The Influence of Career Planning Education on College Students’ Entrepreneurial Intention: An Analysis of Mediating and Moderating Effects
Why this work is in the frame
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Bibliographic record
Abstract
Purpose -This study investigates the impact of career planning education on university students' entrepreneurial intentions by examining the mediating roles of self-efficacy and perceived behavioral control, as well as the moderating effects of digital competency and risk propensity.Design/methodology/approach -Data were collected from 450 university students through a structured questionnaire.The research model was tested using structural equation modeling with bootstrapping procedures for mediation analysis and hierarchical regression for moderation effects.Findings -The results reveal that career planning education positively influences entrepreneurial intentions both directly ( =0.312, p<0.01) and indirectly through self-efficacy ( =0.178, p<0.01) and perceived behavioral control ( =0.133, p<0.01).Digital competency ( =0.156, p<0.01) and risk propensity ( =0.143, p<0.01) positively moderate these relationships.Practical implications -The findings suggest that higher education institutions should integrate digital skills development into career planning curricula and tailor educational approaches to students' individual characteristics to enhance entrepreneurial intentions effectively.Originality/value -This study extends the theory of planned behavior by incorporating digital competency as a crucial moderating factor and demonstrating the specific mechanisms through which career planning education influences entrepreneurial intentions in the digital era.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it