Abstract:

Entrepreneurship education has become a strategic priority for higher education institutions seeking to prepare students for increasingly uncertain and dynamic labour markets. While universities have expanded entrepreneurship-related courses and initiatives, empirical evidence regarding how these educational experiences translate into entrepreneurial motivation remains inconclusive. Recent research suggests that entrepreneurship education influences entrepreneurial intention not only through knowledge acquisition but also through the development of entrepreneurial soft skills.

Drawing on data from the Global University Entrepreneurial Spirit Students’ Survey (GUESSS), this study examines the role of two key entrepreneurial soft skills -entrepreneurial self-efficacy and resilience - in shaping entrepreneurial intention among university students. The research focuses on the psychological mechanisms that translate educational experiences into entrepreneurial motivation. In particular, the study tests two hypotheses: entrepreneurial self-efficacy positively influences entrepreneurial intention, and resilience positively influences entrepreneurial intention.

The empirical analysis is conducted using linear regression models, which allow us to estimate the relationship between entrepreneurial soft skills and entrepreneurial intention while controlling for relevant student characteristics. Entrepreneurial self-efficacy reflects students’ confidence in their ability to perform entrepreneurial tasks, whereas resilience captures their capacity to cope with uncertainty, setbacks and challenges associated with entrepreneurial activity.

The findings highlight the importance of psychological competences as drivers of entrepreneurial intention in higher education contexts. Results suggest that students who perceive themselves as capable of performing entrepreneurial tasks and who demonstrate greater resilience are more likely to develop stronger entrepreneurial intentions. These findings contribute to the entrepreneurship education literature by emphasising the role of entrepreneurial soft skills as critical learning outcomes of university education.

From a practical perspective, the study suggests that entrepreneurship education programmes should not only transmit entrepreneurial knowledge but also foster psychological competences that enhance students’ confidence and adaptability in entrepreneurial contexts.

Keywords:

Entrepreneurial intention, entrepreneurial self-efficacy, resilience, entrepreneurship education, university students.