Exploring the relationship between failure-learning-based entrepreneurship education and youth entrepreneurial resilience: A mediated moderation model

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