Entrepreneurial Intention, Confidence, and Competence Among Chinese College Students

This study systematically examines the correlation between entrepreneurial intention, entrepreneurial confidence, and entrepreneurial competence, with a focus on Chinese university students and the dynamic interplay of these three attributes with the students’ entrepreneurial behavior. The results signify a positive relationship between entrepreneurial intention, confidence, and competence, whereby students with high levels of entrepreneurial intention also have high levels of confidence and competence. A combination of educational practices, such as business plan competitions and internships, creates a much-desired educational experience in developing students’ entrepreneurial potential and self-confidence, emphasizing the importance of experiential learning in any entrepreneurship education program. While theoretical assumptions suggested that mentorship would enhance students’ entrepreneurial traits, the study found its effects to be weak, calling for improvements to existing mentorship programs. Additionally, the study showed that there were no statistically significant differences in entrepreneurial intention, confidence, or competence by sex, grade level, or major, meaning that standardized entrepreneurship education impacts all students equally, regardless of demographic factors. The research offers practical recommendations for educators and policymakers, including the need for greater and more diverse experiential learning opportunities to create a better entrepreneurial learning environment, more structured and impactful mentorship programs, and increased support for new business post-graduation. Future research may focus on longitudinal studies, the influence of technology on entrepreneurship, cross-cultural comparisons, and ways to enhance the effectiveness of the mentor-mentee relationship.