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.
As an important factor in predicting the future sustainable development of college students, career decision-making (CDM) has attracted widespread attention in the field of vocational education. Based on Social Cognitive Career Theory (SCCT), this study proposed a moderated mediation model to investigate the relationship between work values and CDM, the mediating role of career decision-making self-efficacy (CDMSE), and the moderating effect of career goals. A total of 1300 questionnaires were collected using the snowball sampling method, and 1203 valid questionnaires were collected. The differences in background variables were examined by the independent sample t-test, and the validity of the research hypotheses was tested by SEM and multigroup analysis. The results of the study showed the following: (1) There were significant differences in CDM performance among college students of different genders and different grades. (2) CDMSE plays a partial mediating role between work values and career decision-making. (3) Career goals play a moderating role between CDMSE and CDM, and compared with low-level career goals, high-level career goals can promote the impact of CDMSE on CDM. In the future, colleges and universities can promote college students’ CDM by shaping work values, improving CDMSE, and guiding the establishment of career goals.
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