Enhancing entrepreneurial intention through critical thinking disposition and positive psychological traits: evidence from Chinese higher education

University students' entrepreneurial intention (EI) is a key focus of entrepreneurship education and policy, especially in China's context of promoting innovation-driven development. This study explores how critical thinking disposition (CTD), positive psychological traits (PPT), and entrepreneurial self-efficacy (ESE) jointly influence EI. Using structural equation modeling and latent variable interaction analysis, Study 1 surveyed vocational college students and found that CTD significantly predicted EI, without PPT moderating this effect. Study 2, conducted with undergraduate students, introduced ESE as a mediator. Data analysis using bootstrapping procedures revealed that CTD predicted ESE, which in turn predicted EI. The interaction between CTD and PPT also significantly predicted ESE, supporting a moderated mediation model. This research contributes to the entrepreneurship literature by uncovering the synergistic cognitive-psychological mechanisms driving EI. The findings provide a novel theoretical framework and practical insights for entrepreneurship education, highlighting the necessity of simultaneously cultivating cognitive skills and psychological resources to enhance students' entrepreneurial potential.