CHAPTER 2 LITERATURE REVIEW
2.4 Research Hypothesis
2.4.3 The Research Hypothesis of the Positively Relationship of
Greene, & Crick, 1998). In theory, some scholars believe that the goal of entrepreneurship education is to develop the willingness of entrepreneurial activities or to promote the factors that affect the willingness. Such as entrepreneurial knowledge, desire for entrepreneurial activity, or its feasibility. This involves the development of knowledge, abilities, attitudes, and personal qualities. From the perspective of the practice of entrepreneurship education in China, some articles put forward three aspects of entrepreneurship education acquisition for college students which are knowledge acquisition, aspiration inspiration, and consciousness awakening. Awakening and improving the consciousness is reflected in the internal quality of the individual, which is to let the students learn to think actively, improve their self-evaluation, and improve their sense of self-efficacy. C. Li and Zhang (2018) believe that the purpose of college entrepreneurship education is not to require college students to start their businesses immediately but to edify and enlighten them with their innovative consciousness. It can be seen that entrepreneurship education has a certain influence on entrepreneurial willingness. Therefore, this paper makes the following assumptions (Figure 2.9):
Figure 2.21 The Impact of College Entrepreneurship Curriculum on Entrepreneurial Willingness
Hypothesis5: University entrepreneurship curriculums positively and significantly affects Entrepreneurial willingness
Hypothesis 5-1: Entrepreneurship physical and mental quality curriculums in entrepreneurship curriculums have a positive and significant impact on entrepreneurship willingness of college students
Hypothesis 5-2: Entrepreneurial knowledge and literacy curriculums in entrepreneurship curriculums have a positive and significant impact on entrepreneurship willingness of college students
Hypothesis 5-3: Entrepreneurial development curriculums in entrepreneurship curriculums have a positive and significant impact on entrepreneurship willingness of college students
2) Entrepreneurial Willingness and Entrepreneurial Competence of College Students
At present, academic circles mainly discuss the influence of entrepreneurial willingness on entrepreneurial behavior from the perspectives of psychology, behavioral cognition and management. In the related research of dividing entrepreneurial willingness, the representative research models are entrepreneurial event model (SEE) and planned behavior theory model (TPB). Among them, SEE divides entrepreneurial willingness into perceived expectations, perceived feasibility and behavioral tendency. On the premise that social behavior is rational, TPB divides entrepreneurial willingness into cognitive behavioral attitude, subjective norm and perceived behavioral control. Scholars at home and abroad have built a revised model based on TPB and SEE model, and have done a lot of research on the formation relationship of entrepreneurial willingness.
When college entrepreneurs have high-intensity entrepreneurial willingness, they will have a clearer understanding of their current situation. It is mainly reflected in the learning level, and it will have a stronger sense of self- learning. It will strengthen the theoretical basis of its entrepreneurship by learning related knowledge such as enterprise strategic planning and risk control, and actively observe the development trend of the industry in order to find market opportunities to carry out new products or services. At the behavioral level, entrepreneurs with strong entrepreneurial willingness will be more daring to try and willing to bear the risk of
entrepreneurial failure. In the actual entrepreneurial behavior, they can not only help them accumulate related personal connections to broaden their social circle, but also enhance their awareness of entrepreneurial activities by solving problems encountered in practice (T. Hu, 2019). Therefore, entrepreneurs’ strong willingness to start a business will positively affect entrepreneurs’ own behavioral competence from many aspects.
Therefore, the following assumptions are made (Figure 2.10):
Figure 2.22 The Impact of Entrepreneurial Willingness on Entrepreneurial Competence of College Students
Hypothesis 6: Entrepreneurial willingness positively influences college students’ entrepreneurial competence
Hypothesis 6-1: Entrepreneurial willingness positively influences entrepreneurial potential competence of college students.
Hypothesis 6-2: Entrepreneurial willingness positively influences entrepreneurial knowledge competence of college students.
Hypothesis 6-3: Entrepreneurial willingness positively influences entrepreneurial skills competence of college students.
3) Mediating effect of entrepreneurial willingness on the influence Relationship of entrepreneurship curriculums on college students’ entrepreneurial competence
Entrepreneurship education influences college students’
entrepreneurial willingness. The carrier of entrepreneurship education is
entrepreneurship curriculum. Some scholars believe that the goal of entrepreneurship education is to develop the willingness of entrepreneurial activities. Or the goal of entrepreneurship education is to promote factors that influence intent They believe that the purpose of college entrepreneurship education is not to require college students to start their own businesses immediately, but to edify and enlighten them with innovative consciousness C. Entrepreneurial education will promote the awakening of college students’ entrepreneurial awareness, which is to let students learn to think actively, improve their self-evaluation, and improve their sense of personal self-efficacy. It can be seen that entrepreneurship education and entrepreneurship curriculums have a positive impact on college students’
entrepreneurial willingness. Entrepreneurial willingness has a dominant effect on the attitude and behavior of individuals in entrepreneurial behavior. This makes college students have a stronger sense of independent learning. Entrepreneurs with strong entrepreneurial willingness will be more daring to try, willing to bear the risk of entrepreneurial failure. Therefore, entrepreneurial willingness also has a positive impact on college students’ entrepreneurial competence. At present, there have been sufficient studies on “the influence of entrepreneurship education and curriculum on entrepreneurial willingness” and “the influence of entrepreneurial willingness on college students’ entrepreneurial competence”, but the mediating effect of entrepreneurial willingness has not been clearly verified. To sum up, entrepreneurial willingness has a certain influence on entrepreneurial behavior and entrepreneurial competence. Therefore, this paper makes the following assumptions (Figure 2.11):
Figure 2.23 Mediating Effect of Entrepreneurial Willingness on the Influence Relationship of Entrepreneurship Curriculums on College Students’
Entrepreneurial Competence
Hypothesis 7: Entrepreneurial willingness has a mediating effect in the relationship of the influence of entrepreneurship curriculums on college students’
entrepreneurial competence
Hypothesis 7-1: Entrepreneurial willingness has a mediating effect on the impact relationship of entrepreneurial physical and mental quality curriculums on entrepreneurial potential competence of college students
Figure 2.24 The Mediating Effect of Entrepreneurial Willingness
Hypothesis 7-2: Entrepreneurial willingness has a mediating effect on the positively relationship of entrepreneurial physical and mental quality curriculums on entrepreneurial knowledge competence of college students
Figure 2.25 The Mediating Effect of Entrepreneurial Willingness
Hypothesis 7-3: Entrepreneurial willingness has a mediating effect on the positively relationship of entrepreneurial physical and mental quality curriculums on entrepreneurial skills competence of college students
Figure 2.26 The Mediating Effect of Entrepreneurial Willingness
Hypothesis 7-4: Entrepreneurial willingness has a mediating effect on the positively relationship of entrepreneurial knowledge literacy curriculums on entrepreneurial potential competence of college students
Figure 2.27 The Mediating Effect of Entrepreneurial Willingness
Hypothesis 7-5: Entrepreneurial willingness has a mediating effect on the positively relationship of entrepreneurial knowledge literacy curriculums on entrepreneurial knowledge competence of college students
Figure 2.28 The Mediating Effect of Entrepreneurial Willingness
Hypothesis 7-6: Entrepreneurial willingness has a mediating effect on the positively relationship of entrepreneurial knowledge literacy curriculums on entrepreneurial skills competence of college students
Figure 2.29 The Mediating Effect of Entrepreneurial Willingness
Hypothesis 7-7: Entrepreneurial willingness has a mediating effect on the positively relationship of entrepreneurial development curriculums on entrepreneurial potential competence of college students
Figure 2.30 The Mediating Effect of Entrepreneurial Willingness
Hypothesis 7-8: Entrepreneurial willingness has a mediating effect on the positively relationship of entrepreneurial development curriculums on entrepreneurial knowledge competence of college students
Figure 2.31 The Mediating Effect of Entrepreneurial Willingness
Hypothesis 7-9: Entrepreneurial willingness has a mediating effect on the positively relationship of entrepreneurial development curriculums on entrepreneurial skills competence of college students
Figure 2.32 The Mediating Effect of Entrepreneurial Willingness
2.4.4 Research Hypothesis on the Relationship of the Influence of