51
2023, olume 26, issue 4, pp. 51–65, DOI: 10.15240/ ul/001/2023-5-001
Business Adminis a ion and Managemen
Explo ing he ela ionship be ween
ailu e-lea ning-based en ep eneu ship
educa ion and you h en ep eneu ial
esilience: A media ed mode a ion model
Pengju Wang1, Zhuang Xiong2, Zhiquan Zhao3
1 Zhongyuan Uni e si y o Technology, School o Economics and Managemen , Depa men o Public Adminis a ion,
China, ORCID: 0000-0002-1691-0530, [email p o ec ed];
2 Zhengzhou Uni e si y o Ae onau ics, School o Business, Depa men o Ma ke ing, China, ORCID: 0000-0002-
4586-4561, [email p o ec ed] (co esponding au ho );
3 Zhongyuan Uni e si y o Technology, School o Economics and Managemen , Depa men o Business
Adminis a ion, China, ORCID: 0009-0008-2165-3082, [email p o ec ed].
Abs ac : En ep eneu ial ailu e exis s objec i ely in he p ocess o en ep eneu ship, and he ea
o en ep eneu ship ailu e inhibi s you h en ep eneu ship ac i i ies o a ce ain ex en . Thus,
ailu e-lea ning-based en ep eneu ship educa ion is c i ical o cul i a ing you h en ep eneu ial
li e acy. Howe e , p e ious esea ch on his opic has no p o ided a clea answe o how o imp o e
you h en ep eneu ial esilience. To explo e he ela ionship be ween ailu e-lea ning-based
en ep eneu ship educa ion and you h en ep eneu ial esilience, using he ques ionnai e da a
o 399 you h ec ui ed om China in Oc obe 2021 ia he C edamo pla o m, he mul iple eg ession
analysis, and he Boo s ap me hod, we empi ically analyzed he impac o ailu e-lea ning-based
en ep eneu ship educa ion on you h en ep eneu ial esilience, as well as he media ing e ec
o en ep eneu ial cogni ion and he mode a ing e ec o he aul - ole an en i onmen on
he abo e ela ionship. The esul s show ha ailu e-lea ning-based en ep eneu ship educa ion
has a signi ican posi i e impac on you h en ep eneu ial esilience. The wo dimensions o
willingness cogni ion and abili y cogni ion in en ep eneu ial cogni ion ha e a comple e media ing
e ec on he impac o ailu e-lea ning-based en ep eneu ship educa ion on you h en ep eneu ial
esilience while he media ing e ec o a angemen s cogni ion is no signi ican . The aul - ole an
en i onmen posi i ely mode a es he impac o ailu e-lea ning-based en ep eneu ship educa ion
on en ep eneu ial esilience, and i s mode a ing e ec is ansmi ed h ough he media ing
e ec o willingness cogni ion and abili y cogni ion. A s ong aul - ole an en i onmen enhances
he impac o ailu e-lea ning-based en ep eneu ship educa ion on he o ma ion o you h a ional
cogni ion, h ough he media ing e ec o willing cogni ion and abili y cogni ion, which u he
s eng hens he posi i e impac on you h en ep eneu ial esilience. The indings en ich he body
o knowledge on en ep eneu ship educa ion and can imp o e you h en ep eneu ial esilience.
Keywo ds: Failu e lea ning, en ep eneu ship educa ion, en ep eneu ial esilience, en ep eneu ial
cogni ion, aul - ole an en i onmen .
JEL Classi ica ion: I21, L26.
APA S yle Ci a ion: Wang, P., Xiong, Z., Zhao, Z. (2023). Explo ing he ela ionship be ween
ailu e-lea ning-based en ep eneu ship educa ion and you h en ep eneu ial esilience:
A media ed mode a ion model. E&M Economics and Managemen , 26(4), 51–65. h ps://doi.o g/
10.15240/ ul/001/2023-5-001
52 2023, olume 26, issue 4, pp. 51–65, DOI: 10.15240/ ul/001/2023-5-001
Business Adminis a ion and Managemen
In oduc ion
You h en ep eneu ship is an impo an way
o ealize he ideals and sel -wo h o you h
g oups, and also an impo an measu e o al-
le ia e he p essu e o social employmen
(Co ales-He e o & Rod iguez-P ado, 2021).
You h can p omo e hei en ep eneu ial abili y
h ough en ep eneu ship educa ion. The e o e,
en ep eneu ship educa ion is an inc easingly
alued and impo an pa o he you h edu-
ca ion sys em in coun ies a ound he wo ld.
You h en ep eneu ial in en ion and en ep e-
neu ial quali y ha e been signi ican ly imp o ed
as a esul . In addi ion, in ecen yea s, go e n-
men s a ound he wo ld ha e issued policies
o encou age you h en ep eneu ship ac i i ies,
which ha e become he new d i e o inno a-
ion and en ep eneu ship g oups (A ab e al.,
2022). Howe e , owing o an i- ailu e bias, ex-
is ing en ep eneu ship educa ion pays mo e
a en ion o en ep eneu ial success, ocuses
on con eying he expe iences o success ul
en ep eneu s o lea ne s, and a oids en ep e-
neu ial ailu e (Liu e al., 2019). Rele an da a
indica e ha i iewed om he pe spec i e
o expec ed in es men e u ns, he ailu e a e
o s a ups wo ldwide anges om 70% o 80%
(Olaison & Sø ensen, 2014), and he success
a e o en ep eneu ship among you h om
China is less han 5% and ha en ep eneu ial
ailu e is an objec i e, high- equency e en
in he p ocess o you h en ep eneu ship (Wang,
2019). The e o e, mo e en ep eneu ship edu-
ca ion o you h has begun o ocus on each-
ing con en abou en ep eneu ial ailu e and
imp o ing he en ep eneu ship educa ion
sys em om he pe spec i e o ailu e lea ning
(Hameed & I an, 2019; Yu e al., 2012).
Failu e-lea ning-based en ep eneu ship edu-
ca ion emphasizes summa izing and e lec ing
on cases o en ep eneu ial ailu e, e ining and
abso bing knowledge o en ep eneu ial ailu e,
and imp o ing you h en ep eneu ial li e acy
when acing en ep eneu ial challenges (Mo-
hamed & Ali, 2021; Tes a & F asche i, 2015).
I is c i ical o help you h co ec ly unde s and
en ep eneu ial ailu e, enhance en ep eneu ial
isk awa eness, and imp o e he abili y o eco-
e om en ep eneu ial ailu e (Bande a e al.,
2021). En ep eneu ship esilience is he abili y
o en ep eneu s o sel -adjus and ac i ely e-
spond o en ep eneu ial challenges, and ailu-
e-lea ning-based en ep eneu ship educa ion
has a signi ican impac on en ep eneu ship
esilience. By lea ning om p e ious en ep e-
neu ial ailu es, en ep eneu s’ en ep eneu ial
esilience will signi ican ly imp o e and hei
p obabili y o success will be highe (San-
o o e al., 2020). In he con ex o he cu en
global economic ecession and pos -COVID-19
pandemic, he di icul y o en ep eneu ship
has inc eased d ama ically. En ep eneu ship
esilience has become a key ac o a ec ing
he success o you h en ep eneu ship (Li e al.,
2022), and i is also an impo an aspec o cul i-
a ing you h en ep eneu ial abili y.
Exis ing s udies on en ep eneu ship edu-
ca ion ha e ocused mo e on how o imp o e
you h en ep eneu ial willingness (Jena, 2020;
Zhang e al., 2014) and p omo e you h en e-
p eneu ial success (Boldu eanu e al., 2020;
Welsh e al., 2016). Especially in luenced by
he an i- ailu e bias, exis ing discussions on en-
ep eneu ship educa ion mos ly guide and
s imula e you h en ep eneu ial beha io om
he pe spec i e o en ep eneu ial success.
Li e al. (2023) used quali a i e compa a i e
analysis o explo e he speci ic pa h o s imula -
ing s uden s’ en ep eneu ial in en ion h ough
en ep eneu ship educa ion. Ma ínez-G ego io
e al. (2021) used me a-analysis o ind ha
he du a ion o en ep eneu ship educa ion
has a mo e signi ican e ec on enhancing en-
ep eneu ship in en ion. Howe e , he abo e
li e a u e does no conside he impo an ole
o ailu e lea ning in en ep eneu ship educa-
ion. Meanwhile, conside ing he posi i e impac
o en ep eneu ial esilience on en ep eneu ial
success and he abili y o s a a new busi-
ness a e ailu e, he e has been no sys em-
a ic discussion in he exis ing li e a u e on how
o cul i a e you h en ep eneu ial esilience.
The e o e, his s udy analyzed he ela ionship
be ween ailu e-lea ning-based en ep eneu -
ship educa ion and you h en ep eneu ial e-
si lience and discussed he possible e ec s
o en ep eneu ial cogni ion and aul - ole an
en i onmen in he abo e ela ionship. The aim
was o p o ide a ce ain heo e ical e e ence
and decision suppo o imp o ing you h
en ep eneu ial esilience and u he sol ing
he p ac ical p oblem o he low en ep eneu ial
success a e o you h.
The es o his pape is o ganized as ol-
lows: Sec ion 1 e iews exis ing li e a u e on
he ela ionship be ween en ep eneu ship edu-
ca ion and en ep eneu ial esilience, he me-
dia ing e ec o en ep eneu ial cogni ion,
53
2023, olume 26, issue 4, pp. 51–65, DOI: 10.15240/ ul/001/2023-5-001
Business Adminis a ion and Managemen
and he mode a ing e ec o he aul - ole an
en i onmen , and i de elops he esea ch
hypo heses o his s udy h ough heo e ical
analysis. Sec ion 2 in oduces he me hodo-
logy o his s udy, including da a sou ces and
measu emen o a iables. Sec ion 3 desc ibes
he esul s o a eliabili y and alidi y analysis
o he scale, a common me hod biases es ,
and a co ela ion analysis, and i es s he hy-
po heses. Las sec ion discusses he esea ch
indings, manage ial implica ions, limi a ions,
and u u e esea ch di ec ions.
1. Theo e ical analysis and hypo hesis
de elopmen
This sec ion conduc s a heo e ical analysis o
he ela ionship be ween ailu e-lea ning-based
en ep eneu ship educa ion and en ep eneu -
ship esilience, u he explo es he media ing
e ec o en ep eneu ial cogni ion, and he mod-
eling e ec o he aul - ole an en i onmen in
he abo e ela ionship. On his basis, he e-
sea ch hypo heses o his s udy a e de eloped.
1.1 Failu e-lea ning-based
en ep eneu ship educa ion
and en ep eneu ship esilience
En ep eneu ship educa ion should deli e
en ep eneu ial knowledge o you h, including
cul i a ing he indi idual abili y o iden i y oppo -
uni ies and o ming s ong en ep eneu ial awa-
eness, eaching indi idual en ep eneu ial skills
o enable you h o explo e en ep eneu ial
esou ces, and de eloping indi idual c ea i i-
y and c i ical hinking (Zeng e al., 2017).
Mo eo e , he dimensions o en ep eneu ship
educa ion also include heo e ical and p ac i-
cal guidance (Bell & Bell, 2020). Speci ically,
heo y-o ien ed en ep eneu ship educa ion
aims o deli e knowledge abou en ep eneu -
ship oppo uni ies, elemen s, and eams o you h
in he o m o lec u es. P ac ice-o ien ed en e-
p eneu ship educa ion emphasizes “lea ning
by doing,” pe o ms en ep eneu ial ac i i ies
in eal si ua ions, and u he de elops you h
en ep eneu ial skills h ough he p ac ical
guidance o en ep eneu ial u o s (Hynes
e al., 2011; Ollila & Williams-Maddle on, 2011).
Fai lu e-lea ning-based en ep eneu ship edu-
ca ion is ideal in an educa ion en i onmen
ela ed o en ep eneu ial ailu e; i includes
knowledge disco e y in he case o en ep e-
neu ial ailu e (Ga ne & Vespe , 1994), ailu e
scena io simula ion in en ep eneu ial p ac ice
aining (Funken e al., 2020), and a help sys-
em o you h o eco e om hei en ep e-
neu ial ailu es (Chen e al., 2022).
En ep eneu ial esilience is a u he ex-
ension o psychological esilience in he ield
o en ep eneu ship, and i e e s o he dy namic
adap abili y o en ep eneu s o sel -adjus and
ac i ely espond o challen ges in highly unce ain
en ep eneu ial en i on men s. Mo eo e , he in-
e p e a ion o en ep eneu ial esilience also
explains o some ex en why some en ep eneu s
can be e cope wi h se backs and challenges and
la e achie e en ep eneu ial success (Zhang
& Li, 2020). F om he pe spec i e o he you h
sel -concep o abili y de elopmen , he posi i e
ole o ailu e-lea ning-based en ep eneu ship
educa ion in he de elopmen and cul i a ion
o you h psychological esilience can be p edic ed
(González-López e al., 2019). The in oduc ion
o cases o en ep eneu ial ailu e in he p ocess
o en ep eneu ship educa ion, he lea ning o
ailu e expe ience, and he guidance o you h
o ac i ely ace se backs, challenges, and e en
ailu es in p ac ice can e ec i ely inhibi he ge-
ne a ion o nega i e emo ions. The e o e, he ol-
lowing esea ch hypo hesis is p oposed:
H1: Failu e-lea ning-based en ep eneu -
ship educa ion has a posi i e impac on en e-
p eneu ial esilience.
1.2 Media ing e ec o en ep eneu ial
cogni ion
The heo y o en ep eneu ial cogni ion empha-
sizes ha en ep eneu ial ac i i y is a unique
cogni i e way o hinking and in o ma ion
p ocessing o med by en ep eneu s in highly
unce ain en ep eneu ial en i onmen s (Hu
e al., 2019; Mi chell e al., 2007). En ep e-
neu ial cogni ion is a unique knowledge s uc-
u e o en ep eneu s, and he cogni i e s yle
o en ep eneu s can be acqui ed h ough
childhood lea ning. The key o he o ma ion
o en ep eneu ial cogni ion lies in he acquisi-
ion o en ep eneu ial expe ience and p e i-
ous knowledge, and en ep eneu ial educa ion
is an impo an way o you h o acqui e such
en ep eneu ial knowledge (Zhou & Xu, 2012).
Th ough he eaching o heo e ical knowledge
and he de elopmen o p ac ical skills, you h
can o m a new knowledge s uc u e abou
en ep eneu ship. The e o e, en ep eneu ship
educa ion can no only ans e en ep eneu -
ial knowledge bu also ha e a posi i e impac
on you h en ep eneu ial cogni ion.
54 2023, olume 26, issue 4, pp. 51–65, DOI: 10.15240/ ul/001/2023-5-001
Business Adminis a ion and Managemen
A he same ime, acco ding o he en ep e-
neu ial cogni ion model p oposed by Mi chell e al.
(2002), he en ep eneu ial cogni ion o indi idu-
als is ca ego ized in o h ee ypes: en ep eneu ial
a angemen s cogni ion, willingness cogni ion,
and abili y cogni ion. Among hese, a angemen s
cogni ion is a unique knowledge s uc u e con ig-
u a ion whe ein indi iduals need o pe o m and
comple e en ep eneu ial ac i i ies. Be o e o m-
ing en ep eneu ial decisions, indi iduals need
o o m good en ep eneu ial cogni i e sc ip s
(memo y s uc u es es ablished h ough epea ed
expe ience) in e ms o en ep eneu ial hinking,
en ep eneu ial ne wo ks, en ep eneu ial knowl-
edge, and en ep eneu ial skills (Liñán e al.,
2011), and wi h con inuous en ichmen o sc ip
con en , a angemen s cogni ion will be u he
expanded. F om he pe spec i e o impac and
consequence, he expansion o a angemen s
cogni ion can psychologically p epa e you h o
cope wi h en ep eneu ial challenges, hus im-
p o ing hei en ep eneu ial esilience (Ko be
& McNaugh on, 2017). Acco dingly, he ollowing
esea ch hypo hesis is p oposed:
H2a: A angemen s cogni ion plays a medi-
a ing ole be ween en ep eneu ship educa ion
and en ep eneu ship esilience.
En ep eneu ial willingness cogni ion e e s
o he knowledge s uc u e whe ein en ep e-
neu s mus gua an ee he ealiza ion o hei
commi men o en ep eneu ial ac i i ies. Based
on he sc ip con en o willingness cogni ion, his
ype o cogni ion includes indi iduals’ sea ch,
ade-o s and ecogni ion o en ep eneu ial
oppo uni ies, and ole ance o en ep eneu ial
commi men (Mi chell e al., 2004). Clea ly,
h ough ce ain en ep eneu ship educa ion,
you h can gain he abili y o deal wi h in o ma ion
esou ces so ha hey can iden i y en ep e-
neu ial oppo uni ies mo e keenly. Meanwhile,
in he p ocess o en ep eneu ship, you h can en-
hance hei isk awa eness, ake co esponding
measu es in ad ance, and educe en ep eneu -
ial isks. Especially in he ace o en ep eneu ial
dilemmas, hey can gain a mo e sensi i e abili y
o iden i y oppo uni ies, which can help hem
ind solu ions o en ep eneu ial p oblems mo e
quickly and hus e ec i ely imp o e hei en e-
p eneu ial esilience. Acco dingly, he ollowing
esea ch hypo hesis is p oposed:
H2b: Willingness cogni ion plays a media -
ing ole be ween en ep eneu ial educa ion and
en ep eneu ial esilience.
En ep eneu ial abili y cogni ion is a knowl-
edge s uc u e ha emphasizes ha en ep e-
neu s can mobilize en ep eneu ial knowledge
and skills o comple e en ep eneu ial ac i i-
ies. I s sc ip con en includes en ep eneu ial
diagnos ic abili y, si ua ional knowledge, and
oppo uni y disco e y abili y (Mi chell e al.,
2004). Abili y cogni ion can s imula e indi idual
en ep eneu ial knowledge and en ep eneu ial
skills and help en ep eneu s iden i y key in o -
ma ion in he en ep eneu ial p ocess. Espe-
cially in he ace o en ep eneu ial challenges,
en ep eneu s can diagnose p e ious en ep e-
neu ial decisions, ob ain eedback abou en e-
p eneu ial se backs and sel -adjus , and o m
he abili y o ac i ely espond o en ep eneu ial
challenges, which can signi ican ly imp o e hei
en ep eneu ial esilience. Acco dingly, he ol-
lowing esea ch hypo hesis is p oposed:
H2c: Abili y cogni ion plays a media ing ole
be ween en ep eneu ial educa ion and en e-
p eneu ial esilience.
1.3 Mode a ing e ec o he aul - ole an
en i onmen
As socie y becomes be e equipped o ace
en ep eneu ial ailu e objec i ely, i s ole ance
o he ailu e o inno a ion and en ep eneu -
ship and o he aul - ole an en i onmen also
changes signi ican ly (Ca don e al., 2011; Tian
& Wang, 2014). A aul - ole an en i onmen is
an abs ac en i onmen al a iable. When en-
ep eneu s ace en ep eneu ial ailu e, he sci-
en i ic aul - ole an en i onmen can help hem
co ec ly a ibu e hei en ep eneu ial ailu e,
which can no only educe he ailu e-induced
doub and nega ion o hei abili y by he ex e -
nal en i onmen bu also inhibi he phenom-
enon o en ep eneu ial ailu e s igma. E en
a e en ep eneu ial ailu e, en ep eneu s can
ecei e some social suppo o s imula e sub-
sequen en ep eneu ial beha io (He & Zhang,
2020). I can be seen ha he deg ee o iend-
liness o en ep eneu ial ailu e e lec ed
by he aul - ole an en i onmen can help
you h cope wi h en ep eneu ial se backs and
challenges mo e ac i ely, and such a suppo -
i e ex e nal en i onmen is impo an o you h
o shape en ep eneu ial esilience. The e o e,
i can be p edic ed ha in he p ocess o en-
ep eneu ship educa ion o you h, he highe
he deg ee o aul ole ance o he ex e nal
en i onmen , he s onge he e ec o ailu e-
lea ning-based en ep eneu ship educa ion
55
2023, olume 26, issue 4, pp. 51–65, DOI: 10.15240/ ul/001/2023-5-001
Business Adminis a ion and Managemen
2. Me hodology
2.1 Da a sou ces
To ensu e he di e si y o esea ch samples,
421 ques ionnai es we e andomly dis ibu ed
o you h om Chinese uni e si ies in Oc obe
2021 ia he Da a Ma o C edamo pla o m,
a pla o m ha can p o ide p o essional solu-
ions o da a collec ion. A o al o 421 ques-
ionnai es we e collec ed, wi h a e u n a e
o 100%. S ic iden i y and quali y con ol we e
adop ed o he subjec s. The ques ionnai es
wi h inco ec answe s o il e ed i em (“I am
no a uni e si y s uden ”) we e emo ed, and
399 alid ques ionnai es we e eco e ed, yield-
ing an e ec i e a e o 94.8%.
Among he subjec s, 31.8% we e male,
and 68.2% we e emale. In e ms o g ades,
all samples belong o uni e si y-le el s uden s,
on imp o ing you h en ep eneu ial esilience.
Based on he abo e analysis, he ollowing e-
sea ch hypo hesis is p oposed:
H3a: The aul - ole an en i onmen has
a signi ican posi i e mode a ing e ec on he
ela ionship be ween en ep eneu ship educa-
ion and en ep eneu ship esilience.
In addi ion, acco ding o he cogni i e-e -
ec i e pe sonali y sys em (CAPS) heo y,
he indi idual’s esponse sys em can pe o m
cogni i e p ocessing on ex e nal en i onmen-
al s imuli, hus showing mo e a ional be-
ha io al esponses (Kell, 2018). I indi iduals
need o o m e ec i e beha io al egula ion,
he key lies in he ansi ion om emo ional
p ocessing o cogni i e p ocessing (Hu e al.,
2019). As a posi i e en ep eneu ial suppo
si ua ion, he aul - ole an en i onmen can
s imula e you h o o m a ional cogni ion
o en ep eneu ial challenges and us a ions
acco ding o he iendliness o he ex e nal
aul - ole an en i onmen , which can help
hem pe o m in-dep h p ocessing o en ep e-
neu ial cogni ion in e ms o di e en sc ip s
o en ep eneu ial a angemen s cogni ion,
willingness cogni ion, and abili y cogni ion.
Finally, in he p ocess o en ep eneu ship
educa ion, you h can ealize sel - egula ion
and con ol o hei cogni ion and beha io , and
hey can imp o e hei dynamic adap abili y
o en ep eneu ial dilemmas.
H3b: The in e ac ion e ec be ween en e-
p eneu ship educa ion and he aul - ole an
en i onmen a ec s you h en ep eneu ial
esilience h ough he media ing e ec o en e-
p eneu ial cogni ion.
In sum, he concep ual amewo k o his
s udy is shown in Fig. 1.
Fig. 1: The concep ual amewo k o his s udy
Sou ce: own

56 2023, olume 26, issue 4, pp. 51–65, DOI: 10.15240/ ul/001/2023-5-001
Business Adminis a ion and Managemen
eshmen accoun ed o 1.8%, sophomo es ac-
coun ed o 19.0%, junio s accoun ed o 38.6%,
and senio s accoun ed o 40.6%. In e ms o ma-
jo s, enginee ing majo s accoun ed o 23.1%,
science majo s accoun ed o 29.8%, business
majo s accoun ed o 25.3%, and humani ies
and a s majo s accoun ed o 21.8% o sub-
jec s. Mo eo e , 46.9% o subjec s came om
u al a eas, while 53.1% came om u ban
a eas. Only child en accoun ed o 40.9%,
and non-only child en accoun ed o 59.1%.
In addi ion, subjec s we e ec ui ed om Anhui,
Beijing, Fujian, Gansu, Guangdong, Guangxi,
Guizhou, Hainan, Hebei, Henan, Heilongjiang,
Hubei, Hunan, Jilin, Jiangsu, Jiangxi, Liaoning,
Inne Mongolia, Qinghai, Shandong, Shanxi,
Shaanxi, Shanghai, Sichuan, Tianjin, Yunnan,
Zhejiang, and Chongqing.
2.2 Measu emen o a iables
The esea ch a iables included ailu e-lea n-
ing-based en ep eneu ship educa ion (EE),
en ep eneu ial esilience (ER), en ep eneu ial
cogni ion (EC), and he aul - ole an en i on-
men (FTE). To ensu e he eliabili y and alidi y
o he scale, we used ma u e scales in he ex-
is ing li e a u e o measu e he abo e a iables,
and we modi ied some i ems o he scale ac-
co ding o he esea ch con ex .
EE was measu ed e e ing o he en ep e-
neu ship educa ion scale compiled by Lü hje and
F anke (2002) and Zhang e al. (2018). On his
basis, he con en s o he ques ions en iched
he exp ession o ailu e-lea ning-based en e-
p eneu ship educa ion, which was di ided in o
six i ems. Fo example, “Failu e-lea ning-based
en ep eneu ship educa ion encou ages me
o cul i a e c ea i e ideas o become a esilien
en ep eneu ,” “Failu e-lea ning-based en e-
p eneu ship educa ion p o ides me wi h he
necessa y knowledge o cope wi h se backs,”
and “Failu e-lea ning-based en ep eneu ship
educa ion de elops my en ep eneu ial skills
and abili ies o sol e di icul ies.”
ER was measu ed using Zhang and Li’s
(2020) adap ed scale based on he Chinese
con ex , which included 10 i ems in o al. Fo ex-
ample, “I can o e come di icul ies o achie e
goals,” “I am no easily discou aged by ailu e,”
and “I hink I am a pe son o i on will.”
EC e e ed o he measu emen me hod
o Mi chell e al. (2000) and Ni and Li (2017)
on en ep eneu ial cogni ion, which was di-
ided in o h ee dimensions: a angemen s
cogni ion (ARC), willingness cogni ion (WC),
and abili y cogni ion (ABC). Among hese
dimensions, ARC mainly examined he you h
cogni ion le el o esou ce p epa a ion equi ed
o en ep eneu ial ac i i ies, such as “I ha e
en ep eneu ial esou ces,” and “I ha e co -
esponding echnology pa en p o ec ion,”
including six i ems. WC examined he cogni ion
o you h willingness o pe o m en ep eneu ial
ac i i ies, such as “I can quickly adap o he new
en i onmen ,” and “I do hings wi h g ea igo ,”
including i e i ems. ABC examined he you h
cogni ion o he deg ee o abili y equi ed o
en ep eneu ial ac i i ies, such as “I can quickly
judge he p oblem,” and “I ha e good knowl-
edge ese es,” including six i ems.
FTE was measu ed ollowing he app oach
o Cox e al. (2012) and Zhang and Long
(2016), and i was e ised acco ding o he e-
sea ch con ex , including six i ems in o al.
Fo example, “I am in an en i onmen ha will
no esen en ep eneu s because o en ep e-
neu ial ailu e,” and “I am in an en i onmen ha
will o gi e he ailu e o en ep eneu s.”
The abo e scales we e measu ed on a
i e-poin Like scale, om 5 (s ongly ag ee)
o 1 (s ongly disag ee).
Con ol a iables
Gende , g ade, majo , home own, and
only-child s a us we e measu ed as dummy
a iables. Gende was coded 0 = male and
1 = emale. G ade was coded as 1 = eshmen,
2 = sophomo es, 3 = junio , and 4 = senio .
Majo was coded as 1 = enginee ing majo ,
2 = science majo , 3 = business majo , and
4 = humani ies and a s majo . Home own was
coded as 0 = u al a eas and 1 = u ban a eas.
Only-child s a us was coded as 0 = only chil-
d en and 1 = non-only child en.
3. Resul s and discussion
3.1 Reliabili y and alidi y analysis
The esul s o he eliabili y and alidi y es
show ha C onbach’s α alues o he en ep e-
neu ship educa ion, aul - ole an en i onmen ,
en ep eneu ial esilience, and en ep eneu ial
cogni ion scales we e 0.867, 0.832, 0.895,
and 0.932, espec i ely. Mo eo e , h ee in e -
nal dimensions o a angemen s cogni ion, will-
ingness cogni ion, and abili y cogni ion showed
C onbach’s α alues o 0.918, 0.829, and 0.845,
espec i ely, indica ing ha each scale has
a good in e nal consis ency and high eliabili y.
57
2023, olume 26, issue 4, pp. 51–65, DOI: 10.15240/ ul/001/2023-5-001
Business Adminis a ion and Managemen
The explo a o y ac o analysis (EFA) was
used o es he s uc u al alidi y o each scale.
The esul s show ha he i e i ems in he en-
ep eneu ship educa ion scale con e ged
o a common ac o and ha he cumula i e
explained a iance a io was 60.528%. The six
i ems in he aul - ole an en i onmen scale
con e ged o a common ac o , and he cumu-
la i e explained a iance a io was 53.349%.
The 17 i ems in he en ep eneu ial cogni-
ion scale con e ged o h ee common ac-
o s: he Kaise -Meye -Olkin (KMO) alue
was 0.929, he cumula i e explained a iance
a io was 64.062%, and he ac o loadings o
he i ems on each o he ac o s exceeded 0.5.
The cumula i e explana o y a iance a ios o
he abo e a iables all each o e 50%, which
is accep able and sa is ac o y, indica ing ha
he common ac o s can e lec he con en
exp essed by he i em mo e e ec i ely. The dis-
ibu ion o i ems con o med o he expec a ion
o he dimensions o a angemen s cogni ion,
willingness cogni ion, and abili y cogni ion.
A he same ime, in he esul s o he con-
i ma o y ac o analysis o en ep eneu ial
cogni ion, he i s a is ics we e RMR = 0.059,
RMSEA = 0.096, GFI = 0.865, TLI = 0.879,
CFI = 0.896, NFI = 0.872, χ2 = 538.583, and
d = 116, indica ing ha he measu emen mod-
el o en ep eneu ial cogni ion was accep ed
as adequa e. The 10 i ems in he en ep eneu -
ial esilience scale con e ged o a common
ac o , and he cumula i e explained a iance
a io was 52.008%.
3.2 Common me hod bias es
A Ha man one- ac o es was used o ex-
amine he possible common me hod biases.
The esul s o he explo a o y ac o analysis
show ha i e common ac o s we e ex ac ed
in a iables and ha he highes a iance ex-
plained by a single ac o was 37.880%, which
was less han he c i ical s anda d o 40%, in-
dica ing ha he e was no single ac o in his
s udy ha could explain he co a iance in a i-
ables. Hence, he e we e no signi ican issues
wi h common me hod bias in he da a.
3.3 Co ela ion analysis
Tab. 1 p esen s he a e age alue, s anda d
de ia ion, and co ela ion be ween he main
a iables in his s udy. F om he esul s, en e-
p eneu ship educa ion is signi ican ly and posi-
i ely co ela ed wi h a angemen s cogni ion,
willingness cogni ion, abili y cogni ion, and
en ep eneu ial esilience ( = 0.538–0.580,
p < 0.01). In addi ion, he aul - ole an en i-
onmen is posi i ely co ela ed wi h en ep e-
neu ship educa ion, a angemen s cogni ion,
willingness cogni ion, and abili y cogni ion
( = 0.404–0.505, p < 0.01). O e all, he co -
ela ions do no cause mul icollinea i y issues.
The abo e co ela ion esul s a e consis en
wi h he p edic ed di ec ion o he hypo h-
esis, which is also a p elimina y e i ica ion
o he hypo hesis. In addi ion, he a iance
in la ion ac o was used o u he es
he mul icollinea i y in all eg ession models.
I s alue is less han 10, indica ing ha he e
is no mul icollinea i y.
3.4 Tes o hypo heses
Tes o main e ec and media ing e ec
To e i y he p oposed hypo heses, we i s
es ed he main e ec s be ween dependen
and independen a iables. I can be seen om
Mean SD FTE ARC WC ABC ER
EE 3.720 0.744 0.485** 0.556** 0.538** 0.580** 0.528**
FTE 3.585 0.644 1 0.505** 0.404** 0.441** 0.439**
ARC 2.512 1.020 1 0.599** 0.635** 0.525**
WC 3.582 0.775 1 0.744** 0.749**
ABC 3.666 0.668 1 0.735**
ER 3.827 0.613 1
No e: **p < 0.01.
Sou ce: own
Tab. 1: Co ela ion analysis
58 2023, olume 26, issue 4, pp. 51–65, DOI: 10.15240/ ul/001/2023-5-001
Business Adminis a ion and Managemen
Models (1–2) in Tab. 2 ha ailu e-lea ning-
based en ep eneu ship educa ion has a sig-
ni ican posi i e impac on en ep eneu ship
esilience (β = 0.463, p < 0.001), indica ing ha
lea ning abou en ep eneu ial ailu e in en e-
p eneu ship cou ses can imp o e you h en-
ep eneu ial esilience. Hypo hesis H1 is hus
e i ied. Mo eo e , he gende o you h in
he con ol a iables has a signi ican nega-
i e impac on en ep eneu ial esilience
(β = −0.216, p < 0.001), indica ing ha young
men ha e mo e en ep eneu ship esilience
han young women.
Re e ing o he me hod o Wen and Ye
(2014) abou he media ing e ec es , Mod-
els (3–6) o Tab. 2 p esen he esul s o he me-
dia ing e ec o en ep eneu ial cogni ion. F om
he esul s, ailu e-lea ning-based en ep eneu -
ship educa ion has a signi ican posi i e e ec
on he h ee dimensions o en ep eneu ial
cogni ion: a angemen s cogni ion (β = 0.521,
p < 0.001), willingness cogni ion (β = 0.488,
p < 0.001), and abili y cogni ion (β = 0.555,
p < 0.001). In Model (6) o Tab. 2, he impac co-
e icien o en ep eneu ship educa ion is 0.065,
bu i is no signi ican ; only he coe icien s
o willingness cogni ion (β = 0.419, p < 0.001) and
abili y cogni ion (β = 0.379, p < 0.001) a e signi i-
can ly posi i e. The abo e esul s indica e ha
he wo dimensions o willingness cogni ion and
abili y cogni ion in en ep eneu ial cogni ion ha e
a comple e media ing e ec on he ela ionship
be ween en ep eneu ship educa ion and en e-
p eneu ial esilience. Tha is, he e a e wo in lu-
ence pa hs: “en ep eneu ial educa ion → willing
cogni ion → en ep eneu ial esilience” and
“en ep eneu ial educa ion → abili y cogni-
ion → en ep eneu ial esilience,” bu he me-
dia ing e ec o a angemen s cogni ion is
no signi ican . Hypo heses H2b and H2c a e
e i ied, and hypo hesis H2a is no e i ied.
This inding u he e eals ha s eng hen-
ing ailu e-lea ning-based en ep eneu ship
educa ion can p omo e you h cogni ion o hei
willingness o pe o m en ep eneu ial ac-
i i ies, as well as hei cogni ion o indi idual
ER ER ARC WC ABC ER
Model (1) Model (2) Model (3) Model (4) Model (5) Model (6)
Con ol a iables
Gende −0.336*** −0.216*** −0.117* −0.223*** −0.161*** −0.066
G ade 0.002 0.044 −0.020 0.071 0.053 −0.007
Majo −0.061 −0.026 −0.068 0.015 0.018 −0.041
Home own 0.017 0.044 0.118* 0.050 0.079 −0.003
Only-child o
no 0.102 0.065 0.001 0.031 −0.016 0.058
Independen a iable
EE 0.463*** 0.521*** 0.488*** 0.555*** 0.065
Media ing a iables
ARC −0.031
WC 0.419***
ABC 0.379***
R20.139 0.327 0.343 0.336 0.369 0.647
ΔR20.128 0.317 0.333 0.326 0.359 0.639
F12.639*** 31.741*** 34.144*** 33.086*** 38.136*** 79.156***
No e: ***p < 0.001, *p < 0.05.
Sou ce: own
Tab. 2: Resul s o he media ing e ec es
59
2023, olume 26, issue 4, pp. 51–65, DOI: 10.15240/ ul/001/2023-5-001
Business Adminis a ion and Managemen
Tes o mode a ing e ec
To es he possible mode a ing e ec o
he aul - ole an en i onmen , we in oduced
he in e ac ion e m o ailu e-lea ning-based en-
ep eneu ship educa ion and he aul - ole an
en i onmen (EE*FTE) in o he eg ession
analysis a e he s anda diza ion o a i-
ables. F om he esul s in Model (3) o Tab. 4,
he aul - ole an en i onmen has a signi ican
posi i e impac on en ep eneu ial esilience
(β = 0.230, p < 0.001), indica ing ha he highe
he deg ee o ole ance o he ex e nal en i-
onmen o en ep eneu ial ailu e, he highe
he you h en ep eneu ial esilience. Mo eo e ,
he coe icien o he in e ac i e i em EE*FTE
is signi ican ly posi i e (β = 0.116, p < 0.01),
indica ing ha he aul - ole an en i onmen
has a signi ican posi i e mode a ing e ec on
he ela ionship be ween ailu e-lea ning-based
en ep eneu ship educa ion and en ep eneu -
ship esilience. Hypo hesis H3a is hus e i ied.
The highe he deg ee o aul ole ance o
he ex e nal en i onmen in which you hs li e,
he mo e hey can imp o e hei en ep eneu -
ial esilience h ough ailu e-lea ning-based
en ep eneu ship educa ion.
In addi ion, his s udy elied on Wen e al.’s
(2006) me hods o es he media ed mode a-
ion e ec o hypo hesis H3b. Based on he es
o he mode a ing e ec o he aul - ole an
en i onmen , he media ing a iables such
as a angemen s cogni ion, willingness cogni-
ion, and abili y cogni ion we e in oduced
in o he eg ession analysis. F om he esul s
in Models (4–6) o Tab. 4, we can see ha
media ing a iables ha e a signi ican impac
on in e ac ion i ems (EE*FTE). Howe e ,
in Model (7), when he media ing a iables a e
en ep eneu ial abili y, hus enhancing hei
en ep eneu ial esilience.
In addi ion, he Boo s ap me hod was
used o es he abo e media ing e ec s. F om
he esul s in Tab. 3, he di ec e ec “en ep e-
neu ial educa ion → en ep eneu ial esilience”
(Boo LLCI = −0.012, Boo ULCI = 0.119) shows
ha he con idence in e als include ze o. The
indi ec e ec “en ep eneu ial educa ion → a -
angemen s cogni ion → en ep eneu ial esil-
ience” (Boo LLCI = −0.045, Boo ULCI = 0.020)
shows ha he con idence in e als include ze o.
Howe e , he indi ec e ec s “en ep eneu ial
educa ion → willing cogni ion → en e p e neu ial
esilience” (Boo LLCI = 0.056, Boo ULCI = 0.145)
and “en ep eneu ial educa ion → abili y co gni -
ion → en ep eneu ial esilience” (Boo LLCI =
= 0.031, Boo ULCI = 0.097) show ha he con -
i dence in e als do no include ze o. This in-
dica es he exis ence o he media ing e ec
o willingness cogni ion and abili y cogni ion
on he posi i e impac o ailu e-lea ning-based
en ep eneu ship educa ion on en ep eneu ial
esilience, and we see a comple e media-
ing e ec . In con as , he media ing e ec
o a angemen s cogni ion is no signi i-
can , which is consis en wi h he esul s o
he eg ession analysis.
E ec s Es ima ed Boo SE 95% CI
Boo LLCI Boo ULCI
Di ec e ec
En ep eneu ial educa ion → en ep eneu ial
esilience 0.056 0.033 −0.012 0.119
Indi ec e ec
En ep eneu ial educa ion → a angemen s
cogni ion → en ep eneu ial esilience −0.014 0.016 −0.045 0.020
En ep eneu ial educa ion → willing
cogni ion → en ep eneu ial esilience 0.094 0.023 0.056 0.145
En ep eneu ial educa ion → abili y
cogni ion → en ep eneu ial esilience 0.060 0.017 0.031 0.097
Sou ce: own
Tab. 3: Boo s ap analysis esul s o he media ing e ec