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This paper explains and demonstrates how five-entry education philosophy functions as a mechanism to cultivate the innovation-entrepreneurship intention of college students. From the perspective of innovation and entrepreneurship, this paper, based on the theory of planned behavior, examines the impact of the five-entry education and teaching factors on the innovation and entrepreneurship of college students. The present study analyzes the relevant hypotheses by means of factor analysis and multiple regression analysis, which are based on 7510 valid questionnaires from third and fourth grade college students. The main findings and conclusions of this study show that five-entry education is positively related to the entrepreneurial intention of college students. Moreover, five-entry education has a significant positive effect on the innovation and entrepreneurship intention of college students by means of innovative teaching factors.

An Empirical Study on the Mechanism of Five-Entry Education to College Students' Innovation-Entrepreneurship Intention