<p>Understanding the drivers of entrepreneurial intention among university students remains a central concern in entrepreneurship education research. This study investigates how family, teacher, and peer support shape students’ entrepreneurial intentions, with cognitive rigidity; a dispositional characteristic reflecting structured thinking, perseverance, and low adaptability serving as a moderating variable. Grounded in the Theory of Planned Behaviour (TPB) and Social Support Theory (SST), the study develops a multidimensional framework that explains how social and personal factors interact to influence entrepreneurial decision-making within the context of a developing economy. Data were collected from 678 business students at Takoradi Technical University in Ghana and analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The results reveal that both family support and teacher support have significant positive effects on entrepreneurial intentions, highlighting their crucial roles in fostering entrepreneurial aspirations, confidence, and skill acquisition. In contrast, peer support demonstrates a positive but statistically insignificant relationship, indicating that peer influence may be less impactful in shaping entrepreneurial motivation within technical university environments. Importantly, cognitive rigidity significantly moderates the effects of family, teacher, and peer support on entrepreneurial intentions, amplifying these relationships when persistence and self-discipline are high. The findings extend existing theory by demonstrating how personal traits shape the efficacy of social support mechanisms. Practically, the study calls for entrepreneurship education programs that integrate family involvement, teacher mentorship, and psychological resilience training to promote goal-directed entrepreneurial mindsets among students in technical universities.</p>