Abstract
This study investigates how entrepreneurial education and experience influence students' entrepreneurial intentions and career choices, with achievement and self-discipline as intervening variables and parent socioeconomic status as the controlling variable. A quantitative, predictive, correlational, and causal research design employs Structural Equation Modeling (SEM) as the primary analytical method. SEM explores and assesses the intricate relationships among entrepreneurial education, entrepreneurial experience, self-entrepreneurial intentions, and career choices. The PLS path model results show that entrepreneurial education does not directly influence self-entrepreneurial intention, while entrepreneurial experience does. Entrepreneurial intention and experience directly impact career choice. Moreover, achievement mediates the effects of entrepreneurial education and experience on entrepreneurial intention, while self-discipline mediates both exogenous variables. Self-discipline does not significantly influence entrepreneurial intention, whereas achievement and self-discipline mediate the relationships among education, experience, and career choice. The study's findings emphasize the critical importance of entrepreneurial education, underscoring the need to examine motivational and behavioral factors that influence potential entrepreneurs.
