A research model based on the presage–process–product theoretical framework was constructed to explore the relationship between STEM learning self-efficacy, perception of challenging learning environments, goal orientation (learning goal orientation and performance goal orientation), and entrepreneurial self-efficacy in students. Data were collected through a questionnaire survey of 110 STEM students who participated in a university–enterprise collaboration informal STEM education programme. The results, analyzed using partial least-squares structural equation modeling (PLS-SEM), indicated that both STEM learning self-efficacy and the perception of a challenging learning environment significantly positively affected learning and performance goal orientations. Furthermore, STEM learning self-efficacy had a direct positive effect on entrepreneurial self-efficacy. Importantly, learning goal orientation was found to mediate the relationship between the perception of a challenging learning environment and entrepreneurial self-efficacy. These findings highlight the critical role of targeted educational environments and goal-setting orientations in fostering entrepreneurial self-efficacy in STEM students, providing valuable insights for educators and policymakers in higher education.

构建基于预示-过程-结果理论框架的研究模型，探讨STEM学习自我效能感、挑战性学习环境感知、目标导向（学习目标导向和绩效目标导向）与创业自我效能感之间的关系。学生。数据是通过对参加校企合作非正式 STEM 教育项目的 110 名 STEM 学生进行问卷调查收集的。使用偏最小二乘结构方程模型 (PLS-SEM) 分析的结果表明，STEM 学习自我效能感和对具有挑战性的学习环境的感知都对学习和绩效目标定向产生显着的积极影响。此外，STEM学习自我效能对创业自我效能有直接的正向影响。重要的是，学习目标导向被发现可以调节对具有挑战性的学习环境的感知与创业自我效能之间的关系。这些发现强调了有针对性的教育环境和目标设定导向在培养 STEM 学生创业自我效能感方面的关键作用，为高等教育领域的教育工作者和政策制定者提供了宝贵的见解。