Abstract
Based on planned behavior theory (TPB), this study aims to explore the direct or indirect impacts of entrepreneurship education on entrepreneurial intentions through entrepreneurial self-efficacy and explore the moderating role of psychological capital. Sample data were collected by sending online electronic questionnaires to university students in some universities in Guangxi. A structural equation model was used to test the 757 valid sample data. The results showed that: (1) college students of different genders and those with or without family business experience have significant differences in terms of their entrepreneurial intentions; (2) entrepreneurship education has a significant positive impact on entrepreneurial intentions; (3) entrepreneurial self-efficacy plays a complete mediating role; and (4) higher psychological capital can positively regulate the impact of entrepreneurial self-efficacy on entrepreneurial intention. The findings help explain the need for entrepreneurship education. In order to increase students’ participation in entrepreneurship education courses, different innovative technology-based curricula and educational methods can be used at higher educational levels. In addition, this study constructs a mediation and moderation model influencing entrepreneurial intention based on TPB, which further tests and enriches the research perspective of this theory from the perspective of positive psychology.
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