How Entrepreneurial Spirit Influences Entrepreneurial Intentions Through Psychological Capital: A Case Study in Guangxi, China

The aim of this study is to investigate the influence of psychological capital on college students’ entrepreneurial intentions. Through a combination of relevant analysis and linear regression, the primary focus is on exploring the relationship between psychological capital and its four dimensions with entrepreneurial intentions. Firstly, the items in the psychological capital questionnaire were revised to align more closely with entrepreneurial contexts. Subsequently, the average deviations and standard deviations of each dimension of psychological capital were analyzed. Then, the correlation between psychological capital and entrepreneurial intentions was examined to explore the extent of their relationship. Finally, regression analysis was conducted on both psychological capital and entrepreneurial intentions, and utilizing a recurrent neural network model, the covariant relationship between entrepreneurial psychological capital and intentions was explored. The results indicated that the average scores for entrepreneurial self-efficacy, optimism, hope, and resilience were 3.91, 4.27, 4.19, and 4.15, respectively. The average value of psychological capital was 4.13, indicating a moderately high level. The correlation analysis between psychological capital and entrepreneurial intentions yielded a result of 0.562, indicating a moderate degree of correlation. The correlation coefficients of the four dimensions with entrepreneurial intentions were 0.390, 0.494, 0.531, and 0.467, respectively. The standardized coefficients for psychological capital and its four dimensions were 0.564, 0.382, 0.510, 0.536, and 0.468, all of which were statistically significant. Overall, psychological capital exhibited better predictive power for entrepreneurial intentions than its individual dimensions. The results from the deep learning model similarly demonstrated the positive role of psychological capital in entrepreneurial intentions, though the influence of ideological and political education (IPE) factors was relatively weaker. In conclusion, both psychological capital and IPE have a promotive effect on entrepreneurial intentions. This study provides a reference for the accurate evaluation of college students’ entrepreneurial intentions.

Entrepreneurship education has become a major focus of interest for researchers and national policy makers to encourage students to pursue entrepreneurial careers. The research on entrepreneurship education–entrepreneurial intentions (EIs) has yielded mixed results, and indicates the need to focus on antecedents of EI. More precisely, the aim of this paper was to examine antecedents of students’ EI in French entrepreneurship education programs. Participants were 460 French university undergraduates. Structural equation modeling results revealed that students’ Psychological Capital (PsyCap) had a significant positive relationship with perceived learning from the program and a significant negative relationship with negative emotions related to entrepreneurial actions. They also show that PsyCap indirectly enhanced EI. More precisely, students with high PsyCap learned more from the program in terms of perceived skills and knowledge and in turn had a higher EI. Moreover, students with high PsyCap had less entrepreneurial action-related doubt, fear and aversion, which also increased EI. This decrease in negative emotions can be explained notably by what students perceived they had learned from the program. This article concludes with the implications of these findings for future research and practical applications.

The rapid development of technology and digitalization in today's era has affected many aspects of life, including business and entrepreneurship. On the other hand, vocational education also has an essential role in preparing reliable and qualified human resources in this field. However, the main problem is the absence of entrepreneurial orientation and digital competency support in vocational education. In addition, low social and psychological capital results fromthis problem. This research aims to measure the role of social capital (SC) and psychological capital (PC) on entrepreneurial orientation (EO). Together they influence entrepreneurial intention (EI). In addition, entrepreneurial orientation (EO) was tested for its role as a mediator and tested for the moderating effect of digital competence (DC). This study used a quantitative research method with an ex post facto approach involving 757 vocational education student respondents. Data was collected through an Entrepreneurial Intentions questionnaire with a Likert scale of 1-5 (strongly disagree to agree strongly). SEM analysis tests the direct effect based on the path coefficient and the mediating and moderating effect based on the bootstrap results. The study results reveal that social capital (SC) and psychological capital (PC) and entrepreneurial orientation(EO)are significant in entrepreneurial intentions(EI). Entrepreneurial orientation (EO) is essential in mediating social and psychological capital's influence in determining intentions. Digital competence (DC) can prove its moderating role significantly in its interaction with entrepreneurial orientation(EO)in determining intentions. In addition, social capital (SC) and psychological capital (PC) andentrepreneurial orientation (EO) as the basis for forming entrepreneurial intentions(EI)in vocational education students. The recommendation from the study is that vocational education providers need to increase the use of technology in learning, provide entrepreneurship education and training programs and build networks with local business communities.

This study aims to analyze and explain the role of psychological capital, Machiavellianism, psychopathy, and narcissism in mediating the effect of entrepreneurial attitude orientation on entrepreneurial intentions. The population in this study is included in the limited population because the number of population used has been determined, namely active undergraduate students Class of 2021 at the Badung Regency State University, the sample of this study was 388 people. Data collection methods used were interviews and distributing questionnaires. The data analysis technique used is SEM-PLS. The results of this study show that entrepreneurial attitude orientation has a positive and significant effect on entrepreneurial intentions, Machiavellianism, narcissism, psychopathy and psychological capital. Machiavellianism has a positive and significant effect on entrepreneurial intentions. Narcissism has a positive and significant effect on entrepreneurial intentions. Psychopathy does not have a significant effect on entrepreneurial intentions. Psychological capital has a positive and significant effect on entrepreneurial intentions. Entrepreneurial attitude orientation has a positive and significant effect on entrepreneurial intentions with Machiavellianism, narcissism and psychological capital as mediating variables. Psychopathy cannot mediate the effect of entrepreneurial attitude orientation on entrepreneurial intentions.

PurposeEntrepreneurship is important for economic growth, through its role in the provision of employment. In the recent past, a number of African universities have developed entrepreneurship education courses to facilitate the growing demand for entrepreneurs in the market. An immediate outcome anticipated from entrepreneurship education is to increase entrepreneurial intention (EI) among the participants. Unfortunately, most of the entrepreneurship education in developing economies has not been linked to an increase in the EI of students. This paper thus proposes that it is when students possess high levels of psychological capital and perceive positive social norms that entrepreneurship education will lead to positive EI. The purpose of this paper is to establish the relationship between perceived social norms (PSN), psychological capital and EI of university students.Design/methodology/approachQuantitative data were collected through a self-administered questionnaire on a random sample of 196 final year entrepreneurship and business management students, from three universities in Bukavu (East of DRC). Structural equation modeling was used to test the research hypotheses.FindingsThe paper provides four main findings. First, PSN and psychological capital have a positive significant effect on EI. Second, PSN contribute more to this effect than psychological capital. Third, PSN make a positive and significant effect on psychological capital. Lastly, psychological capital positively mediates the relationship between PSN and EI.Research limitations/implicationsThis study could have benefited from a qualitative approach to have a more in-depth explanation of these relationships. The study is conducted amongst students who operate in a controlled environment. This may not reflect the actual behavior of entrepreneurs.Practical implicationsThis work provides cues of what entrepreneurship educators should consider as they recruit and train students. Specifically, the study highlights the importance of students’ psychological capital and positive social norms in transforming entrepreneurial education into intention.Originality/valueThis study adds value to knowledge by highlighting the mediating role of psychological capital on the relationship between PSN and EI.

The influence of social capital and entrepreneurial attitude orientation on entrepreneurial intentions: the mediating role of psychological capital

Based on Social Cognitive Theory and Positive Psychology, this study addresses a research gap by examining internet entrepreneurial self-efficacy as a mediating mechanism between psychological capital and internet entrepreneurial intention in the digital context—a relationship rarely explored among engineering students in Eastern European economies. Using a quantitative, cross-sectional design, data were collected from 900 undergraduates enrolled in three Romanian technical universities who completed a set of specific instruments. Entrepreneurial intention was measured with the Individual Entrepreneurial Intent Scale adapted for online entrepreneurship; entrepreneurial self-efficacy in the online context was assessed using the Internet Entrepreneurial Self-Efficacy Scale; and psychological capital was measured with the Psychological Capital Questionnaire adapted for the student environment. The mediation analysis conducted through PROCESS-macro showed that psychological capital exerts a significant indirect effect on internet entrepreneurial intention via internet entrepreneurial self-efficacy. Psychological capital exerted a strong effect on internet entrepreneurial self-efficacy (β = 0.538), which in turn influenced the intention to start an online business (β = 0.213), while the direct effect on internet entrepreneurial intention remained relatively reduced (β = 0.037). The results indicate that positive psychological resources foster entrepreneurial intention by strengthening confidence specific to the digital environment. This study advances Social Cognitive Theory by demonstrating that internet entrepreneurial self-efficacy operates as the proximal cognitive pathway through which psychological capital is translated into entrepreneurial intention in online settings, clarifying how general psychological resources acquire domain-specific relevance in digital entrepreneurship.

Objective: The present study aimed to examine the mediating role of psychological capital among upper secondary students in the relationship between entrepreneurial intention and job self-efficacy. This applied research employed a quantitative approach and utilized a descriptive-analytical design with a correlational methodology. Methods and Materials: The statistical population comprised all upper secondary students in Qom city during the 2023–2024 academic year. A sample of 500 respondents was selected using multistage cluster random sampling, based on the minimum sample size calculation for structural equation modeling. Data collection instruments included the Psychological Capital Questionnaire developed by Luthans and Avolio (2007), the Entrepreneurial Intention Questionnaire by Liñán and Chen (2009), and the Job Self-Efficacy Scale by Riggs and Knight (1994). To assess validity, content validity (Lawshe’s method) and construct validity—including convergent validity (AVE > 0.5) and discriminant validity (MSV < AVE, ASV < AVE, HTMT < 0.85)—were evaluated. Internal consistency reliability was determined using Cronbach’s alpha, composite reliability (CR), and McDonald’s omega (ω), with all coefficients exceeding 0.7, indicating satisfactory validity and reliability of the research instruments. Structural equation modeling was conducted to analyze the data. Findings: The findings revealed that job self-efficacy had a significant direct effect on entrepreneurial intention (β = 0.87, p < .001). Additionally, psychological capital was found to have a significant mediating effect in the relationship between job self-efficacy and entrepreneurial intention (β = 0.58, p < .001). The proposed model demonstrated a good fit (RMSEA = 0.05, SRMR = 0.06, p > .05), explaining 88% of the variance in entrepreneurial intention. Conclusion: In conclusion, the results indicated that entrepreneurial intention can be predicted based on job self-efficacy, with psychological capital serving as a mediating variable among upper secondary students. The proposed model exhibited an appropriate fit. These findings underscore the importance of fostering self-efficacy skills within educational and counseling programs for upper secondary students. Given the positive implications of these results, it is recommended that policymakers and educators place special emphasis on developing and enhancing students' psychological capital to promote entrepreneurial growth in future generations.

The aim of this study was to identify the influences of psychological capital (PC) on students’ entrepreneurial intention (EI) in China’s universities. The mediating effects of Entrepreneurial Capitals were also examined. Based on the analysis of the traditional capital and PC, the paper proposes that traditional capital is the direct factor to drive the behavior of entrepreneurship, while psychological factors do not directly affect EI, but improve EI by influencing traditional capital. A total of 1914 responses from universities in southeast China were analyzed using the structural equation modeling (SEM) approach to test study hypotheses. Results show that PC has a significant indirect impact on students’ EI only through traditional financial, human, and social capital (SC). These results support the mediating role of the traditional entrepreneurial capitals in explaining the relationship between PC and EI. Additionally, the impact of SC on EI is higher than that of financial and human capital (HC). Finally, research limitations and implications are discussed and future research directions are suggested.

PurposeThe purpose of this study is to test the effect of entrepreneurship education programs (EEPs) on the individual entrepreneurial orientation (IEO) by considering the innovativeness, proactiveness and risk-taking dimensions of undergraduate students and the role of these dimensions on the relationship between program inspiration (PI) and entrepreneurial intention (EI).Design/methodology/approachThis study uses a pre- and post-test analysis with data from 1,423 undergraduate students from two emerging countries in Latin America: Colombia and Ecuador. To verify the effect of the EEP on innovativeness, proactiveness and risk-taking at two-time points, the analysis of median for the difference of two paired populations (Sign Test and the Wilcoxon signed-rank test) was used. In addition, structural equation modeling analysis under the covariance and multigroup approach was applied to test the relationship between PI, IEO and EI.FindingsThe results of this study show that the EEP enhances innovativeness, proactiveness and risk-taking whose effects are more prominent in Ecuadorian students. Equally importantly, the EEP benefits represented in PI translate into higher EI through the mediating effect of the IEO dimensions for both the Colombian and Ecuadorian contexts, where the findings suggest no significant differences between two groups.Originality/valueThe findings of this study contribute to a better understanding of entrepreneurship education's role in entrepreneurial competence's development and intention by revealing the role of IEO dimensions. This study is one of the first studies that applies the IEO to contribute to the literature on the relationship between entrepreneurship education and intention from an emotional entrepreneurial perspective.

PurposeThis study aims to examine whether the psychological capital of male and female university students explains the intention to undertake entrepreneurism. Following Ajzen’s theory of planned behaviour, the aim was to study whether perceived behavioural control and subjective norms influence entrepreneurial intention and if subjective norms moderate established relationships, in both genders.Design/methodology/approachStructural equation modelling and analysis of variance was applied to test the hypotheses amongst students at a Spanish university.FindingsThe results showed that gender differences in psychological capital, in perceived behavioural control and in subjective norms existed between the male and female population, which explain gender differences in entrepreneurial intention. Similarly, subjective norms acted as a moderator in the relationship between psychological capital, the perceived behavioural control and entrepreneurial intention, with the moderating impact being higher on the female population.Practical implicationsThe results obtained in this paper indicate that developing perceived behavioural control and the psychological capital of university students in training programmes of male and female students helps to promote their entrepreneurial intention. Similarly, the results suggest that building a support network, for instance of family and groups of friends is key to fostering entrepreneurial intention, particularly for women.Originality/valueEntrepreneurship is key to the successful employability of current and future generations in the labour market. This study examined key antecedents of student’s entrepreneurial intention and how these are gendered. For both men and women (investing in) psychological capital is important. Informal social support was shown to play a key role in women’s entrepreneurial intention.

This systematic literature review provides a comprehensive exploration of the role of psychological, human, and social capital in shaping entrepreneurial intentions within the context of higher education. The study synthesizes findings from a wide range of empirical studies to assess how these capitals influence students’ aspirations to engage in entrepreneurial activities. An online search was conducted on 125 reputable articles in the 2012-2021 period on entrepreneur intention and psychological, human, and social capital. Our review encompasses a detailed analysis of the psychological constructs that motivate entrepreneurial intentions, such as personal attitude, perceived behavioral control, and subjective norms. Furthermore, we examine human capital elements, including education, skills, and experience, alongside social capital aspects like social networks and family support systems. This review highlights the complex interplay between individual capabilities and contextual factors by integrating insights from multiple theoretical frameworks, including the Theory of Planned Behavior and Social Cognitive Career Theory. The findings suggest that while psychological capital is crucial in forming entrepreneurial intentions, human and social capital are equally significant in providing the necessary resources and networks to act on these intentions. This review contributes to academic discourse by clarifying the roles and relationships of different types of capital in entrepreneurial intention formation among higher education students, offering implications for educators and policymakers in fostering a conducive entrepreneurial ecosystem.

The purpose of this study was to examine the moderation effect of self-efficacy and social context on the relationship between entrepreneurial motivation (push and pull) and entrepreneurial intention. The participants were sampled from six physical education (PE) departments in north Taiwan (N = 330). The experimental instrument was comprised of 4 scales concerning entrepreneurial motivation, entrepreneurial intention, self-efficacy, and social context. The questionnaires from participants were collected from September to November, 2014. The data were analyzed using hierarchical regression. The results showed that: (1) Entrepreneurial motivation (push, pull) was positively influenced the entrepreneurial intention, and pull motivation was higher than push motivation. (2) Self-efficacy weakened the relationship between entrepreneurial motivation and intention. (3) Social context strengthened the relationship between push motivation and entrepreneurial intention. We concluded that: (1) Entrepreneurial motivation was positively related to the entrepreneurial intention. For PE major' entrepreneurial intention, the influence of intrinsic entrepreneurial motivation was higher than the external entrepreneurial motivation. (2) In higher entrepreneurial motivation of PE major, having higher self-efficacy, having lower entrepreneurial intention than others. (3) For those PE major with higher entrepreneurial motivation, investing more efforts to develop social context, had higher entrepreneurial intention than others. We suggest that: (1) The entrepreneurship concept and materials should be concluded in their teaching curriculum to strengthen PE major' entrepreneurial motivation. (2) For the PE major with higher entrepreneurial motivation but having less self-efficacy, school can hire the teachers having entrepreneurial experiences and construct entrepreneurial support platform to develop and promoter PE major systematically. (3) The PE major with higher entrepreneurial intention should develop official and non-official social context simultaneously to promote higher entrepreneurial intention.

The aim of this study is determine if Entrepreneurial Intention is related to Psychological Capital in business students. Self-efficacy, Hope, Optimism and Resiliency, which are all dimensions of psychological capital, were assessed with the General Self-Efficacy Scale (GSE), the Hope Scale (HS), the Life Orientation Test Revised (LOT-R) and the Resilience Scale (RS), respectively. The Entrepreneurial Intention was assessed through five statements. According to the results, Entrepreneurial Intention is related to all dimensions of Psychological Capital, mainly with Self-efficacy and Resilience. Psychological Capital as an integrated construct was related to Entrepreneurial Intention as a whole. These findings provide additional evidence about the importance to study Psychological capital as an integrated construct instead of studying its dimensions separately, even more so when studied in relation to Entrepreneurial Intention. In spite of the advances in the knowledge about the individual differences related to entrepreneurial intentions, it is necessary to continue studying this phenomenon, considering that the results are still scarce and inconclusive.

The importance of intention in producing graduates who are ready for entrepreneurship has not been addressed indepth invocational education. The lack of entrepreneurial personality that is supported by technological competence is the main problem. In addition, low social and psychological capital is a consequence of theseproblems. This study examines the determination of the influence of social and psychological capital, and entrepreneurial personality on entrepreneurial intentions. In addition, the entrepreneurial personality is tested for its role as a mediator and the moderating effect of technological competence is tested, which includes technological capacity and capability. Ex-post facto research was conducted involving 647 participants. Data were collected through the entrepreneurial intention scale questionnaire. SEM analysis was used to test the direct effect relationship based on the path coefficient and the mediation and moderating effect based on the bootstrap results. Findings revealed that social and psychological capital, and entrepreneurial personality have a significant effect on entrepreneurial intentions. Entrepreneurial personality plays a significant role in mediating the effect of social capital, but not on the influence of psychological capital. Meanwhile, capacity and capability only play a significant role in moderating the influence of social capital, even though technological capabilities are cansignificantly moderate entrepreneurial personality. These results indicate the importance of social and psychological capital, and entrepreneurial personality as an important foundation for the formation of entrepreneurial intentions in vocational education students. On the other hand, technological competence is very important in strengthening social capital to stimulate the growth of entrepreneurial intentions.