With the advancement of digitalization, the deep integration of digital technology and business activities has made entrepreneurship a more appealing career choice. Digital entrepreneurship has become increasingly popular among the younger generation, presenting new requirements for innovation and entrepreneurship education in universities. Grounded in Conservation of Resources Theory, this study empirically examines the effects of the overall level and five dimensions of social emotional skills on college students digital entrepreneurial intention using a questionnaire survey. The results show that the overall level of social emotional skills has a significant positive effect on digital entrepreneurial intention. Among the five dimensions, open-mindedness, emotional regulation, and engaging with others have significant positive effects on digital entrepreneurial intention, with open-mindedness exhibiting the strongest effect, followed by engaging with others and emotional regulation. In contrast, the effects of task performance and collaboration are not statistically significant. By exploring the comprehensive mechanism through which social emotional skills influence digital entrepreneurial intention, this study both verifies the overall predictive effect of social emotional skills and reveals the differential impacts of its dimensions on the formation of digital entrepreneurial intention, thereby enriching research in the field of digital entrepreneurship. Furthermore, it provides an important reference for universities to optimize their innovation and entrepreneurship education systems and implement targeted competency development.
Li et al. (Thu,) studied this question.