Entrepreneurial role models are the forerunners on the path to entrepreneurship for college students, and they play a significant role in influencing college students’ entrepreneurship decisions. Entrepreneurship education in schools is an important tool for college students to develop entrepreneurial knowledge, ingenuity, and abilities. The main approach of building fuzzy systems is fuzzy integrated assessment, and it has a broad range of applications, including expert evaluation systems, quality control, performance assessment, weather forecasting, medical diagnosis, economic management, and psychological measurement. This research designs a fuzzy integrated evaluation system of university students’ entrepreneurial education using the environment, teaching process, and instructors’ team as the first-level indicators on the premise of defining the connotation of inventive and entrepreneurial skills. The article also uses the fuzzy integrated assessment method to conduct an empirical study and proposes countermeasures for the quality of innovative and entrepreneurial talents cultivation in terms of creating a good innovation environment in universities and encouraging students to actively participate in various innovative and entrepreneurial activities. The experimental results show that the half confidence of the fuzzy integrated assessment algorithm is 0.657, the retest confidence is 0.991, and the standard deviation of the α coefficient among all the test subjects is 0.683, which indicates that it has good confidence. Therefore, the fuzzy integrated assessment method of college students’ entrepreneurial education in this study is a combination of quantitative and qualitative methods, which expresses and processes the subjective judgment of human in quantitative form, minimizes the drawbacks brought by personal subjective judgment, and makes the evaluation results more credible.

Numerous studies have shown that college students have a lot of bad emotions due to their special status. Bad emotions cause many conflicts in college students’ lives and studies, resulting in a decrease in the quality of life and studies. However, few studies have examined the influence of the ability of self-regulation of emotions on the ability of college students to deal with daily life events. To explore the specific effects of emotional intelligence of college students’ self-control and social interactions on self-efficacy in terms of their ability to cope with stress, we explored the link between emotional intelligence and self-efficacy and the mediating role of coping styles on both. In this study, we recruited 800 Chinese university students for a questionnaire survey using a random sampling method. We only obtained a valid sample of 717 (M = 18.88, SD = 1.61). Each participant completed a series of questionnaires, including the Sentiment Scale, Self-Efficacy Scale, and Coping Style Scale. Afterwards, data analysis was conducted using SPSS 20.0 and AMOS 22.0 to develop structural equation models. The results showed that emotional intelligence not only directly affects self-efficacy, but also indirectly affects self-efficacy through coping styles. The results of the study indicate that college students who assess their self-efficacy based on their emotional state and who are able to manage their emotions will experience more positive feelings psychologically and behaviorally, and thus achieve higher self-efficacy in activities such as classes, internships, and employment interactions.