University support and entrepreneurial intentions: the mediating role of task-specific entrepreneurial self-efficacy among Chinese university students

Abstract

In the context of global higher education increasingly emphasizing competency development and social contribution, understanding how university entrepreneurship support translates into students’ action readiness remains a critical yet under-theorized question. This study explores the associations between three dimensions of Perceived University Support (PUS)—Perceived Entrepreneurship Education Support (PES), Perceived Concept Development Support (PCDS), and Perceived Business Development Support (PBDS)—with university students’ Entrepreneurial Intention (EI), while testing the mediating role of task-specific Entrepreneurial Self-Efficacy (ESE). Grounded in Social Cognitive Theory and the Theory of Planned Behavior, a cross-sectional online survey was conducted among 554 Chinese university students (response rate: 96.52%) utilizing a 13-item three-dimensional PUS scale, a 26-item task-specific ESE scale, and a 5-item EI scale. Confirmatory factor analysis confirmed the superiority of the three-factor PUS structure over a single-factor alternative. Mediation analysis using the PROCESS macro (Model 4) with 5,000 bootstrap resamples revealed that PES, PCDS, and PBDS each positively predicted ESE, which in turn positively predicted EI, with all indirect effects being statistically significant. The results indicate a robust partial mediation pattern. Notably, PCDS emerged as a critical developmental bridge. The findings suggest that partial mediation may reflect China-specific institutional mechanisms, such as policy-driven initiatives and honor-based incentive systems. Universities are advised to prioritize concept development support to effectively bridge the gap between classroom knowledge and commercialization.