Psychological Self-Determination and Entrepreneurial Intention in University Students: Investigating the Mediating Roles of Inspiration and Creativity

Abstract

 In the era of rapid global change, entrepreneurship is recognized as a vital component for social and economic development. The present cross-sectional and applied study examined the relationship between students’ psychological self-determination and entrepreneurial intentions with regard to the mediating role of entrepreneurial inspiration and creativity. A sample of 341 undergraduate students from Urmia University, Iran, was selected through stratified random sampling. Data were collected using standard questionnaires: a 6-item scale of entrepreneurial intention, a 21-item scale of basic psychological needs satisfaction, an entrepreneurial inspiration questionnaire, and a 9-item scale of creativity. The reliability and validity of the instruments were confirmed. Structural equation modeling showed that psychological self-determination positively affects entrepreneurial intentions. Entrepreneurial inspiration partially mediates this effect, and creativity also acts as a partial mediator. These findings suggest that universities and educators should tailor entrepreneurship programs to individual student differences, particularly levels of selfdetermination, to foster creativity and inspiration. Providing supportive, autonomy-focused learning environments fosters psychological self-regulation and prepares students to become empowered, motivated, and innovative entrepreneurs of the future.