대학 창업연계전공 학생의 창업의지 영향요인 연구

This study tests how entrepreneurship education diversity influences learning engagement, entrepreneurship (innovativeness, proactiveness, risk-taking), and entrepreneurial intention, and whether faculty mentoring moderates these links. Survey data from 192 undergraduates in entrepreneurship-linked programs (restaurant/hotel majors) at a regional university were analyzed. the survey was fielded over two weeks (September 1–15, 2025). After CFA validation, an AMOS SEM showed that education diversity increased learning engagement (β=.605, p<.001) and entrepreneurship (β=.265, p<.001); learning engagement enhanced entrepreneurship (β=.415, p<.001) and intention (β=.217, p<.01); and education diversity also directly raised intention (β=.178, p<.05). The path from entrepreneurship to intention was not significant (β=.077, p=.388). Mean-split multi-group tests found no statistically significant moderation by mentoring (Δχ²<3.84), though higher-mentoring conditions tended to show stronger intention. Findings position learning engagement as a proximal driver of intention and education diversity as a core design lever; upgrading mentoring quality may further reinforce the education–engagement–intention chain.