This study developed and tested a psychological model explaining associations between entrepreneurship education (EE) and student creativity and entrepreneurial behavior, drawing on the theory of planned behavior (TPB) and the componential theory of creativity (CTC). Using a cross-sectional survey of 335 hospitality students and analyzing the data with partial least squares structural equation modeling (PLS-SEM), the study examined the relationships of EE with individual creativity, university-level creativity, entrepreneurial attitudes, and entrepreneurial intentions. The results show that EE is positively associated with students’ entrepreneurial intentions, attitudes, and individual creativity. Entrepreneurial attitudes and intentions appear to act as key psychological mediators in several pathways, suggesting an interconnected nature of creativity and entrepreneurial behavior. However, entrepreneurial intentions do not mediate the relationship between EE and university-level creativity. The findings provide contextual support and possible extensions to TPB and CTC by highlighting how educational interventions relate to both creative capacity and entrepreneurial tendencies in resource-constrained higher education contexts. Practically, the study provides preliminary guidance for enhancing entrepreneurship curricula and designing supportive ecosystems that promote creativity, experiential learning, mentorship, and entrepreneurial behavior among hospitality students.

This study examines the associations between platform co-governance and perceived social sustainability among women with disabilities engaged in digital marketplaces in Saudi Arabia. It investigates entrepreneurial bricolage, entrepreneurial resilience, and livelihood resilience as sequential mediating mechanisms, with digital entrepreneurial ecosystem support moderating the relationship between entrepreneurial resilience and livelihood resilience. Data were collected from 238 women with disabilities engaged in digital-marketplace activity and analyzed using partial least squares structural equation modeling (PLS-SEM). The findings indicate positive associations between platform co-governance and entrepreneurial bricolage, entrepreneurial bricolage and entrepreneurial resilience, entrepreneurial resilience and livelihood resilience, and livelihood resilience and perceived social sustainability. The proposed sequential indirect effect linking platform co-governance to perceived social sustainability through entrepreneurial bricolage, entrepreneurial resilience, and livelihood resilience was statistically significant but small. Digital entrepreneurial ecosystem support also strengthened the positive association between entrepreneurial resilience and livelihood resilience. These findings suggest that resource mobilization, individual adaptive capacity, livelihood resilience, and ecosystem support are associated with perceived social-sustainability outcomes in digitally mediated entrepreneurship. The study contributes an integrated framework linking platform governance, entrepreneurial resourcefulness, and resilience, while distinguishing digital social sustainability as a broader theoretical perspective from the respondent-reported social sustainability outcome was examined empirically. Given the cross-sectional design and non-probability sampling, the findings should be interpreted as associations rather than definitive causal effects.

Drawing on mindset theory, self-regulated learning theory, learner autonomy, and adaptive intelligence theory, this study tested an integrated structural model of the associations between academic growth mindset and self-perceived adaptive intelligence among Jordanian undergraduates. In this study, self-perceived adaptive intelligence refers to students’ perceived wisdom-related, social/practical, creative, and uncertainty-navigation tendencies; it is not an objective or performance-based measure of cognitive ability. The hypothesized sequential mediation structure was retained, but it was estimated and interpreted as a set of theoretically ordered indirect associations through learning motivation, metacognitive awareness, self-regulated learning strategies, and academic adaptation. Learner autonomy was examined as a moderator of the association between self-regulated learning strategies and academic adaptation. Data were obtained from 640 undergraduate students enrolled in Jordanian universities and analyzed using partial least squares structural equation modeling with WarpPLS 8.0. Academic growth mindset was positively associated with learning motivation and metacognitive awareness. Both constructs were positively associated with self-regulated learning strategies, which, in turn, were positively associated with academic adaptation; academic adaptation, in turn, was positively associated with self-perceived adaptive intelligence. The theoretically ordered sequential indirect associations through the motivational and metacognitive routes were statistically significant, whereas learner autonomy did not significantly moderate the association between self-regulated learning strategies and academic adaptation. Because the data were single-wave and self-reported, the term “sequential” refers to the theory-imposed ordering of paths in the statistical model, not to an observed temporal or developmental progression. Accordingly, the findings represent structural associations and do not establish causal sequencing. The findings contribute to intelligence and higher-education research by distinguishing domain-specific academic adaptation from broader self-perceived adaptive intelligence informed by Sternberg’s adaptive intelligence framework.