Effectiveness of a Psychological Capital Intervention for College Students’ Innovation and Entrepreneurship Based on Innovation Efficacy and Perceived Behavioral Control

Abstract

The psychological analysis of innovation and entrepreneurship among university students has developed into a research emphasis in the field of psychology with the growth of psychological education reform. To examine the effects of the psychological capital intervention on college students’ innovation and entrepreneurship, this study optimizes the psychological education curriculum for these students from the perspectives of innovation efficacy and perceived behavioral control. Additionally, it incorporated the adaptive multilayer feedforward neural network back propagation to build an evaluation model of the university students’ psychological education programmed for innovation and entrepreneurship. By addressing the weaknesses of the current curriculum, this approach hopes to achieve the goal of psychological intervention for pupils. The experimental results demonstrated that the evaluation model that was built performed well, with a detection accuracy over 0.95, mean absolute error values, and root mean square error values that were respectively around 0.03 and 0.05, and convergence at 40 iterations. Under the constructed model, the level of innovation efficacy is a key factor affecting teaching quality, and the percentage of students with a very positive psychological intervention status increased from 6.5% to 62.3% after conducting the reformed teaching, and the average psychological test score also increased. In conclusion, the design of the innovation and entrepreneurship psychology course optimized in this study has a good psychological intervention effect and can improve the innovation and entrepreneurship psychological capital of university students.