Entrepreneurial education, social norms, and self-efficacy: Explaining entrepreneurial intention and behavior among Italian university students

Abstract

Entrepreneurship has become increasingly important within higher education as universities seek to support innovation, employability, and new venture creation. This study examines the relationships between entrepreneurial education, subjective norms, entrepreneurial self-efficacy, entrepreneurial intention, and entrepreneurial behavior among Italian university students. Drawing on the Theory of Planned Behavior and Social Cognitive Theory, data from 278 students were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings show that entrepreneurial education and subjective norms positively influence entrepreneurial self-efficacy and entrepreneurial intention, while entrepreneurial intention significantly predicts entrepreneurial behavior. Entrepreneurial self-efficacy also mediates the effects of educational and social antecedents on entrepreneurial intention. The study highlights the importance of combining entrepreneurship education with supportive, practice-oriented learning environments and offers implications for universities seeking to strengthen entrepreneurial engagement within the Italian higher education context.