Information and network technology have changed the production pattern worldwide. It brings new market and entrepreneurial opportunities to the public, especially for college students facing increasing employment pressure. As a convenient and mature business model, Internet entrepreneurship lowers the threshold for students to start a business, attracting many college students to invest in Internet entrepreneurial activities (Krone et al., 2020). As one of many social activities, College Student Internet Entrepreneurship can only be guaranteed by cultivating students’ entrepreneurial ability (Liu et al., 2019; Miao, 2020). As a new entrepreneurial model, Internet entrepreneurship has the following characteristics:

Many college students choose Internet entrepreneurship as their first step toward career development. Inevitably, both opportunities and pressure can be spotted in the Internet Financing market, which imposes a strict test on their psychological quality. To help students better cope with the social test, college Innovation and Entrepreneurship Education (IEE) must pay more attention to relieving College Students’ entrepreneurial psychological pressure and mental pressure by providing professional psychological support and help. The factors affecting college students’ entrepreneurship are mainly divided into personal and social factors. Entrepreneurial psychoanalysis analyzes students’ self-efficacy and personality traits. Particularly family, school, and gender factors must also be considered. Meanwhile, it is necessary to understand the dynamics of the Internet entrepreneurship environment and related policy support. Entrepreneurial intention is the main driving force for college students in the early stage of entrepreneurship. Accordingly, this work studies and analyzes the influencing factors of College Students’ entrepreneurial intention (Chang et al., 2020).

With the development of Internet technology, the Internet has become indispensable in people’s production and life. The rich Internet resources have brought people a more convenient life and expanded the communication scope of financial activities. This, however, also has seeded many new crime types. Internet crime refers to the criminal behavior that endangers the system and content of an electronic information network or uses electronic information network technology to do social harm. It can be divided into electronic information Internet crime and information Internet-enabled crime (Hannah-Moffat, 2019). The increasing Internet crime cases have seriously harmed people’s life and property safety and disrupted social order. Among the initiators of Internet crime cases, College students, who master emerging network technologies merit in-depth research. Remarkably, College Students’ psychological problems must be expatiated to explore the main causes of Internet crimes. Based on this, corresponding crime prevention countermeasures can be formulated (Hecht et al., 2019).

Here are some of the typical Internet Financial crimes. (1) Raising funds through the Peer-To-Peer (P2P) lending network. The criminal subjects establish an investment and wealth management platform by purchasing packaged finished products. Then, they promise high returns to attract investors’ capital. Finally, when the time is right, they abscond with the collected money (Yang et al., 2019). (2) Advocating some frontier knowledge, such as Blockchain or digital currency. In this case, the subject introduces conceptual currencies without actual economic value to the public. It tricks them into investing through public opinion. (3) Confusing the concept of equity and stock. The subject makes the public believe that a company is about to go public. Then, they sell false funds and equity and other wealth management products as the so-called original shares by advocating excess returns. In this way, they accumulate a huge amount of wealth. (4) Using online shopping malls to encourage investors to recharge in the form of rebates and points. In this scenario, the subject sells huge numbers of unqualified products to fund illegally, bypassing the law-forbidden online pyramid selling (Erin et al., 2020). (5) Conducting futures trading by building an illegal platform. The subject will make profits by collecting margin, handling fees, or interest during the company’s operation.

Contact and violent crimes have gradually transformed into non-contact crimes in cyberspace. The Internet crime of College Students is mainly manifested as follows. (1) College Students use substantial network technology to invade personal online space and steal their online property or other interests. A few are influenced by hacker culture to satisfy their curiosity (Wang et al., 2021). (2) College Student uses online platforms to gain economic benefits by opening casinos, selling online pornography, and telecommunication fraud. In this part, College Students master new network technologies and equipment. Therefore, the number of College Students involved in such crimes is large and worth extensive attention (Reyns, 2019). (3) The purposes of College Student Internet crimes are various. Due to the virtual nature of cyberspace, it is difficult to target criminal subjects, especially Internet crimes committed by College Students. They have mastered some advanced network technology. The result is damage to national security and public social order.

From the perspective of criminology, the essence of college students’ Internet crime is to commit crime through IT. Internet criminal behaviors are more harmful than traditional ones. In some cases, this harmful consequence might have come from the positive behavior of the criminals who have successfully escaped from the law as their psychological expectation. Therefore, it is of great significance to study the psychological mechanism of college students’ Internet crime, and the mechanism should be analyzed from the following aspects.

Summarizing domestic and foreign research suggests that in the macro aspect, students’ entrepreneurial intention is mainly reflected in personal circumstances, physical fitness, and the external environment. The main index can be subdivided into secondary indexes: gender, age, education, risk-taking ability, achievement needs, and local culture. Then, all factors comprehensively contribute to students’ Entrepreneurial Psychology (Howard et al., 2019; Ruankaew, 2019). In particular, this work considers individual, family, and social factors to explore the influence of different factors on College Students’ Entrepreneurial Psychology. In order to do so, a questionnaire survey is conducted on several colleges and universities in Xi’an. Specifically, the “Questionnaire Star” is used to design and distribute the questionnaires, and 451 valid questionnaires are collected. The distribution and recovery of questionnaires meet scientific research needs (Musyoka et al., 2021). The survey focuses on in-campus College Students to better reflect the situation of College Students’ Internet entrepreneurship. The questionnaire is divided into two levels of evaluation indexes. The indexes selected here are the most important ones evaluated by ten experts. The questionnaire form is listed in Table 1.

Statistical Packages for Social Sciences (SPSS) 22.0 was used to statistically analyze the collected questionnaire data. Confirmatory Factor Analysis (CFA) was used to test the construct validity. Meanwhile, the Average Variance Extracted (AVE) method was used to test the discriminant validity, and Cronbach’s α coefficient was used to test the reliability of the scales. As a result, the Kaiser–Meyer–Olkin (KMO) value was 0.967, and the KMO values of the remaining secondary indexes were all above 0.7. Thus, the designed scale has a good test effect and is suitable for factor analysis. The AVE of each dimension is greater than the correlation coefficient between each dimension, namely, the square of the standardized correlation.

Therefore, the designed scales have discriminant validity among each dimension. The calculated Cronbach’s α coefficient of all dimensions is greater than the judgment standard of 0.7. This proves that the overall internal consistency of the scale data is high, the scale is stable, and the overall reliability is good, which can reach the scientific research need.

In order to study the entrepreneurial intention of college students, the statistical results of the survey respondents are shown in Figure 1.

As in Figure 1, the proportion of female students in the survey is slightly more than that of male students. The respondents are mostly 19- and 22-year-old undergraduates. First-year students account for 22%, and graduates account for no more than 10%. At the same time, 78% of students have studied college IEE, and more than 90% of students are interested in entrepreneurship. According to the analysis in Figure 1, students are full of interest in Internet Financial Entrepreneurship to improve their economic situations. However, 53% of the students have never engaged in actual entrepreneurial activities. The reasons are diverse, involving both personal and social factors. Most students never attempted to start an Internet business because of fear of being deceived.

The survey on college students’ personal traits considers challenge, cooperation, initiative, and innovation ability, evaluated by the 5-point scoring method. The results of the survey on six colleges are compared in Figure 2.

From Figure 2, the scores of personal traits of different colleges are different, and the mean value is concentrated around 3.50 points. Thus, the overall traits of the respondents are challenging, cooperative, proactive, and innovative. Surely, college students will encounter various problems during entrepreneurship. Mainly, these problems are caused by college students’ inability to integrate Internet technology into practical entrepreneurial activities effectively. As a result, they fail to build effective entrepreneurial ideas and programs and limited understanding of the financial market.