EDUCATIONAL-PSYCHOLOGICAL DETERMINANTS OF ENTREPRENEURIAL MOTIVATION IN UNIVERSITY-LEVEL INNOVATION TRAINING

Abstract

Innovation and entrepreneurship education has been widely promoted in higher education as a means of cultivating students’ innovative capabilities; however, the psychological mechanisms through which such education translates into behavioral outcomes remain insufficiently understood. This study examines the relationships between Innovation and Entrepreneurship Education (IEE), Entrepreneurial Knowledge, Entrepreneurial Attitude, and Innovative Behavior. Using survey data collected from 412 university students, this study employs descriptive analysis, correlation analysis, regression analysis, and regression-based mediation analysis to test the proposed relationships. The results indicate that Innovation and Entrepreneurship Education has a significant positive effect on students’ entrepreneurial knowledge, entrepreneurial attitude, and innovative behavior. Furthermore, both entrepreneurial knowledge and entrepreneurial attitude partially mediate the relationship between Innovation and Entrepreneurship Education and innovative behavior, suggesting that educational interventions influence students’ behavior through both cognitive and attitudinal pathways.