Introduction: The high unemployment rate among agricultural graduates has made the study of their entrepreneurial intentions increasingly important. Despite many studies, the mechanism underlying the formation of entrepreneurial intentions in these students remains unclear, as several variables influence this process. Evidence suggests that individual resources significantly contribute to the development of students' entrepreneurial intentions; however, a review of the literature indicates that empirical research in this area remains limited. In this context, the formation mechanism of students' entrepreneurial intentions based on perceived academic performance and perceived employability (two important psychological resources) has not yet been clarified. Accordingly, this study investigates the role of perceived academic performance and perceived employability in shaping the entrepreneurial intentions of agricultural students. As these resources are cultivated during university education, the present study also aims to clarify the potential role of agricultural higher education institutions.

Methodology: This study employed a quantitative research design, collecting data through a structured survey administered to participants. The statistical population consisted of all fourth-year undergraduate students enrolled in state agricultural higher education institutions across the country. Using a multi-stage sampling procedure, 384 students were selected for the study. The collected data were then analysed using structural equation modelling, following the partial least squares method, through the SmartPLS software application.

Findings: The findings revealed that both academic performance (p = 0.001, t = 5.48) and perceived employability (p = 0.001, t = 8.25) had a statistically significant effect on the entrepreneurial intentions of agricultural students. Moreover, perceived employability was found to play a mediating role in the relationship between academic performance and entrepreneurial intentions (p = 0.001, t = 6.08). A more detailed analysis further demonstrated the presence of a nonlinear relationship between academic performance and both perceived employability and entrepreneurial intentions. In contrast, no evidence of a nonlinear relationship was observed between perceived employability and entrepreneurial intentions.

Conclusion/ Implications: The results of this study indicate that academic performance and perceived employability, as individual psychological resources, influence the formation of entrepreneurial intentions among agricultural students. In this context, developing employability can strengthen students' belief in their potential for entrepreneurial success. In other words, students who perceive themselves as employable are more likely to intend to start a business. However, as academic performance increases, students' perceptions of job opportunities (and particularly their intentions to start a new business) tend to decrease in a nonlinear manner. These findings provide new insights into the development of entrepreneurial intentions among agricultural students and can support agricultural higher education institutions in guiding students toward entrepreneurial intentions.