Acceso usuarios
[1]
;
Serena Corbeta- Gomez
[2]
Entrepreneurship education is increasingly recognized as an essential element in shaping the entrepreneurial mind-set of university students. This study examines the relationship between entrepreneurship education, entrepreneurial self-efficacy (ESE), and entrepreneurial intention (EI) among university students in Zhejiang Province, China. Grounded in Social Cognitive Theory, it explores how personal beliefs, shaped by education and experience, influence entrepreneurial behavior. It also investigates how demographic factors such as gender, grade level, school type, and entrepreneurial experience affect students’ entrepreneurial outcomes. A quantitative approach was adopted, surveying 482 students from various universities. Data were collected through a structured questionnaire and analyzed using SPSS. Statistically significant differences were observed by grade level and entrepreneurial experience. Senior students reported higher EI (M = 3.85) and ESE (M = 3.81) compared to freshmen (EI M = 3.42; ESE M = 3.67; p < 0.001). Similarly, students with prior entrepreneurial experience scored significantly higher in opportunity recognition (M = 3.98) than those without (M = 3.52; p < 0.001). The study suggests tailoring entrepreneurship education by academic level and experience, emphasizing practical, experiential learning. Limitations: Findings are limited by the cross-sectional design, self-reported data, lack of qualitative insight, and incomplete statistical reporting, which may affect generalizability and interpretation. Future studies should adopt mixed-method and longitudinal approaches.
