The contribution of structural equation model analysis to higher education agglomeration and innovation and entrepreneurship

Calculate the data of the questionnaire to get the Cranbach's_a reliability analysis table, as shown in Table 1. From the data in Table 1, the value of Cranbach's_a is 0.860. It can be seen that the model in this article is reliable. We can proceed to the next step of empirical research.

Test statistics are also called KMO. In general, the closer the KMO test value is to 1, the larger the sample size. The Bartlett test of sphericity is a test method to test the degree of correlation between various variables. Generally speaking, if the significance level of the Bartlett sphericity test is ≤ 0.05, the test model is reliable. The two test results in this paper are shown in Table 2.

From Table 2, the test value of the test statistic is 0.871. This shows that the survey data are suitable for principal component analysis [4]. The approximate chi-square value in the Bartlett sphericity test is 3413. The corresponding probability p is close to zero. Significance level α ≤ 0.05. Therefore, except the original hypothesis that the data collected this time is suitable for principal component analysis.

SPSS16.0 is used to perform principal component analysis on the original data of 15 indicators. According to expert opinions, three main components that affect the entrepreneurial quality of college students are obtained, namely entrepreneurial ability, entrepreneurial awareness and entrepreneurial knowledge. Entrepreneurship ability is embodied by grasping opportunities, social skills, leadership, decision-making, stress resistance and endurance. Entrepreneurship consciousness is embodied by innovation consciousness, entrepreneurial willingness, entrepreneurial attitude and planning ability. Entrepreneurship knowledge is embodied by entrepreneurial education, family environment, entrepreneurial atmosphere, entrepreneurial process and professional background.

To study the status quo of the cultivation of college students’ entrepreneurial quality and explore the influencing factors and improvement paths of college students’ entrepreneurial quality, the article combines principal component analysis and expert opinions to determine three latent variables and 15 observed variables [5]. It is shown in Table 3. Construct a structural equation theoretical model based on the above variable system and research. F1 represents entrepreneurial ability, F2 represents entrepreneurial awareness, F3 represents entrepreneurial knowledge and e_i represents path deviation, as shown in Figure 1.

Fig. 1

Table 4 shows the unstandardised path coefficients of the structural equation theoretical model for cultivating college students’ entrepreneurial qualities. Through this data, the relationship between latent variables and observed variables can be seen very intuitively. However, further significance testing is needed to confirm its existence [6]. It can be seen from Table 4 that all the path coefficients in this paper have reached a significant level of 0.05. The critical ratio values are all >1.96. The probability values are all p < 0.05. This shows that all path coefficients are overall significant. The measurement errors are all positive, which shows that there is no problem with the theoretical model.

It can be seen from Figure 1 that the path deviation between the variables is relatively large. This requires the continuous establishment of correlations between variables to reduce the deviation. A new revised model and related path coefficients are obtained (Figure 2).

Fig. 2

The regression coefficient between the entrepreneurial awareness factor and entrepreneurial ability factor is 0.62. This shows that the entrepreneurial awareness factor increases by 1% every time. This will lead to a 62% increase in the entrepreneurial ability factor. The regression coefficient between the entrepreneurial awareness factor and the entrepreneurial knowledge factor is 0.84. This means every 1% increase in the entrepreneurial awareness factor [7]. This will directly increase the entrepreneurial knowledge factor by 84%. The regression coefficient between entrepreneurial knowledge and entrepreneurial ability is −0.46. This shows that there is a negative correlation between them. This may be because the survey subjects are college students. With the improvement of their entrepreneurial ability, their knowledge of entrepreneurship in books will correspondingly decrease, and their practical experience will correspondingly increase.

Schools should actively mobilise and encourage college students to participate in various entrepreneurial social practice activities to enhance their entrepreneurial capabilities. Entrepreneurial experience through various practices should be accumulated, such as improving problem-solving skills, social skills and teamwork skills. In the process of continuous practice and learning, exercise your planning and decision-making ability and improve your leadership [11]. Through continuous research and practical work, to find out the market conditions and industry background, cultivate their entrepreneurial ability and grasp various opportunities. At the same time, encourage and support students to participate in various innovation and entrepreneurship competitions at all levels and increase policy support and guidance. We need to provide human, financial and material guarantees to guide college students to improve themselves, continuously enhancing their entrepreneurial capabilities.

With the support of the four schools, government, society and families, enterprises can set up entrepreneurial projects or entrepreneurial funds [12]. Enterprises can set up entrepreneurial awards according to the situation, actively encourage college students to start their businesses and create a good entrepreneurial atmosphere for society. Let some students with entrepreneurial ideas taste the ‘sweetness’ to stimulate their entrepreneurial potential. The government can give full play to its service function to promote and establish an entrepreneurial culture. We will do a good job in supporting policies and material guarantees for college students’ entrepreneurship. The media can give full play to the role of propaganda media to create an entrepreneurial atmosphere and provide sufficient information for entrepreneurial college students promptly. We create a good interactive and orderly entrepreneurial atmosphere in the whole society. Schools can develop undergraduate entrepreneurship parks to provide a suitable platform for entrepreneurship education, encourage and support students’ entrepreneurship and calculate relevant credits.