Research on the Effects of Entrepreneurial Education and Entrepreneurial Self-Efficacy on College Students’ Entrepreneurial Intention

Entrepreneurship is one of the important engines of economic development. Under the influence of policy encouragement and economic situation, college students have become the emerging entrepreneurial subjects. Studying the factors influencing their willingness to innovate is conducive to improving t...

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Published inFrontiers in psychology Vol. 10; p. 869
Main Authors Liu, Xianyue, Lin, Chunpei, Zhao, Guanxi, Zhao, Dali
Format Journal Article
LanguageEnglish
Published Switzerland Frontiers Media S.A 24.04.2019
Subjects
college students
entrepreneurial attitude
entrepreneurial education
entrepreneurial intention
entrepreneurial self-efficacy
Psychology
entrepreneurial intention
entrepreneurial attitude
entrepreneurial self-efficacy
college students
entrepreneurial education
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Summary:Entrepreneurship is one of the important engines of economic development. Under the influence of policy encouragement and economic situation, college students have become the emerging entrepreneurial subjects. Studying the factors influencing their willingness to innovate is conducive to improving the entrepreneurial status and performance. From the perspective of planned behavior theory, this paper analyzes the effects of college students' entrepreneurship education and self-efficacy on their entrepreneurial intention. Using a sample of 327 college students in China, we test the hypotheses, and get some results. Firstly, college students' entrepreneurial education has a significant positive effect on their entrepreneurial intention, but has no obvious effect on the entrepreneurial attitude. Secondly, college students' entrepreneurial self-efficacy has a significant positive effect on the entrepreneurial attitude and entrepreneurial intention, and the entrepreneurial attitude plays a partial intermediary role in the relationship between entrepreneurial self-efficacy and entrepreneurial intention.
Bibliography:ObjectType-Article-1
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Reviewed by: Li Guangming, Hohai University, China; Shan Wang, University of Saskatchewan, Canada
This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology
Edited by: Yenchun Jim Wu, National Taiwan Normal University, Taiwan
ISSN:1664-1078
1664-1078
DOI:10.3389/fpsyg.2019.00869