Navigating the Startup Spirit: University Students’ Path to Entrepreneurship

Developing entrepreneurial intentions among business graduates of higher educational institutions through entrepreneurship education and entrepreneurial passion: A moderated mediation model

Although the entrepreneurial intention of university students has been studied from different perspectives, the results are still not convergent, and the mechanism and outcomes related to how entrepreneurial intention could be affected by different factors lacking integrated investigation and comparative research. Based on emotional theory, the theory of planned behavior (TPB), and entrepreneurial cognitive theory, as well as the perception of specific situations encountered by university students, this paper attempts to explore entrepreneurial intention from three perspectives, including individual, family and school; and constructs an integrated model that includes entrepreneurial passion, role models, entrepreneurial education, entrepreneurial self-efficacy, and entrepreneurial intention. Based on a survey of university students in the Pearl River Delta of China, this paper attempts to explore the intrinsic mechanism of the development of entrepreneurial intention from these three perspectives. The results show that entrepreneurial passion, role models, and entrepreneurial education could have different effects on entrepreneurial intention; additionally, entrepreneurial self-efficacy plays an important mediating role. The research findings contribute to the literatures regarding the factors influencing entrepreneurial intention, providing empirical evidence to formulate policies to encourage university students’ entrepreneurship practices and help to enhance effectiveness of entrepreneurship education.

This paper analyzes the effects of entrepreneurship education and entrepreneurial passion on entrepreneurial intention in Morocco. The developed model suggests that entrepreneurship intention depends on two variables, entrepreneurship education and entrepreneurial passion, mediated by entrepreneurial self-efficacy. We use structural equation modeling to test the proposed model, based on a sample of 148 scientific and technical students from the Higher School of Technology, Khenifra, Morocco. The results demonstrate that entrepreneurial passion has a strong positive relationship on entrepreneurial intention, even when entrepreneurial self-efficacy is introduced as a mediator. Further, the relationship between entrepreneurship education and entrepreneurial intention is fully mediated by entrepreneurial self-efficacy. The findings confirm that entrepreneurial self-efficacy is a central psychological mechanism that can convert entrepreneurship education into entrepreneurial intention. Therefore, individuals need to feel more self-efficacious in order to choose an entrepreneurial career, and entrepreneurship education should orient students towards an area in which they feel truly passionate.

Entrepreneurship is an important driver of economic growth, innovation, and job creation. For developing countries like Pakistan, understanding what influences students’ intentions to start a business can help strengthen the entrepreneurial culture. This study examines how entrepreneurial education, entrepreneurial alertness, and entrepreneurial passion shape the intentions of university students in Khyber Pakhtunkhwa (KP) to pursue entrepreneurship A quantitative, cross-sectional design was used. Data came from 295 final-year business and commerce students in 17 public universities across KP. A structured questionnaire based on established scales from Linan and Chen (2006), Kaish and Gilad (1991), Phan et al. (2002), and Cardon et al. (2013) measured the core variables. SPSS v26 was used for descriptive analysis, correlations, and multiple regression. Reliability scores ranged from 0.70 to 0.87. Entrepreneurial education (β = 0.53, p < .001) and entrepreneurial passion (β = 0.50, p < .001) both showed strong positive effects on entrepreneurial intentions. Entrepreneurial alertness (β = 0.21, p < .05) had a smaller but positive impact. Together, the three predictors explained 48.8% of the variance in intentions (R = 0.699; R² = 0.488). Findings show that entrepreneurship education and the development of passion are key to encouraging students toward entrepreneurial careers, while alertness adds supportive influence. Universities should integrate practical experience and motivation-building elements to strengthen students’ readiness to become entrepreneurs.

Entrepreneurship is an important driver of economic growth, innovation, and job creation. For developing countries like Pakistan, understanding what influences students’ intentions to start a business can help strengthen the entrepreneurial culture. This study examines how entrepreneurial education, entrepreneurial alertness, and entrepreneurial passion shape the intentions of university students in Khyber Pakhtunkhwa (KP) to pursue entrepreneurship A quantitative, cross-sectional design was used. Data came from 295 final-year business and commerce students in 17 public universities across KP. A structured questionnaire based on established scales from Linan and Chen (2006), Kaish and Gilad (1991), Phan et al. (2002), and Cardon et al. (2013) measured the core variables. SPSS v26 was used for descriptive analysis, correlations, and multiple regression. Reliability scores ranged from 0.70 to 0.87. Entrepreneurial education (β = 0.53, p < .001) and entrepreneurial passion (β = 0.50, p < .001) both showed strong positive effects on entrepreneurial intentions. Entrepreneurial alertness (β = 0.21, p < .05) had a smaller but positive impact. Together, the three predictors explained 48.8% of the variance in intentions (R = 0.699; R² = 0.488). Findings show that entrepreneurship education and the development of passion are key to encouraging students toward entrepreneurial careers, while alertness adds supportive influence. Universities should integrate practical experience and motivation-building elements to strengthen students’ readiness to become entrepreneurs.

<p>Family and education have often been studied by numerous researchers as the factors of entrepreneurs’ creation. The research discusses the influence of background of family and education in entrepreneurship on the entrepreneurial self-efficacy in shaping the entrepreneurial intention among Chinese Indonesian Gen Z. Through the application of the Theory of Planned Behaviour (TPB), this research employed quantitative method design. This current study uses Structural Equation Modelling (SEM) analysis of 202 individuals. The finding indicates that Family Background and Entrepreneurship Education affect Entrepreneurial Self-Efficacy, and Entrepreneurial Self-Efficacy mediates the relationship between Family Background and Entrepreneurship Education in Entrepreneurial Intention. However, Family Background and Entrepreneurship Education do not have direct influences on Entrepreneurial Intention. Based on the finding, it can be determined that Family Background and Entrepreneurship Education will stimulate a high Entrepreneurial Self-Efficacy which leads to Entrepreneurial Intention. Thus, this study suggests the stakeholder in education in Indonesia create an entrepreneurship-based system in the education curriculum to equip students with knowledge of entrepreneurship and develop the skills not only to discover the business opportunity, but also to create a sustainable one, and at the same time encouraging them to have self-confident in their capability in becoming thriving entrepreneurs. While the finding on Family Background signify that entrepreneurs are nurture, not nature since they need to be stimulated along with Entrepreneurship Education and Self-Efficacy. The limitation of this study lies in the size of the sample, thus future research is recommended to take a larger sample to get more representable data to envisage the Entrepreneurial Intention. This study provides an insight into the Entrepreneurial Intention among Chinese Indonesian Gen Z which has never been investigated in the past. Additionally, it contributes the empirical evidence of Entrepreneurial Self-Efficacy role in transforming Family Background and Entrepreneurship Education into Entrepreneurial Intention.</p>

Increasing attention has been given to the development of student entrepreneurship, with higher education institutions prioritizing the cultivation of entrepreneurial skills among students. This study aimed to examine the mediating role of entrepreneurial self-efficacy in the relationship between university students' entrepreneurial passion and entrepreneurial intention. The research involved a sample of 337 undergraduate students from the Business School at the National University of Mongolia. To investigate the suggested hypotheses and produce insightful findings, the study employed factor appropriateness and reliability analysis, correlation analysis, and covariance-based structural equation modeling (PLS-CB-SEM). The findings revealed a positive correlation between students' entrepreneurial passion and entrepreneurial intention. Furthermore, despite the relatively moderate effect of entrepreneurial self-efficacy, the study demonstrated that entrepreneurial passion favorably influences entrepreneurial self-efficacy. Additionally, the results indicated that entrepreneurial self-efficacy fully mediates the relationship between entrepreneurial passion and entrepreneurial intention. In conclusion, the study highlights the importance of fostering entrepreneurial passion and enhancing entrepreneurial self-efficacy to strengthen students’ entrepreneurial motivation.

Investigating the relationship between educational support and entrepreneurial intention in Vietnam: The mediating role of entrepreneurial self-efficacy in the theory of planned behavior

Entrepreneurial passion of business and technical students: The roles of subjective norms, entrepreneurial education, entrepreneurial self-efficacy, and risk propensity

This study examined how entrepreneurial passion and entrepreneurial self-efficacy jointly mediate the relationship between career adaptability and entrepreneurial intention. A survey was conducted with 1013 Chinese university students to assess career adaptability, entrepreneurial passion, entrepreneurial self-efficacy, and entrepreneurial intention. The findings indicated that: (1) Career adaptability, entrepreneurial passion, entrepreneurial self-efficacy, and entrepreneurial intention are interconnected in ways that suggest meaningful pathways for enhancing entrepreneurial outcomes; (2) While career adaptability does not directly influence entrepreneurial intention, it has an indirect effect through entrepreneurial self-efficacy and entrepreneurial passion, highlighting the significance of these mediators; (3) Three specific mediation pathways were identified: one through entrepreneurial passion, one through entrepreneurial self-efficacy, and a third involving both factors in a chain-mediated process—where career adaptability enhances entrepreneurial passion, which then fuels entrepreneurial self-efficacy, ultimately boosting entrepreneurial intention. These findings provided deeper insight into how career adaptability shapes entrepreneurial intention and emphasized the importance of nurturing both entrepreneurial passion and entrepreneurial self-efficacy in university entrepreneurship programs. By implementing educational strategies that enhance these factors, educators can better prepare students for entrepreneurial intentions. Although focused on Chinese university students, the findings have global relevance. They offer actionable guidance for government-led entrepreneurship-education systems in higher-education institutions, particularly those in East Asia and Southeast Asia, aimed at fostering adaptive and confident future entrepreneurs.

This investigation aims to study the influence of psychological characteristics, entrepreneurial education, and students’ perceptions of institutional support provided by higher education institutions (HEIs) on entrepreneurial intention. For the development of this research, a questionnaire was applied to students in the areas of economic and business sciences, who were attending the final year of their Bachelor’s and Master’s degrees. The data was collected from three HEIs in the North of Portugal, and partial least squares structural equation modeling (PLS-SEM) was used to test the proposed model. By addressing the combined effects of perceived institutional support and entrepreneurial education on entrepreneurial self-efficacy and intentions, this research offers both theoretical and practical contributions. Theoretically, this study extends the application of the theory of planned behavior (TPB) by integrating the concepts of entrepreneurial self-efficacy and entrepreneurial mindset. The research highlights the positive impact of perceived HEI support and entrepreneurial education on students’ entrepreneurial self-efficacy, which, in turn, influences their adherence to planned behavior and the development of an entrepreneurial mindset. This nuanced understanding advances the discourse on how educational environments can shape entrepreneurial intentions. Practically, the findings provide actionable insights for HEIs, enabling them to evaluate and enhance their support mechanisms and educational programs to more effectively cultivate entrepreneurial intentions among students. This research is, therefore, original in its approach, addressing a critical gap in the literature by empirically examining the combined effects of psychological characteristics, entrepreneurial education, and perceived HEI support on entrepreneurial intention. Through this investigation, we contribute to a more comprehensive understanding of the factors that drive entrepreneurial intention, thus offering a foundation for universities to optimize their strategies in support of student entrepreneurship.

Amid the deepening integration of the digital economy into youth employment systems, the psychological mechanisms shaping university students’ entrepreneurial intentions remain insufficiently explored. This research seeks to elucidate the mediating and moderating functions of entrepreneurial alertness and motivation within the relationships linking entrepreneurial passion, curiosity, digital competence, and entrepreneurial intention, thereby extending the theoretical framework of digital entrepreneurial behavior. Based on 381 valid survey responses collected from universities and vocational colleges spanning five major regions in China, partial least squares structural equation modeling (PLS-SEM) was applied for empirical validation. Findings reveal that digital competence exerts a significant positive effect on entrepreneurial intention (β = 0.238, p < 0.001), whereas entrepreneurial passion demonstrates no significant impact (β = 0.072, p = 0.226), and entrepreneurial curiosity displays a negative association (β = −0.116, p = 0.016). Mediation analysis indicates that entrepreneurial alertness serves as a significant mediator in the pathways through which digital competence (β = 0.117, p < 0.001) and entrepreneurial curiosity (β = 0.032, p = 0.042) influence intention, but not for entrepreneurial passion (β = −0.004, p = 0.467). Moderation tests show that entrepreneurial motivation strengthens the effects of digital competence (γ = 0.110, p = 0.001) and curiosity (γ = 0.068, p = 0.042) on intention, yet it does not significantly moderate the passion pathway (γ = 0.041, p = 0.174). This study clarifies the pivotal mechanistic roles of alertness and motivation within the digital economic context, enriches theoretical understanding of entrepreneurial intention formation among students, and offers theoretical grounding for entrepreneurship education in higher education.

Entrepreneurial Passion is widely recognized as a key driver of Entrepreneurial Intention, yet limited attention has been given to understanding its antecedents, particularly Passion for People, in the context of tertiary-level education. This study aims to identify the role of Passion for People as a motivational antecedent to Entrepreneurial Passion and the relationship that influences Entrepreneurial Intention among university students in Malaysia. This study also assesses the influence of Entrepreneurial Passion as a mediating role between Passion for People and Entrepreneurial Intention. The data were retrieved from 369 students using a self-administered questionnaire from students enrolled in entrepreneurship courses at five public universities. The data were analyzed using Partial Least Squares Structural Equation Modelling (PLS-SEM) 4.0. The study's findings revealed that Passion for People significantly influenced Entrepreneurial Passion, but it did not directly influence Entrepreneurial Intention. The result also indicated Entrepreneurial Passion mediates the relationship between Passion for People and Entrepreneurial Intention. Thus, it is apparent that entrepreneurial passion is a bridge connecting the relationship of the variables. This study contributes to the existing literature by extending the antecedents of Entrepreneurial Passion and shed light into other form of passion help in the formation of Entrepreneurial Intention among university students. The current study will be helpful for policymakers and educators focusing on fostering entrepreneurial mindsets and entrepreneurial careers among university students.

Purpose: The interest of women in entrepreneurship is considered a catalyst for economic growth in developing countries. However, female representation among entrepreneurs remains comparatively low in relation to their male counterparts, a phenomenon that has garnered the attention of numerous researchers. The present study aims to analyze the entrepreneurial intentions of university students through a systematic review of the extant literature. It seeks to identify the most salient thematic trends, understand the factors that determine these intentions, and highlight the challenges and opportunities in this field. The study's overarching objective is to furnish a framework to guide future research by exploring existing gaps and potential connections between key theories and variables within the context of female university entrepreneurship.Design/methodology/approach: A systematic review of the literature based on PRISMA 2020 is proposed, which synthesizes quantitative and qualitative literature on the subject.Findings: Research on entrepreneurial intention among university women has grown exponentially, focusing on "self-efficacy.” Concepts such as "Covid-19" and "entrepreneurial passion" are highlighted. The prevailing theories include the Theory of Planned Behavior (TPB), which provides a solid framework. Attitude, subjective norms, self-efficacy, entrepreneurial education, and behavioral control were key variables. Gaps include preferences for TPB and a lack of understanding of emerging economies and gender. A comprehensive agenda is needed to address these gaps and to advance the understanding of entrepreneurial intentions among university women.Originality/value: This study's originality lies in its comprehensive systematic review of the literature on entrepreneurial intentions among university women. It stands out for its detailed analysis of dominant theories, key variables, and identified research gaps in this field. Moreover, the study's cross-cutting focus on the concept of 'self-efficacy' and the inclusion of emerging themes such as entrepreneurial passion and social support, along with the potential impact of the Covid-19 pandemic, add a current and relevant dimension to understanding women's entrepreneurial motivations in the university context.

Entrepreneurship education in colleges and universities influences college students’ entrepreneurial intention and entrepreneurial self-efficacy, but previous studies have approached entrepreneurship education as a whole to obscure the relational mechanisms between the three. On the basis of the classification framework of theoretical and practical entrepreneurship education, the interactive relationships between lecture reports, entrepreneurship courses, entrepreneurship competitions, entrepreneurship training, and entrepreneurship practica and entrepreneurial intention and entrepreneurial self-efficacy among college students were analyzed. Analysis through structural equation modeling indicates that: Theoretical entrepreneurship education not only directly influences entrepreneurial intention among college students, but also indirectly influences entrepreneurial intention through entrepreneurial self-efficacy; practical entrepreneurship education only indirectly influences entrepreneurial intention among college students through entrepreneurial self-efficacy. The influencing effect of theoretical entrepreneurship education on entrepreneurial intention among college students is greater than that of practical entrepreneurship education, and furthermore, entrepreneurship courses have the largest influencing effect on entrepreneurial intention among college students. More importantly, relative to the direct effect of entrepreneurship education on entrepreneurial intention among college students, the indirect effect produced on entrepreneurial intention through entrepreneurial self-efficacy is greater.