Psychological quality and entrepreneurial competence: the mediating role of professional recognition and moderating effect of academic discipline among Chinese university students

This study investigates how psychological quality (conceptualized as a positive psychology resource) influences entrepreneurial competence among Chinese college students, examining the mediating role of professional recognition and the moderating effect of academic disciplines. Drawing on Social Cognitive Theory, Positive Psychology perspectives, and Becher and Trowler’s concept of academic tribes, this study aims to clarify both the mechanism and boundary conditions through which psychological quality translates into entrepreneurial competence. A total of 741 undergraduates from four public universities in Hubei Province participated in this cross-sectional study. Data were collected using validated scales of Psychological Quality, Professional Recognition, and Entrepreneurial Competence. Structural Equation Modeling (SEM) and multi-group analysis were conducted using SPSS and AMOS to test the mediation and moderated mediation effects. Reliability, validity, and measurement invariance were assessed via CFA, while common method variance and bootstrap methods were tested statistically. Psychological quality was positively and significantly associated with both professional recognition and entrepreneurial competence. Professional recognition partially mediated this relationship (mediation effect ratio: 26.25%). In addition, the multi-group analysis showed that the upstream path was significantly heterogeneous: the effect of psychological quality on professional recognition was significantly stronger in applied disciplines (Engineering and Social Sciences) than in theoretical disciplines (Humanities and Natural Sciences). However, the mediation effect was still significantly positive across disciplines, supporting the “universal mediation, contextual activation” model. These findings suggest that psychological quality is a bottom-up resource that promotes entrepreneurial competence mainly through the cognitive-affective pathways of professional recognition. Although this mediation mechanism is universal, the activation of the professional recognition by psychological resources is more sensitive in applied contexts. Therefore, this study calls for disciplined-tailored pedagogic practices that integrate Positive Psychology micro-interventions (e.g., mindfulness, gratitude) and optimize institutional support to foster professional recognition and entrepreneurial competence in different academic fields.