本研究以創業和危機管理相關文獻為基礎，探討在新型冠狀病毒疫情蔓延前後，面臨職涯抉擇的大學應屆畢業生之創業意圖的影響因素。研究架構以創業教育（不侷限於正式課堂授課，包括：創業競賽、諮詢指導等其他機制）為自變數，心理資本（樂觀和創業自我效能）為中介變數，創業意圖為因變數，探討創業教育、樂觀、創業自我效能及創業意圖各構面的關係，並針對疫情衝擊之調節效果進行討論。樣本取自台灣某大學應屆畢業生，區分為疫情前和疫情後兩個子樣本，運用結構方程模型、拔靴法及多群組結構方程模型的恆等式檢驗等資料分析方法。研究結果分為兩個部份：就直接效果而言，創業教育對創業意圖有正向直接效果，心理資本中的創業自我效能會正向刺激創業意圖（樂觀的直接效果則未達統計顯著）；而在疫情衝擊下，分別強化創業自我效能對創業意圖、創業教育對創業意圖的效果。就中介效果而言，創業教育可透過心理資本（樂觀和自我效能）的中介，對創業意圖產生正向效果；而在疫情衝擊下，中介效果也會強化。研究貢獻：在面對新型冠狀病毒衝擊的危機情境下，創業教育具有直接催化創業意圖的功能，而透過創業教育發展心理資本，對創業生涯選擇亦可產生強化效應。在政策意涵方面，產、官、學可合力建構更豐富、創新的大學創業教育，大專校院藉由開設創業課程與舉辦各種創業活動，以啟發學生的軟、硬技能，提高自我效能與樂觀，面對後疫情時代，以創業教育扮演創業政策的推手，持續提升學子們的創業意圖。

This study employs entrepreneurship and crisis management theory as the research framework, focusing on the formation of college students' entrepreneurial intentions before and after the coronavirus disease pandemic (COVID-19) in 2020. The independent variable considered in this study is entrepreneurship education which is not limited to formal classroom instruction but through informal mechanisms such as competition, or mentorship. The study proposes that besides direct impact on entrepreneurial outcomes, entrepreneurship education is also facilitated by the mediation effect of psychological capital. This research particularly focuses on two aspects: optimism and entrepreneurial self-efficacy, which had been found important for both entrepreneurship education and the development of entrepreneurial intentions in previous literature. The study was conducted using two sub-samples of Taiwanese university graduates (before and after the COVID-19 shocks) and used structural equation modeling, bootstrapping method, and invariance test of multiple group structural equation modeling to test six hypotheses. Regarding the direct effects, the results indicate that both entrepreneurship education and entrepreneurial self-efficacy have positive direct effects on entrepreneurial intentions, whereas the effect of optimism does not. COVID-19 shocks strengthened the above effects. As for the mediation analyses, the results support that entrepreneurship education has an impact on entrepreneurial intentions through both optimism and entrepreneurial self-efficacy. The COVID-19 pandemic also deepens the relationship between entrepreneurship education and entrepreneurial intentions through psychological capital (optimism and entrepreneurial self-efficacy). The study concludes that through the COVID-19 shocks, entrepreneurship education not only plays a more important role in directly boosting entrepreneurial intentions but also strengthens the mediation effects through developing psychological capital. The study suggests that the government, corporations, and universities could offer a more abundant environment for entrepreneurship education in universities. Universities could provide some courses and activities related to entrepreneurship to cultivate students’ hard and soft skills, and entrepreneurial self-efficacy and optimism, mitigating negative impacts on entrepreneurial intentions to beat the coronavirus pandemic.