and teamwork skills (Chia, 1996; Heinonen, 2007). The importance of entrepreneurship education in various educational has been widely recognized (Boldureanu, 2020). The problem is that students are less motivated to get closer to entrepreneurship and prefer to find work in large international companies (Roffe, 1999; Brindley and Ritchie, 2000; Moy and Lee, 2002). Previous research also not answer the question of how students' motivation to learn entrepreneurship affects their