Bridging Ecological Cognition and Entrepreneurial Intention: A TPB–SCCT Integration on Green Entrepreneurship among Vocational Students in Chongqing, China
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Abstract
Background and Aim: Amid escalating environmental challenges and sustainability concerns, green entrepreneurship has become increasingly important for sustainable economic development. Nevertheless, a significant gap persists between environmental awareness and entrepreneurial action among young people. This study investigates the psychological and institutional determinants of green entrepreneurial intention (GEI) among vocational college students in Chongqing, China. By integrating the Theory of Planned Behavior (TPB) and Social Cognitive Career Theory (SCCT), the research aims to explain how cognitive, social, and motivational factors influence students’ intentions to engage in green entrepreneurship.
Materials and Methods: This study employed Partial Least Squares Structural Equation Modeling (PLS-SEM) to analyze data collected from 398 valid responses. The proposed framework incorporates Environmental Entrepreneurship Factors (EEF) as a higher-order construct consisting of Green Entrepreneurial Orientation, University Support, and Green Consumption. The model further examines the mediating roles of Attitude toward Behavior and Entrepreneurial Self-Efficacy (AB+ES), Subjective Norms (SN), Perceived Behavioral Control and Outcome Expectations (PBC+OE), and Interest (IN) in shaping green entrepreneurial intention.
Results: The findings indicate that Environmental Entrepreneurship Factors significantly influence cognitive and normative dimensions associated with green entrepreneurship. Interest emerged as the strongest predictor of green entrepreneurial intention, whereas the direct effects of AB+ES and PBC+OE on GEI were not statistically significant. Instead, these variables exerted indirect effects through motivational interest pathways. The structural model explained 55.6% of the variance in GEI, emphasizing the crucial role of motivational activation in transforming environmental awareness into entrepreneurial commitment.
Conclusion: This study contributes to the literature by integrating TPB and SCCT into a unified framework that captures cognitive, motivational, and intentional dimensions of green entrepreneurship. The results highlight the importance of emotional engagement, institutional support, and sustainability-oriented educational environments in promoting green entrepreneurial behavior among vocational students in developing economies. The findings also provide practical implications for policymakers and educational institutions seeking to strengthen sustainability-driven entrepreneurial ecosystems.
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