How Does College Students’ Entrepreneurial Learning Influence Entrepreneurial Intention: Evidence from China

Abstract

In implementing an innovation-driven development strategy, it is important to promote the sustainable development capacity of the new generation. Entrepreneurial learning can enhance college students’ skills and entrepreneurial competence in facing the uncertain challenges of the future. In order to clarify the mechanism by which entrepreneurial learning influences college students’ entrepreneurial intention, a mediating moderation model was constructed, based on the theory of planned behavior, to explore the mediating role of entrepreneurial attitude, entrepreneurial self-efficacy, and perceived behavioral control. Furthermore, the moderating effect of important peers and teachers’ support on campus was combined, initially to assess the entrepreneurial intention of college students. This study adopted a quantitative research approach with a questionnaire survey, taking 704 college students in the Yangtze River Delta region as subjects. The research results showed that entrepreneurial learning has a significant positive predictive effect on the entrepreneurial intention of college students; entrepreneurial attitude and perceived behavioral control play a mediating role between the entrepreneurial learning and entrepreneurial intention of college students; and important peers and teachers’ support on campus can adjust the impact of entrepreneurial learning on entrepreneurial intention. The proposed framework provides a more concrete understanding of entrepreneurial intention. The results also provide policy and managerial insights into promoting entrepreneurial intention within higher education.

1. Introduction

In the knowledge economy, entrepreneurship is the most effective and sustainable approach to reallocating resources, adjusting the economic structure, and overcoming challenges during society’s development process. In the process of implementing entrepreneurship, it is imperative to cultivate an entrepreneurial generation. College student entrepreneurs are a source of power in the construction and maintenance of a sustainable future. Their entrepreneurial knowledge and competence structure should meet the requirement of the uncertain and challenging environment, expanding and leading transformation in various fields. The education system must recognize the need for developing the skills and attitudes that make up an entrepreneurial mindset, such as lateral thinking, questioning, independence, and self-reliance [1]. Entrepreneurial learning could realize this target. The World Bank’s conceptual framework of entrepreneurship education and training has its outcomes categorized into a series of four domains, including entrepreneurial mindsets, entrepreneurial capabilities, entrepreneurial status, and entrepreneurial performance [2].

The priority action area of education for sustainable development (ESD) is empowering and mobilizing youth to enhance their knowledge, skills, values, and attitudes in order to make themselves heard [3]. It is of urgent importance for the national agenda to foster an entrepreneurial generation for the sustainable development of the whole nation. In mainland China (herein, China), the state emphasizes the important role of entrepreneurial talents in sustainable development and has initiated a series of policies to promote this talent. In 2021, the General Office of the State Council issued the “Guiding Opinions on Further Supporting College Students’ Innovation and Entrepreneurial” [4]. The report to the 20th National Congress of the Communist Party of China [5] posited that, by 2035, China will be at the forefront of innovative countries, and emphasized that talents are the basic strategic support for comprehensively building the first modern socialist country. After years of system construction and in-depth promotion, entrepreneurial learning in colleges and universities has achieved positive results and is at the stage of accelerating intensive and sustainable development in China.

The function of a system should be reflected on from a student point of view [6]. It is of great importance to evaluate the effect of entrepreneurial learning and further stimulate and transform students’ entrepreneurial potential. Entrepreneurial intention is defined as “a self-acknowledged conviction by a person that they intend to set up a new business venture and consciously plan to do so at some point in the future” [7]. Entrepreneurial intention has proven to be essential in conducting entrepreneurial behaviors [8,9,10,11]. Therefore, it is important to delve into the influencing factors and mechanisms between entrepreneurial learning and entrepreneurial intention, which could contribute to realizing the value of the former. Many researchers have explored the influencing mechanisms between these two factors, and have found that entrepreneurial learning has a significant positive effect on entrepreneurial intention from different perspectives [12,13,14,15,16]. However, we did not find any empirical studies which divided the mode of entrepreneurial learning or explored the influencing factors in college students themselves.

This study divides entrepreneurial learning into three modes: school entrepreneurial learning, social entrepreneurial learning, and family entrepreneurial learning. Considering the complexity of the entrepreneurial ecosystem, we divided the influencing factors into the inner qualities of college students and the external environment. This study is based on the theory of planned behavior (TPB); we chose its two factors of entrepreneurial attitude and perceived behavioral control, and added the factor of entrepreneurial self-efficiency. In addition, we propose and test the three mediating effect models for college students themselves. This study also further explores the mechanism of influence of the environment and tests the moderating effect of support from important peers and teachers on campus. The research object herein is college students in the Yangtze River Delta region, which exhibits some of the strongest economic development and innovation and entrepreneurial capabilities in China. We propose the following questions:

(1)

How does entrepreneurial learning affect college students’ entrepreneurial intention?

(2)

Based on the theory of planned behavior, will entrepreneurial attitude, entrepreneurial self-efficacy, and perceived behavioral control play a mediating role between entrepreneurial learning and entrepreneurial intention in college students?

(3)

How does important peers and teachers’ support on campus adjust the impact of entrepreneurial learning on entrepreneurial intention?

In Section 2, we present the theoretical framework and propose the hypothetical model of this study. In Section 3, we describe the research methodology (sample and data collection, research steps, variables, and measurements). In Section 4, we discuss the main results, exploring the impact mechanism of entrepreneurial learning on the entrepreneurial intention of college students. In Section 5 and Section 6, we elaborate the discussion and conclusion.

2. Theoretical Framework and Hypothesis

2.1. The Relationship between Entrepreneurial Learning and Entrepreneurial Intention

Entrepreneurial learning concerns how people construct new meaning in the process of recognizing and acting on opportunities, as well as organizing and managing ventures [17]. Analyzing the conceptual framework of entrepreneurial learning, Politis posited that entrepreneurial learning is a process of acquiring, accumulating, and applying entrepreneurial knowledge, which is an important pre-influencing factor for individuals to identify entrepreneurial opportunities and form entrepreneurial intentions [18]. A report from UNIDO pointed out that, within the wider concept of entrepreneurship, a learning environment should be provided where students can acquire competencies (knowledge, skills, and attitudes) for life. Additionally, these can be taught in a school setting through entrepreneurship education, but need to be reinforced at home, within the community, and in the environment of the student [19]. Thus, according to the path of entrepreneurial learning, college students’ methods can be divided into entrepreneurship education in school, learning from social relations, and learning about entrepreneurism within the family. It is generally believed that entrepreneurship education carried out in schools can be called school entrepreneurial learning, which mainly refers to accepting entrepreneurial courses set up in universities, listening to entrepreneurial lectures, participating in innovation and entrepreneurial competitions, etc. Social relationship learning can be called social entrepreneurial learning, which can promote the learning of entrepreneurism in a social relationship network; learning entrepreneurism within the family can be called family entrepreneurial learning, which is the learning and influence of entrepreneurial knowledge acquired by college students and their parents.

Entrepreneurial behavior refers to the behavior where individuals actively create and operate related enterprises and can take the initiative to bear the benefits and risks of this process [20]. This type of behavior can eventually result in the creation of innovations, new competition, new jobs, and new revenue streams [21], and promote sustainable development [22]. The entrepreneurial process is composed of three interrelated processes: a dream, a business idea, and the creation of a new venture [23]. Thus, from the perspective of the possibility of behavior, entrepreneurial intention refers to a belief that students plan to start related companies and will consciously carry out actions at some point in the future [7]. College students are an important group of entrepreneurs, and their entrepreneurial intention is manifested in their entrepreneurial behavior preparation during school, including their preparation for accumulating the relevant knowledge, learning skills, and familiarizing themselves with policies [24]. For college students, existing studies have also found that whether they have attended systematic entrepreneurship education and entrepreneurial training courses has a significant impact on their entrepreneurial intention, and those who have undergone entrepreneurship education and entrepreneurial learning have higher entrepreneurial intention [9,13]. Additionally, extracurricular activities, such as student clubs and societies, can allow these students to learn collaboratively with others and stimulate their intentions to start a business [25]. Mustapha et al., proved that family involvement in business has a positive influence on students’ entrepreneurial intention [26]. Based on the above analysis, this study proposes the following assumptions:

H1. 

Entrepreneurial learning has a significant positive impact on college students’ entrepreneurial intentions.

2.2. Effects of Entrepreneurial Attitude, Entrepreneurial Self-Efficacy, and Perceived Behavioral Control

The theory of planned behavior (TPB) posits that entrepreneurial intention is the most direct way to predict an individual’s behavior. According to Ajzen et al., people, as rational actors, use the available information to decide whether to take action, and performing actions is guided by conscious motivations; this theory asserts that an individual’s entrepreneurial intention is affected by three variables: attitude, which refers to the individual’s positive or negative evaluation of behavior; subjective norms, which refer to the social pressure an individual perceives when deciding whether to carry out a specific behavior; and perceived behavioral control, which refers to the individual’s perceived ability to control a specific behavior [27]. By using meta-analytic structural equation modeling (MASEM), Zaremohzzabieh et al., confirmed that all three constructs of TPB have a direct effect on social entrepreneurial intention [28]. Many studies have used this theory to analyze the formation of entrepreneurial intention. Aliedan et al., used it to examine the effect of the TPB constructs as mediating variables between university education support and entrepreneurial intention [29]. Su et al., adopted the theory to explain the inner mechanism of perceived university support with regard to student entrepreneurial intention by taking the constructs of the TPB as mediating variables [30]. Sampene et al., explored the relationship between the three constructs of the TPB and entrepreneurial intention by regarding entrepreneurship education as a mediating variable [31].

Therefore, from a theoretical point of view, the theory of planned behavior provides a feasible analysis framework to explore the entrepreneurial intention of college students. Considering the three variables, entrepreneurial attitude and perceived behavioral control both change entrepreneurial intention “from the inside”, whereas subjective norms change entrepreneurial intention through perception of the external environment [30]. This study pays special attention to college students’ attitudes toward entrepreneurism and their confidence and sense of control in performing entrepreneurial behaviors. Therefore, the theoretical framework of the TPB was used to investigate the influence and mediating effect of entrepreneurial attitudes and perceived behavioral control, with entrepreneurial self-efficacy added, to analyze entrepreneurial intention. Entrepreneurial attitude is defined as predetermined but changeable thoughts, feelings, and behavioral intentions covering organizational creation and operation [32]. Phan et al., divided entrepreneurial attitudes into endogenous and exogenous attitudes, including those towards power, wealth, achievement, and social recognition [33]. They found that entrepreneurial attitudes can predict entrepreneurial behaviors in college students. Past research has stated that entrepreneurial attitude is strongly linked with the intention to start a new venture [11,34,35]. Existing studies have also shown that students will change their entrepreneurial attitude during the period they are subjected to entrepreneurship education [36]. Through EE, in the form of taught courses and self-learning, individuals will be able to acquire the skills, knowledge, and applied experience required for the entrepreneurial process, which can then improve their EI [37]. Thus, entrepreneurial attitude can be an intermediary variable between college students’ individual cognition and entrepreneurial intentions.

Within the field of entrepreneurship, entrepreneurial self-efficacy is a concept applied by the self-efficacy theory. Entrepreneurial self-efficacy can be associated with confidence in one’s ability to successfully perform various entrepreneurship roles and tasks [38,39,40]. Previous studies have proved that entrepreneurial self-efficacy is positively associated with entrepreneurial intention [41,42,43,44]. Through empirical data, Chen et al., showed that entrepreneurial self-efficacy is positively correlated with risk taking in start-ups, i.e., people with high entrepreneurial self-efficacy have a stronger entrepreneurial intention to take entrepreneurial risks [39]. Self-efficacy and intentionality can illustrate how levels of confidence and intent can be enhanced through experiential learning [25,45]. Zhao et al., studied the mediating role of self-efficacy in the development of students’ entrepreneurial intentions, and found that entrepreneurial self-efficacy has a mediating effect among the effects of entrepreneurial course learning, students’ prior experience, and risk taking on entrepreneurial intentions [46].

Perceived behavioral control constitutes individuals’ beliefs in their ability to achieve a certain behavior, based on extensive knowledge, experience, and skills [47]. In this study, perceived behavioral control refers to the individual’s ability to assess factors to promote their entrepreneurship; the literature generally agrees that the perception of being in control is positively related to the intention to become an entrepreneur [48,49]. Relevant empirical studies also show that perceived behavioral control plays a partially mediating role on the impact of college students’ entrepreneurial intention. Kurjono stated that the more effective the entrepreneurial skills, the more effective the perceived behavioral control. Additionally, overall perceived behavioral control positively and significantly affects entrepreneurial intention, and perceived behavioral control is the most influential variable [50].

Based on extant theory and the literature, this study proposes the following assumptions:

H2. 

Entrepreneurial attitude plays a mediating role in the impact of entrepreneurial learning on entrepreneurial intention of college students.

H3. 

Entrepreneurial self-efficacy plays a mediating role in the impact of entrepreneurial learning on the entrepreneurial intention of college students.

H4. 

Perceived behavioral control plays a mediating role in the impact of entrepreneurial learning on the entrepreneurial intention of college students.

2.3. The Moderating Effect of Support from Important Peers and Teachers on Campus

The main area of activity for college students is on the university campus. Existing studies have pointed out that the entrepreneurial support of schools is not only an important environmental factor for college students’ entrepreneurial learning, but is also an important driving force for the development of their entrepreneurial ability, which will have a positive impact on their entrepreneurial intentions [51]. University support has a significant effect on the perceived capability of doing business [50] and entrepreneurial attitude [30]. Generally speaking, individual characteristics, the school environment, etc., are important factors influencing the formation of entrepreneurial intentions. Related studies have found that the environmental impact on entrepreneurial intentions is more significant [52]. Subsequent studies further found that environmental entrepreneurial support can mediate between individual entrepreneurial activities and intentions [53]. If there is strong sociocultural support for students at the individual level (from family or friends), this can contribute to positive attitudes towards entrepreneurship [26,54]. Teachers, classmates, and friends in the school are the people who have the closest daily contact with college students. Much of the support from the school’s entrepreneurial environment comes from these important individuals on campus. Feeling support and encouragement from others may make students’ entrepreneurial learning more effective, which, in turn, is more conducive to forming entrepreneurial intention.

Based on the above analysis, this study proposes the following assumptions:

H5. 

The support from important peers and teachers on campus has a moderating effect on the relationship between college students’ entrepreneurial learning and intention.

At the same time, this study further infers that the moderating effect of important peers and teachers’ support on campus may occur between intermediary relationship variables, and thus infers the following assumptions:

H6. 

The support from important peers and teachers on campus plays a moderating role in the influence of entrepreneurial learning on college students’ entrepreneurial intention, through entrepreneurial attitudes.

H7. 

The support from important peers and teachers on campus plays a moderating role in the influence of entrepreneurial learning on college students’ entrepreneurial intention, through entrepreneurial self-efficacy.

H8. 

The support from important peers and teachers on campus plays a moderating role in the influence of entrepreneurial learning on college students’ entrepreneurial intention, through perceived behavioral control.

The theoretical model constructed in this study is shown in Figure 1.

3. Methodology

3.1. Data Source

The data used in this study is based on a random sampling method, in which 1078 college students in the Yangtze River Delta region of China were randomly invited to participate in our survey through an electronic questionnaire in October–November 2022. After eliminating invalid questionnaires, a final valid sample of 704 (65.31% effective rate) was obtained. It is notable that the basic information of these subjects showed diversity. The demographic statistics of the sample are as follows: males accounted for 43.04%; urban students accounted for 48.3%; family income above the middle class average accounted for 47.3%; father’s occupation was upper middle class accounted for 57.95%; father’s education level of primary school and below accounted for 12.2%, junior high school accounted for 29.83%, senior high school or technical secondary school ac-counted for 30.11%, junior college accounted for 11.22%, undergraduate accounted for 14.49%, and master’s degree and above accounted for 2.13%. Furthermore, the college students came from eight different universities, including Zhejiang University of Technology, Ningbo University, Zhejiang University of Finance and Economics, Hangzhou University of Electronic Science and Technology, Ningbo Engineering College, Hohai University, Nanjing University of Aeronautics and Astronautics, and Shanghai University.

Considering the research contents, the universities selected are located in the Yangtze River Delta region with a highly developed economy, as well as a strong innovation and entrepreneurship atmosphere in China. All of the universities have conducted systematic entrepreneurship education and established platforms to promote entrepreneurship, industrial internship, knowledge transfer, etc. In terms of entrepreneurship organization, the surveyed universities have established a dedicated center to promote innovation and entrepreneurship courses, competitions, incubation, research, and social cooperation, such as the college of entrepreneurship in Zhejiang University of Finance and Economics, the practice education center of innovation and entrepreneurship in Hohai University, etc. As for external network, the universities emphasize collaborating with external stakeholders and maintaining regular contact with them. Therefore, it is conducive to integrating industry practical experience and relevant professional knowledge into entrepreneurial learning. Furthermore, the universities have established a diverse faculty structure through absorbing practical mentors, including enterprise managers, human resources experts, outstanding alumni, industry technical experts, etc. With regard to entrepreneurship support, the universities guide students to participating in entrepreneurship projects and competitions, establish a number of innovation and entrepreneurship practice bases, and have made remarkable achievements in business creation. For example, Nanjing University of Aeronautics and Astronautics has established nine innovation and entrepreneurship practice bases for college students, and has successfully incubated over 100 enterprises. These measures are conducive to cultivating college students’ entrepreneurial attitudes, enhancing their entrepreneurial capabilities, further promoting their sustainable development in the future.

3.2. Variables and Measurements

Based on the existing domestic and international literature and methods, we designed the questionnaire and evaluated it with the help of more than 20 experts in the field and online pilot testing. Description of variables is shown in Table 1. In this study, entrepreneurial learning was divided into three modes: entrepreneurship curriculum learning offered by schools (i.e., school entrepreneurial learning dimension); entrepreneurial learning in various social relationships (i.e., social entrepreneurial learning dimension); and entrepreneurial learning through family members (i.e., family entrepreneurial learning dimension); questionnaires were designed according to these three dimensions. Based on the research of Cassar [55] and Chen [56], there were four items in the school entrepreneurial learning dimension, such as “the courses I studied on entrepreneurial and management have helped me accumulate entrepreneurial knowledge” and “the entrepreneurship courses have strengthened my entrepreneurial ability”; four items in the social entrepreneurial learning dimension, such as “I learn entrepreneurial related knowledge and theory through our media and online education” and “I learn entrepreneurial knowledge through communication with external entrepreneurs”; and four items in the family entrepreneurial learning dimension, including “My family has entrepreneurs, and I will participate in their business or work” and “My family often teaches me how to do business or carry out projects”. Factor analysis was carried out on the research samples. The KMO value was 0.913. Bartlett’s spherical test was significant. In total, three common factors were extracted with eigenvalues greater than 1. The average variance extraction amount (AVE) was greater than 0.5; the combination reliability (CR) was greater than 0.7, indicating good convergent validity; and the square root value of AVE was greater than the absolute value of the correlation coefficient between factors, indicating good discrimination validity. The overall reliability coefficient of the entrepreneurial learning questionnaire is 0.925 (the coefficients of each dimension are 0.941, 0.885, and 0.897). This shows that the questionnaire has good validity and reliability.

The measurement of entrepreneurial intention in this study was based on the research of Linan [57]. There were four items in total, such as “I am willing to spend time and energy to prepare for entrepreneurship” and “I will always pay attention to information related to entrepreneurship”. As above, a single factor was extracted, with good aggregation validity and discrimination validity. The reliability coefficient of the questionnaire was 0.903. Thus, the questionnaire had good validity and reliability.

The measurement of entrepreneurial attitude in this study mainly refers to the entrepreneurial attitude research developed by Phan [33], with six items in total, such as “I hope to solve my own employment through independent entrepreneurship” and “I hope to obtain status and reputation”. As above, a single factor was extracted, with good aggregation validity and discrimination validity. The reliability coefficient of the questionnaire was 0.940; thus, the questionnaire had good validity and reliability.

This study adopted the questionnaire measuring entrepreneurial self-efficacy developed by Wilson et al. [58], with six items in total, such as “Compared with the surrounding students, I am always more capable of solving problems than the surrounding students”, “Compared with the surrounding students, I am more capable of persuading the surrounding people to agree with me”, etc. As above, a single factor was extracted, with good aggregation validity and discrimination validity. The reliability coefficient of the questionnaire was 0.926. Therefore, the questionnaire had good validity and reliability.

The measurement of perceived behavioral control in this study mainly referred to the related research of Ajzen [59]. Items in the questionnaire include two questions of “If I start a business, I can control the progress of future entrepreneurship” and “I am confident that as long as I am willing, I will succeed in starting a business in the future”. In the same steps as above, a single factor was extracted, and the convergent validity and discriminant validity were deemed good. The reliability coefficient of the questionnaire was 0.868; thus, the questionnaire had good validity and reliability.

Regarding the support from important peers and teachers on campus, this study mainly referred to the questionnaire developed by Fang [60] and the items measuring “social support”, reflecting the support important contacts on campus, such as teachers, classmates, and friends. There were three items in total, such as “My teacher supports me to start a business”. Following the same steps as above, a single factor was extracted from the questionnaire. Additionally, the convergent validity and discriminant validity were good. The reliability coefficient of the questionnaire was 0.934; thus, the questionnaire had good validity and reliability.

The measurement of the above variables adopted fixed distance, with six points: “Strongly disagree = 1” to “Strongly agree = 6”. In addition to the above variables, this study took gender, urban and rural categories, family income, father’s occupation, and father’s education as control variables. The classification of gender is “Female = 0; Male = 1.” The classification of Urban and Rural Categories is “Rural = 0; Urban = 1”. The sequencing of “household income” was assigned 1–6 points, respectively: “Very poor = 1” to “Very good = 6”. When treated as a dichotomous variable: “score 1–3, lower middle = 0; score 4–6, upper middle = 1”. The sequencing of father’s occupation is “Unemployed = 1; Farmers = 2; Workers = 3; Self-employed households = 4; Low-level managers of government agencies and enterprises = 5; Professional and technical personnel = 6; Middle and senior managers of enterprises (including private entrepreneurs) = 7; Middle-level and above managers of government agencies and institutions = 8”. When treated as a dichotomous variable: “score 1–3, lower-middle class = 0; score 4–8, upper-middle class = 1”. The sequencing of father’s level of education is “primary school and below = 1; junior high school = 2; high school or technical secondary school = 3; junior college = 4; undergraduate = 5; master’s degree and above = 6”. When treated as a dichotomous variable: “score 1–3, middle and low education = 0; score 4–6, high education = 1”.

Table 1. Description of variables.

Variables		Items		Adapted Source
Independent Variable	Entrepreneurial Learning	School Entrepreneurial Learning	The courses I studied on entrepreneurship and management have helped me accumulate entrepreneurial knowledge.	[55,56]
			The entrepreneurship courses have strengthened my entrepreneurial ability.
			College teachers have had a positive impact on my entrepreneurship.
			The teaching method of my school is conducive to cultivating my entrepreneurial qualities.
		Social Entrepreneurial Learning	I learn entrepreneurial related knowledge and theory through our media and online education.
			I learn entrepreneurial knowledge through communication with external entrepreneurs.
			I learn entrepreneurial knowledge by communicating with my friends and acquaintances.
			I learn entrepreneurial knowledge through my own social practice and part-time job.
		Family Entrepreneurial Learning	My family has entrepreneurs, and I will participate in their business or work.
			My family often teaches me how to do business or carry out projects.
			My family will take me to entrepreneurship related meetings or gatherings.
			My family will encourage me to have entrepreneurial ideas and practices.
Mediating Variable	Entrepreneurial Attitude	I hope to solve my own employment through independent entrepreneurship.		[33]
		I hope to obtain status and reputation.
		I hope to be recognized by society.
		I hope to accumulate money and wealth.
		I hope to make contributions to society.
		I hope to help my country progress.
	Entrepreneurial Self-efficacy	Compared with the surrounding students, I am always more capable of solving problems than the surrounding students.		[58]
		Compared with the surrounding students, I am more capable of persuading the surrounding people to agree with me.
		Compared with the surrounding students, I am better at managing money and accounts.
		Compared with the surrounding students, I am always more creative.
		Compared with the surrounding students, I am always better able to play the role of leader.
		Compared with the surrounding students, I am always more decisive in making decisions and more able to act as a decision-maker in a team.
	Perceived Behavioral Control	If I start a business, I can control the progress of future entrepreneurship.		[59]
		I am confident that as long as I am willing, I will succeed in starting a business in the future.
Moderating Variable	Support from Important Peers and Teachers on Campus	My teachers support me in starting a business.		[60]
		My friends support me in starting a business.
		My classmates support me in starting a business.
Dependent Variable	Entrepreneurial Intention	I am willing to spend time and energy to prepare for entrepreneurship.		[57]
		I will always pay attention to information related to entrepreneurship
		I will seek suitable entrepreneurial opportunities consciously.
		I will have my parents prepare a certain amount of venture capital for me within a certain period of time.
Control Variable	Gender
	Urban and Rural Categories
	Household Income
	Father’s Occupation
	Father’s Level of Education

Table 1. Description of variables.

Variables		Items		Adapted Source
Independent Variable	Entrepreneurial Learning	School Entrepreneurial Learning	The courses I studied on entrepreneurship and management have helped me accumulate entrepreneurial knowledge.	[55,56]
			The entrepreneurship courses have strengthened my entrepreneurial ability.
			College teachers have had a positive impact on my entrepreneurship.
			The teaching method of my school is conducive to cultivating my entrepreneurial qualities.
		Social Entrepreneurial Learning	I learn entrepreneurial related knowledge and theory through our media and online education.
			I learn entrepreneurial knowledge through communication with external entrepreneurs.
			I learn entrepreneurial knowledge by communicating with my friends and acquaintances.
			I learn entrepreneurial knowledge through my own social practice and part-time job.
		Family Entrepreneurial Learning	My family has entrepreneurs, and I will participate in their business or work.
			My family often teaches me how to do business or carry out projects.
			My family will take me to entrepreneurship related meetings or gatherings.
			My family will encourage me to have entrepreneurial ideas and practices.
Mediating Variable	Entrepreneurial Attitude	I hope to solve my own employment through independent entrepreneurship.		[33]
		I hope to obtain status and reputation.
		I hope to be recognized by society.
		I hope to accumulate money and wealth.
		I hope to make contributions to society.
		I hope to help my country progress.
	Entrepreneurial Self-efficacy	Compared with the surrounding students, I am always more capable of solving problems than the surrounding students.		[58]
		Compared with the surrounding students, I am more capable of persuading the surrounding people to agree with me.
		Compared with the surrounding students, I am better at managing money and accounts.
		Compared with the surrounding students, I am always more creative.
		Compared with the surrounding students, I am always better able to play the role of leader.
		Compared with the surrounding students, I am always more decisive in making decisions and more able to act as a decision-maker in a team.
	Perceived Behavioral Control	If I start a business, I can control the progress of future entrepreneurship.		[59]
		I am confident that as long as I am willing, I will succeed in starting a business in the future.
Moderating Variable	Support from Important Peers and Teachers on Campus	My teachers support me in starting a business.		[60]
		My friends support me in starting a business.
		My classmates support me in starting a business.
Dependent Variable	Entrepreneurial Intention	I am willing to spend time and energy to prepare for entrepreneurship.		[57]
		I will always pay attention to information related to entrepreneurship
		I will seek suitable entrepreneurial opportunities consciously.
		I will have my parents prepare a certain amount of venture capital for me within a certain period of time.
Control Variable	Gender
	Urban and Rural Categories
	Household Income
	Father’s Occupation
	Father’s Level of Education

4. Results

4.1. Descriptive Analysis

This study mainly employed SPSS 26.0 for data processing. The sample mean and standard deviation of each variable and the correlation analysis results among variables are shown in

Table 2. Descriptive statistics of each variable and the results of correlation analysis between variables.

	Average	Standard Deviation	1	2	3	4	5	6	7	8
1. School Entrepreneurial Learning	4.31	1.09	1
2. Social Entrepreneurial Learning	4.14	1.04	0.638 ***	1
3. Family Entrepreneurial Learning	3.31	1.29	0.468 ***	0.594 ***	1
4. Entrepreneurial Intention	3.72	1.11	0.564 ***	0.623 ***	0.652 ***	1
5. Entrepreneurial Attitude	3.98	1.12	0.424 ***	0.495 ***	0.488 ***	0.641 ***	1
6. Entrepreneurial Self-efficacy	3.93	0.98	0.380 ***	0.504 ***	0.502 ***	0.546 ***	0.631 ***	1
7. Perceived Behavioral Control	3.68	1.25	0.374 ***	0.486 ***	0.540 ***	0.614 ***	0.796 ***	0.609 ***	1
8. Support from Important Peers and Teachers on Campus	3.79	1.15	0.492 ***	0.518 ***	0.546 ***	0.614 ***	0.566 ***	0.517 ***	0.582 ***	1

Note: *** p < 0.001.

. From the data in the table, school entrepreneurial learning exhibited the highest score, and family entrepreneurial learning exhibited the lowest score. The score of entrepreneurial intention of college students was above the median score. All variables were positively correlated.

In order to further investigate the group differences of college students’ entrepreneurial intention in demographic variables, t-tests were used for analysis. From the data in

Table 3. Group differences in college students’ entrepreneurial intention.

Analysis Item		Entrepreneurial Intention
		Average	Standard Deviation	t-Value
Gender	Female	3.70	1.07	−0.547
	Male	3.75	1.17
Urban and Rural Categories	Rural	3.74	1.03	0.445
	Urban	3.70	1.19
Household Income	Lower Middle	3.58	1.09	−3.685 ***
	Upper Middle	3.88	1.12
Father’s Occupation	Lower-middle Class	3.64	1.13	−1.645
	Upper-middle Class	3.78	1.10
Father’s Level of Education	Middle and Low Education	3.70	1.09	−0.736
	High Education	3.77	1.17

Note: The ordinal variable is simplified as a dichotomous variable here; *** p < 0.001.

, there were significant differences in the entrepreneurial intention of college students among different household income groups, and those with a lower middle income were significantly lower than those with an upper middle income. However, there were no significant differences in gender, urban and rural categories, father’s occupation, or father’s level of education.

4.2. Direct Impact Analysis

Each dimension of entrepreneurial learning was taken as an independent variable, and entrepreneurial intention in the university was taken as a dependent variable. Control variables were added, and a regression equation was included for analysis. In

Table 4. Analysis results of the direct impact of entrepreneurial learning on college students’ entrepreneurial intention.

	Model 1	Model 2
Constant Term	3.421 *** (15.647)	0.683 *** (3.652)
Gender	−0.075 (−0.891)	−0.091 (−1.562)
Urban and Rural Categories	−0.154 (−1.524)	−0.090 (−1.291)
Household Income	0.171 ** (3.160)	0.020 (0.540)
Father’s Occupation	0.022 (0.692)	0.026 (1.206)
Father’s Level of Education	−0.001 (−0.023)	−0.021 (−0.703)
School Entrepreneurial Learning		0.229 *** (6.648)
Social Entrepreneurial Learning		0.264 *** (6.610)
Family Entrepreneurial Learning		0.339 *** (11.905)
R2	0.021	0.543
Adjustment R2	0.014	0.538
F Value and Significance	3.031 *	103.389 ***

Note: The ordinal variable is regarded as a continuous variable here (the same below). * p < 0.05, ** p < 0.01, *** p < 0.001; t-values are in parentheses.

, Model 1 only includes control variables. From the data in Model 2, after controlling for demographic variables, all dimensions of entrepreneurial learning exhibited significant positive effects on college students’ entrepreneurial intention, and family entrepreneurial learning has the largest impact on entrepreneurial intention. Thus, H1 was assumed to be validated.

4.3. Mediation Effect Analysis

In this study, the stepwise method was used to analyze the mediation effects. The first step was to test whether the c in the equation Y = cX + e1 is significant. Entrepreneurial learning has a significant positive impact on the entrepreneurial intention of college students; thus, all c values are significant. Therefore, it is only necessary to check whether a in equation M = aX + e2 and b and c in equation Y = cX + bm + e3 are significant.

From Model 3 in

Table 5. Mediating effect model test.

Variable	Model 3	Model 4	Model 5	Model 6
	Entrepreneurial Attitude	Entrepreneurial Self-Efficacy	Perceived Behavioral Control	Entrepreneurial Intention
Constant Term	1.982 *** (8.761)	1.800 *** (9.088)	1.483 *** (5.936)	−0.027 (−0.145)
Gender	−0.224 ** (−3.163)	−0.135 * (−2.188)	−0.262 *** (−3.349)	−0.007 (−0.125)
Urban and Rural Categories	−0.147 (−1.745)	0.026 (0.350)	−0.041 (−0.444)	−0.052 (−0.816)
Household Income	−0.011 (−0.246)	−0.029 (−0.723)	−0.031 (−0.617)	0.027 (0.796)
Father’s Occupation	0.070 ** (2.704)	0.073 ** (3.237)	0.087 ** (3.048)	−0.003 (−0.143)
Father’s Level of Education	−0.079 * (−2.178)	−0.012 (−0.387)	−0.092 * (−2.294)	0.007 (0.247)
School Entrepreneurial Learning	0.158 *** (3.787)	0.061 (1.682)	0.074 (1.605)	0.181 *** (5.692)
Social Entrepreneurial Learning	0.268 *** (5.547)	0.282 *** (6.646)	0.289 *** (5.417)	0.158 *** (4.185)
Family Entrepreneurship Learning	0.227 *** (6.584)	0.211 *** (6.997)	0.350 *** (9.184)	0.242 *** (8.726)
Entrepreneurial Attitude				0.243 *** (5.865)
Entrepreneurial Self-efficacy				0.055 (1.476)
Perceived Behavioral Control				0.087 * (2.391)
R2	0.338	0.337	0.356	0.622
Adjustment R2	0.331	0.329	0.349	0.616
F Value and Significance	44.386 ***	44.121 ***	48.022 ***	103.583 ***

Note: * p < 0.05, ** p < 0.01, *** p < 0.001; t-values are in parentheses.

, all dimensions of entrepreneurial learning had a significant positive impact on entrepreneurial attitudes; therefore, a was significant when all dimensions of entrepreneurial learning and entrepreneurial attitudes were included in the regression equation (see Model 6 in Table 5). Entrepreneurial attitude had a significant positive impact on entrepreneurial intention, i.e., b was significant. Additionally, each dimension of entrepreneurial learning had a significant positive impact on entrepreneurial intention, i.e., c was significant, which indicated that entrepreneurial attitude partially mediated the impact of entrepreneurial learning on entrepreneurial intention to influence. Therefore, Hypothesis H2 was verified.

Similarly, for entrepreneurial self-efficacy, a was significant, but b was not. This shows that entrepreneurial self-efficacy does not play a mediating role in the impact of entrepreneurial learning on entrepreneurial intention, and Hypothesis H3 has not been verified.

For perceived behavioral control, the mediating role in the impact of school entrepreneurial learning on the entrepreneurial intention of college students, a was not significant; the mediating role in the impact of social entrepreneurial learning on the entrepreneurial intention of college students, a was significant, as was b, which indicated that perceived behavioral control partially mediated the impact of social entrepreneurial learning on entrepreneurial intention; the mediating role in the impact of family entrepreneurial learning on the entrepreneurial intention of college students, a was significant, as was b, which indicated that perceived behavioral control partially mediated the impact of family entrepreneurial learning on entrepreneurial intention. Thus, Hypothesis H4 was partially verified.

4.4. Adjustment Effect Test

According to the moderated mediation effect testing steps suggested by Wen et al. [61], we used Model 15 in SPSS Process to test the moderating effect of support from important peers and teachers on campus on the above mediation model.

Model 7 in

Table 6. Moderated mediation effect test.

Variable	Model 7	Model 8	Model 9
Constant Term	0.574 (1.621)	0.771 * (2.350)	1.351 *** (4.725)
Gender	0.019 (0.333)	0.009 (0.162)	0.088 (1.625)
Urban and Rural Categories	−0.115 (−1.712)	−0.070 (−1.054)	−0.060 (−0.918)
Household Income	0.053 (1.468)	0.067 (1.873)	0.016 (0.442)
Father’s Occupation	−0.006 (−0.280)	−0.008 (−0.404)	−0.021 (−1.046)
Father’s Level of Education	0.032 (1.124)	0.010 (0.361)	0.017 (0.598)
School Entrepreneurial Learning (X1)	0.408 *** (5.320)
Social Entrepreneurial Learning (X2)		0.406 *** (5.212)
Family Entrepreneurial Learning (X3)			0.389 *** (4.985)
Support from important peers and teachers on Campus (W)	0.078 (0.877)	0.003 (0.032)	−0.049 (−0.696)
X1 × W	−0.044 * (−2.113)
X2 × W		−0.026 (−1.221)
X3 × W			−0.024 (−1.292)
Entrepreneurial Attitude (M1)	−0.116 (−0.871)	−0.159 (−1.198)	−0.157 (−1.213)
M1 × W	0.108 ** (3.068)	0.117 *** (3.375)	0.127 *** (3.743)
Perceived Behavioral Control (M2)	0.223 (1.752)	0.230 (1.827)	0.219 (1.756)
M2 × W	−0.021 (−0.658)	−0.034 (−1.069)	−0.044 (−1.381)
R2	0.584	0.594	0.608
Adjustment R2	0.576	0.587	0.601
F Value and Significance	80.878 ***	84.368 ***	89.314 ***

Note: * p < 0.05, ** p < 0.01, *** p < 0.001; t-values are in parentheses.

shows that, with the school’s entrepreneurial learning, entrepreneurial attitude, and perceived behavioral control as independent variables, and the support from important peers and teachers on campus as the moderating variable, regression analysis was carried out by adding the interaction terms of independent variables and moderator variables, respectively. The results show that the interaction term between school entrepreneurial learning and support from important peers and teachers on campus is significant, and the interaction term between entrepreneurial attitude and support from important peers and teachers on campus was significant. This shows that, in this model, support from important peers and teachers on campus moderates the impact of school entrepreneurship learning on college students’ entrepreneurial intention, and also moderates the impact of entrepreneurial attitudes on the entrepreneurial intention of college students. However, the interaction term between perceived behavioral control and support from important peers and teachers on campus was not significant, which indicated that, in this model, support from important peers and teachers on campus did not moderate the effect of perceived behavioral control on the influence of entrepreneurial intention of college students.

According to the above analysis steps, school entrepreneurship learning was re-placed by social entrepreneurship learning (Model 8) and family entrepreneurship learning (Model 9), and the significance of the interaction term between the independent variable and the moderator variable was checked to evaluate the moderating effect of the support from important peers and teachers on campus. From the analysis results, support from important peers and teachers on campus only plays a moderating role in the relationship between the dimension of school entrepreneurship learning and the entrepreneurial intention of college students; therefore, Hypothesis H5 has been partially verified.

Differences in the indirect effects of entrepreneurial learning on college students’ entrepreneurial intention under the different levels of support from important peers and teachers on campus were further explored, to test whether there was a moderating mediation effect. The scores pertaining to support from important peers and teachers on campus were calculated according to the mean plus one standard deviation, the mean, and the mean minus one standard deviation, forming three situations of low, medium, and high levels of support from important peers and teachers on campus.

Table 7. Conditional indirect effects of school entrepreneurial learning as the independent variable.

Mediating Variable	Level	Level Value	Effect	BootSE	BootLLCI	BootULCI
Entrepreneurial Attitude	Low Level (−1SD)	2.645	0.075	0.033	0.01	0.141
	Average Level	3.794	0.13	0.025	0.082	0.182
	High Level (+1SD)	4.943	0.186	0.035	0.12	0.256
Perceived Behavioral Control	Low Level (−1SD)	2.645	0.074	0.03	0.016	0.137
	Average Level	3.794	0.063	0.019	0.028	0.102
	High Level (+1SD)	4.943	0.052	0.026	0.004	0.105

Note: BootLLCI refers to the lower limit of the 95% Bootstrap sampling interval, and Boot ULCI refers to the upper limit of the 95% Bootstrap sampling interval.

shows the dimensions of entrepreneurial learning in schools. Concerning the path that entrepreneurial attitude was taken as a mediator variable, when the adjusting variable was taken as the average level (W = 3.794), the 95% Bootstrap confidence interval was 0.082–0.182, excluding 0, indicating that, at the average level, entrepreneurial attitude had a mediating effect when entrepreneurial learning influenced entrepreneurial intention. When the adjusting variable was taken as the low level (W = 2.645), the 95% Bootstrap confidence interval was 0.010–0.141, excluding 0, which indicated that, at a low level, school entrepreneurial attitude had a mediating effect when school entrepreneurial learning affects entrepreneurial intention. When the adjusting variable was at a high level (W = 4.943), the 95% Bootstrap confidence interval was 0.120–0.256, excluding 0, which indicated that, at a high level, entrepreneurial attitude had a mediating effect when school entrepreneurial learning influenced entrepreneurial intention. According to the above analysis, when the support from important peers and teachers on campus is at low, average, or high levels, entrepreneurial attitudes will play an intermediary role, indicating that there is no regulatory intermediary, because the intermediary role is consistent.

According to the above analysis steps, from the data presented in Table 7,

Table 8. Conditional indirect effects of social entrepreneurial learning as the independent variable.

Mediating Variable	Level	Level Value	Effect	BootSE	BootLLCI	BootULCI
Entrepreneurial Attitude	Low Level (−1SD)	2.645	0.082	0.039	0.006	0.161
	Average Level	3.794	0.155	0.028	0.1	0.212
	High Level (+1SD)	4.943	0.229	0.04	0.153	0.313
Perceived Behavioral Control	Low Level (−1SD)	2.645	0.083	0.037	0.01	0.156
	Average Level	3.794	0.06	0.024	0.013	0.108
	High Level (+1SD)	4.943	0.036	0.032	−0.025	0.1

Note: BootLLCI refers to the lower limit of the 95% Bootstrap sampling interval, and Boot ULCI refers to the upper limit of the 95% Bootstrap sampling interval.

and

Table 9. Conditional indirect effects of family entrepreneurial learning as the independent variable.

Mediating Variable	Level	Level Value	Effect	BootSE	BootLLCI	BootULCI
Entrepreneurial Attitude	Low Level (−1SD)	2.645	0.075	0.029	0.016	0.135
	Average Level	3.794	0.137	0.022	0.094	0.179
	High Level (+1SD)	4.943	0.198	0.028	0.142	0.255
Perceived Behavioral Control	Low Level (−1SD)	2.645	0.053	0.034	−0.012	0.123
	Average Level	3.794	0.027	0.022	−0.016	0.07
	High Level (+1SD)	4.943	0.001	0.028	−0.054	0.057

Note: BootLLCI refers to the lower limit of the 95% Bootstrap sampling interval, and Boot ULCI refers to the upper limit of the 95% Bootstrap sampling interval.

, entrepreneurial attitude is a mediating variable, and the support from important peers and teachers on campus is a moderating variable. There was no mediating moderating effect; thus, Hypothesis H6 has not been verified. Entrepreneurial self-efficacy did not have a mediating effect; therefore, Hypothesis H7 was not verified; perceived behavioral control was the mediating variable, and the support from important peers and teachers on campus was the moderating variable. In the path with social entrepreneurship learning as the independent variable, there was a mediating moderating effect, and the remaining paths did not exist. Therefore, Hypothesis H8 was partially verified.

5. Discussion

This study sought to explore the internal mechanism by which entrepreneurial learning influences college students’ entrepreneurial intention through an empirical investigation in Chinese representative regions. As for the condition of the student sample, the investigated regions achieved high scores in entrepreneurial learning, especially in school entrepreneurial learning. Accordingly, the entrepreneurial intention of college students was also above the average level. This may be related to the sampled college students being from the Yangtze River Delta region, which is not only one of the most economically developed regions in China, but also a national “mass entrepreneurial and innovation” hotspot. Therefore, universities in this region also pay more attention to entrepreneurship education.

The results of this study prove that the entrepreneurial intention of college students is directly proportional to their entrepreneurial learning (H1). The findings are consistent with the result of Zhang et al. [62], whose research was based on a sample of 200 university students who had taken entrepreneurial courses in Hong Kong, an area which possesses strong economic strength, and also emphasized the important role of introducing entrepreneurship courses. Furthermore, the results support those of Aliedan et al. [29], who proved that university entrepreneurship education support has a significant positive direct impact on entrepreneurial intention. Furthermore, this study divided entrepreneurial learning into three modes: school entrepreneurial learning, society entrepreneurial learning, and family entrepreneurial learning. The results show that all of the modes had a significant positive impact on students’ entrepreneurial intention. Additionally, family entrepreneurship learning had the greatest impact. A possible reason is that due to the long-term nature of entrepreneurial behavior, the early family environment may have a greater impact on students’ entrepreneurial intentions in adulthood [63].

This study also further explored the mediating factors of entrepreneurial attitude, entrepreneurial self-efficacy, and perceived behavioral control in the influencing process. The results found that a mediating effect of entrepreneurial attitude and perceived behavioral control exists. The findings are consistent with Zhang et al. [62], whose research was also based on the theory of planned behavior (TPB), and proved entrepreneurial learning is associated with entrepreneurial intention through attitude, subjective norms, and perceived behavioral control toward entrepreneurship. The results are consistent with the research of Mykolenko et al., in that they prove a mediating effect of personal attitudes and perceived capability of doing business on the relationship between entrepreneurship education and entrepreneurial intentions [54]. The theory of planned behavior posits that attitude is a form of behavioral belief, and perceived behavioral control is a form of control belief. Both theories are important influencing factors on intention. The conclusions of this study further demonstrate the applicability of the theory of planned behavior in college students’ entrepreneurial intention. However, the mediating effect of entrepreneurial self-efficacy did not exist. In contrast, Mei. et al., measured entrepreneurship education through specific entrepreneurship-related activities and courses, and confirmed the positive effect of the self-efficacy of entrepreneurial decision making on entrepreneurial intention [64]. Therefore, there is a need for further studies to clarify the point of the current study.

In addition, this study emphasized the moderating effect of the support from important peers and teachers on campus, and proved that the factor will weaken the influence of entrepreneurial learning on college students’ entrepreneurial intentions. The higher the level of support from others on campus, the greater the influence of social entrepreneurial learning on college students’ entrepreneurial intention through perceived behavioral control. Peer support could form a feeling of affiliation between individuals in the network and of connection with others in a supportive manner [65]. The support from important peers and teachers is essentially a kind of social interaction, so the moderating effect of the support mainly occurs in entrepreneurial students in social relations.

There are some limitations in this study. First of all, the student samples are from eight universities in the Yangtze River Delta, which has a strong economic foundation and entrepreneurial atmosphere. Like many other studies in social science, the results of the study have to be examined further in other contexts or in other countries. Secondly, we did not control the proportion of the three modes of entrepreneurial learning, which may have affected the accuracy of results. Thirdly, this study did not distinguish the grades of students. We cannot rule out the possibility that students of different grades have different results. Future studies could also consider other moderating variables, such as supporting policies and organizations in universities to promote college students’ entrepreneurial intention. This study focused on entrepreneurial intention; future studies can select a sample of graduates who have engaged in entrepreneurship and further explore the influential mechanism between entrepreneurial learning and behavior. In addition, student samples can be divided into different grades to explore if this will affect the results.

6. Conclusions

In this study, 704 college students from eight universities in the Yangtze River Delta in China were surveyed to examine the important connection between entrepreneurial learning and intention. The results showed that entrepreneurial learning had a significant positive impact on college students’ entrepreneurial intention. Entrepreneurial attitude and perceived behavioral control could play a mediating role in entrepreneurial learning’s impact on the entrepreneurial intention of college students. However, the mediating variable of entrepreneurial self-efficiency could not. The moderating variable of the support from important peers and teachers on campus will weaken the influence of entrepreneurial learning on college students’ entrepreneurial intention through the mediating variable of perceived behavioral control.

In terms of theoretical contributions, we realized the complexity of the entrepreneurship ecosystem [66,67], and that college students’ entrepreneurial intention is affected by factors from the external environment and their own qualities. Therefore, in this study, based on the theory of planned behavior (TPB), we chose entrepreneurial attitude and perceived behavioral control, added the factor of entrepreneurial self-efficiency, and tested the mediating effect between entrepreneurial learning and intention from the perspective of students’ inner qualities. Furthermore, this study emphasized the function of the external factor of support from important peers and teachers on campus, and combined the mediating and moderating variables to explore the interaction mechanism. This study also concretized entrepreneurship learning into three modes: school entrepreneurial learning, social entrepreneurial learning, and family entrepreneurial learning, and found that these have significant positive effects on entrepreneurial intention.

Moreover, the findings of this study provide practical implications for entrepreneurial learning in colleges and universities to improve the quality of this learning and further promote the sustainable development of the higher education system. All colleges and universities should pay great attention to the important role of entrepreneurial learning, integrating it into the planning of sustainable development strategies.

Firstly, the study confirmed that entrepreneurial learning has a significant positive impact on college students’ entrepreneurial intentions. Therefore, the role of entrepreneurship courses as the main battlefield of education should receive full focus. It is necessary to optimize the setting of entrepreneurship courses, closely follow regional entrepreneurship policies, focus on the laws of education and teaching, combine the needs of students’ development, and effectively integrate practical pedagogy [68,69,70]. At the same time, the ideological and political integration of courses should be promoted in entrepreneurial learning, and the entrepreneurial spirit of optimism, perseverance, and resilience should be integrated into course teachings [71], so that students can be equipped with knowledge and skills rooted in the soil of the entrepreneurship ecosystem, which can be a foundation for them to lead a thriving and sustainable career.

Secondly, the formation of joint forces of entrepreneurial learning should be accelerated. The results showed that different entrepreneurial learning models had significant positive effects on entrepreneurial intention, which highlights the need to focus on introducing more entrepreneurial resources into entrepreneurial learning [72], so as to promote the linkage of the three facets of entrepreneurial learning. On the one hand, more off-campus entrepreneurial practice bases can be established. The institutional context is important to teachers’ practice [73], so entrepreneurial tutors from different industries can be employed to participate in entrepreneurial learning. Through entrepreneurial simulation practice and entrepreneurial competition, such as role plays, business games, and skill development exercises to enhance creativity, innovativeness, networking, leadership, negotiation, etc. [74], students can be encouraged to master theoretical knowledge and practical skills. On the other hand, home–school links should be continuously strengthened. Parents should be guided to correctly understand entrepreneurship and its policies, so as to encourage and support it in different family situations and effectively foster college students’ entrepreneurial intentions [75].

Finally, in view of the inner mechanism, this study found that the factors of entrepreneurial attitude and perceived behavioral control could have a mediating effect between entrepreneurial learning and intention. Therefore, both policymakers and scholars should attach importance to the inner mechanism of their measures, analyzing and evaluating the function of improving college students’ entrepreneurial attitude and perceived behavioral control. Support from important peers and teachers could have a moderating effect on the relationship between college students’ entrepreneurial learning and intention. Entrepreneurship requires the support of a team [76], and entrepreneurship awareness needs to be stimulated by a practical atmosphere. Peer groups consist of people who are already in business, and they are supposed to provide technical advice and help to create a supportive environment for potential entrepreneurs’ business start-ups [77]. Therefore, on the one hand, it is necessary to encourage graduates or senior student entrepreneurs to drive junior students to start businesses and establish entrepreneurial associations, so as to form a good atmosphere for entrepreneurial practice. On the other hand, it is of great importance to provide examples of entrepreneurship with compelling narratives [26], which can encourage students to have positive views about this discipline and increase their desire to become role models for others in the future [78].