The purpose of the study is to investigate the mediating role of entrepreneurial self-efficacy and the components of theory of planned behaviour (TPB) model (personal attitude, subjective norm, perceived behavioural control) in the relationship between entrepreneurial educational support and entrepreneurial intentions of the university students in Vietnam. The participants of the study include 401 university students (undergraduate and post-graduate) from universities in Vietnam. Confirmatory Factor Analysis and structural equation model is used for testing the hypotheses of this study. The results from the analysis suggest that the entrepreneurship educational support does not impact the entrepreneurial intentions directly, but has an indirect positive effect mediated by three components of TPB and entrepreneurial self-efficacy. Many studies conducted in the past tested the mediating effect of educational support on TPB component but none of the study determined the serial mediating effect of two variables of educational support on ES. Hence, this study is one of the first attempt to find this serial mediating effect. This study recommends that even though the entrepreneurial education does not have a direct impact on entrepreneurial intentions, but educational support does have a significant positive effect on TPB components and self-efficacy, which has a further effect on entrepreneurial intentions and hence it is important for the universities to develop courses which can help in developing the skills for starting new ventures through the education system in Vietnam which will further help in fostering creativity, self-dependence and innovation. The study results will be useful to fulfill government's aim to increase the number of start-ups in Vietnam in future.

本研究的目的是探讨创业自我效能感和计划行为理论（TPB）模型的组成部分（个人态度、主观规范、感知行为控制）在创业教育支持与创业意愿之间的关系中的中介作用。越南的大学生。该研究的参与者包括来自越南大学的 401 名大学生（本科和研究生）。验证性因子分析和结构方程模型用于检验本研究的假设。分析结果表明，创业教育支持不直接影响创业意向，而是通过TPB和创业自我效能感三个分量介导的间接正向影响。过去进行的许多研究测试了教育支持对 TPB 成分的中介作用，但没有一项研究确定教育支持的两个变量对 ES 的连续中介作用。因此，这项研究是发现这种连续中介效应的首次尝试之一。本研究认为，尽管创业教育对创业意向没有直接影响，但教育支持确实对 TPB 成分和自我效能感有显着的正向影响，这对创业意向有进一步的影响，因此对于创业意向具有重要意义。大学开发课程，帮助培养通过越南教育系统开展新企业的技能，这将进一步有助于培养创造力、自立和创新。