The Mediating Role of Psychological Capital Among Upper Secondary Students in Relation to Entrepreneurial Intention and Job Self-Efficacy

Objective: The present study aimed to examine the mediating role of psychological capital among upper secondary students in the relationship between entrepreneurial intention and job self-efficacy. This applied research employed a quantitative approach and utilized a descriptive-analytical design with a correlational methodology. Methods and Materials: The statistical population comprised all upper secondary students in Qom city during the 2023–2024 academic year. A sample of 500 respondents was selected using multistage cluster random sampling, based on the minimum sample size calculation for structural equation modeling. Data collection instruments included the Psychological Capital Questionnaire developed by Luthans and Avolio (2007), the Entrepreneurial Intention Questionnaire by Liñán and Chen (2009), and the Job Self-Efficacy Scale by Riggs and Knight (1994). To assess validity, content validity (Lawshe’s method) and construct validity—including convergent validity (AVE > 0.5) and discriminant validity (MSV < AVE, ASV < AVE, HTMT < 0.85)—were evaluated. Internal consistency reliability was determined using Cronbach’s alpha, composite reliability (CR), and McDonald’s omega (ω), with all coefficients exceeding 0.7, indicating satisfactory validity and reliability of the research instruments. Structural equation modeling was conducted to analyze the data. Findings: The findings revealed that job self-efficacy had a significant direct effect on entrepreneurial intention (β = 0.87, p < .001). Additionally, psychological capital was found to have a significant mediating effect in the relationship between job self-efficacy and entrepreneurial intention (β = 0.58, p < .001). The proposed model demonstrated a good fit (RMSEA = 0.05, SRMR = 0.06, p > .05), explaining 88% of the variance in entrepreneurial intention. Conclusion: In conclusion, the results indicated that entrepreneurial intention can be predicted based on job self-efficacy, with psychological capital serving as a mediating variable among upper secondary students. The proposed model exhibited an appropriate fit. These findings underscore the importance of fostering self-efficacy skills within educational and counseling programs for upper secondary students. Given the positive implications of these results, it is recommended that policymakers and educators place special emphasis on developing and enhancing students' psychological capital to promote entrepreneurial growth in future generations.