The Research On The Correlation Between Psychological Capital And Entrepreneurial Intentions Of College Students

With the universality and popularization of Chinese higher education, the number of colleges and universities graduates has reached up to 2,490,000 in 2015.There will be 7,700,000 graduates in 2016, setting a historical record. How to improve college students’ entrepreneurial intention and to ease the hard situation in employment are the most urgent and tense problems, and they also are the puzzles of ideological and political education.From the perspective of local psychological capital,this study combined with Marxist theory of the Free and Comprehensive Development, Maslow’s Hierarchy of Needs theory and Ajzen’s theory of Planned Behavior and takes Transactional psychol ogical capital scale, and Entrepreneurial intention scale as measurement tools, and there are 683 undergraduates and junior college students from eight institutions as research objects. The EpiData3.1, AMOS, and SPSS21.0 statistical analysis softwares are applied to process descriptive analysis, variance analysis, correlation analysis and regression analysis for psychological capital and entrepreneurial intention of college students.Conclusion analysis:1, Overall the students’ psychological capital is on the middle level (4.81) and the average score of each dimension of psychological capital is in the value of 4 or more, and the scores will be counted in descending order:confident and brave; tenacious; optimistic and hopeful; forge ahead (Using Likert 7 point scale method) ① There are significant differences in the students’ confidence and courage for students who are from differnt areas.② There are significant differences in the optimism hope for different grades of college students:the freshmen are more optimistic than sophomores, juniors, and even the fifth grade students; and the senior students are more optimistic than the fifth grade students.③There are significant differences in students’ education background from the aspect of overall psychological capital, tenaciousness, braveness, optimism and confidence. According to the analysis, the junior college schools students’ psychological capital is higher than colleges and universities students.④ There are significant confident and courageous differences in students who are serving as student leaders than who are not.⑤ There are significant differences that if the students come from a starting up business families or their friends have the venture experience. Therefore, such students’ overall psychological capital are higher ahead, and optimism are higher than those of families and friends are not businessmen.⑥ The studens who had finished their internship or gotten working experience or who did not or no experience present different level of psychological capital from aspect of tenacious and courageous confidence.⑦ Students who are accepting different degree of entrepreneurship education also behave differently in the factor of srenuous enterprising factor. ⑧ There are no significant difference of different genders, different professions, and of that whether the students have taken part in the entrepreneurship competition of psychological capital.2, The student’s entrepreneurial intention (4.33) is at the middle level, and the objectives intention of business (4.42) is higher than the start execution intention (4.24).(By using Likert 7 point scale method)① Male students’ entrepreneurial intention is higher than female students, and there are extremely significant differences of business objectives intention.② Students in different grades are significantly different in entrepreneurial intention, and the business objectives intention of the freshmen is higher than that of the juniors.③ There are significant differences between junior college and undergraduate students in the degree of entrepreneurial intention and its overall dimensions. The junior college students’entrepreneurial intention is higher than undergraduate students.④ There are significant differences in overall entrepreneurial intention between the students who are serving as leaders and those who are not.⑤ There are significant differences in overall entrepreneurial intention if between the students who are from the families or friends of having business venture’s experience and those who didn’t have.⑥ Accepting different levels of entrepreneurship education decides the significant differences in the implementation of entrepreneurial intention. A student who has accepted entrepreneurship education system has the highest execution entrepreneurial intentions. ⑦ As to overall entrepreneurial intention, there are differences between the students who have internships or working experience and those who haven’t.⑧ There are no significant differences in the factor of different origin students, different professions and who had taken part in the business plan competition or not.3, There is a positive correlation between psychological capital and entrepreneurial intention. And the psychological capital has a strong predictive effect on students’ entrepreneurial intention. Students’psychological capital explains 30.5% variance of entrepreneurial intention. Four dimensions of psychological capital can effectively explain 32.3% variance of the business objectives of intent.Tenacious and courageous confidence factor of psychological capital interpret 18.9% variance of the intention of entrepreneurship.Students’ four dimensions of psychological capital have linear regression relationship with the employment ability of College Students, wherein the amount of variation of the brave confident interprets 24.3% of the intention; the tenacious dimension variance explains 4.4%, and forge ahead the optimistic hope, totally explain 1.8% of the variance, of which shows that the confidence brave dimension has the strongest influence on entrepreneurial intention of college students.Finally, this study was on how to improve the entrepreneurial intention students and proposed three proposals:First is to play the role of ideological and political education; The second is to develop and nurture the positive psychological capital of college students;The third is to establish and improve the college entrepreneurship education ecosystem.