Linking Entrepreneurship Education to Entrepreneurial Intentions: A Social Cognitive and Resource-Based Perspective

Abstract. This study investigates the impact of entrepreneurship education and creativity on entrepreneurial intentions among university students in Indonesia, incorporating entrepreneurial self-efficacy as a mediator and resilience as a moderator. Grounded in Social Cognitive Theory and the Resource-Based View, the research examines how educational experiences, and psychological traits interact to shape students’ entrepreneurial motivation. Using survey data from 400 students across five Indonesian islands, Java, Sumatra, Lombok, Bali, and Sulawesi, the model was tested using Structural Equation Modeling and Multi-Group Analysis. The results reveal that both entrepreneurship education and creativity significantly influence entrepreneurial intentions. Entrepreneurial self-efficacy mediates these relationships, reinforcing its role as a psychological mechanism that enables students to transform learning and creative potential into entrepreneurial drive. Additionally, the relationship between entrepreneurship education and intention is significantly stronger for students with high levels of self-efficacy and resilience, but not significant among those with low levels of these traits. These findings highlight the importance of psychological readiness in maximizing the impact of entrepreneurship education. Practically, universities should adopt pedagogical approaches that combine experiential learning with efforts to build self-efficacy, stimulate creativity, and cultivate resilience to better prepare students for entrepreneurial careers in emerging and dynamic economic contexts. Keywords: Entrepreneurship education, entrepreneurial intentions, entrepreneurial self-efficacy, creativity, resilience, Indonesia