Is entrepreneurial education more important than resilience? An analysis of the mediating and moderating effects on entrepreneurial intention among young people in Peru

Rojas-Nina J.E.; Cutipa-Rodriguez J.; Gamez K.P.M.; Cuba-Pacheco L.G.; Velazco-Gonzales A.; Laura-Pumaleque L.Y.; Cuti-Saico D.F.; Flores-Chávez S.M. · Foro de Educacion (2026) · DOI: 10.14201/fde.24208

Resumen

The aim of this study was to analyze the mediating and moderating roles of entrepreneurial education (EE) in the relationship between entrepreneurial resilience (ER) and entrepreneurial intention (EI). A quantitative, non-experimental methodology was employed. Partial Least Squares Structural Equation Modeling (PLS-SEM) was used for data analysis. The sample consisted of 379 undergraduate business students from a public university in southern Peru, selected through non-probabilistic convenience sampling. Data were collected via a self-administered questionnaire using Likert-type scales. The results confirm that resilience has a positive impact on entrepreneurial intention (EI) and entrepreneurial education (EE), suggesting that resilient students maximize the entrepreneurial learning they obtain. EE has a direct positive effect on EI and partially mediates the influence of psychological resources. Additionally, a negative moderating effect of education was found on the relationship between resilience and intention (β=−0.101). The overall model explains 53.6% of the variance in entrepreneurial intention. Resilience and education are important predictors of entrepreneurship. When university education is high, entrepreneurial intention relies less on resilience because the university provides techniques and networks that substitute for resilience. It is recommended to integrate technical training with the development of resilience competencies into university curricula.

Instituciones: Universidad Nacional de San Agustín de Arequipa