Entrepreneurial attitude is a central psychological marker of how young people navigate the transition from education into working life, yet its treatment within the entrepreneurship-education literature rarely engages with the developmental and sociocultural questions that define Youth Studies as a discipline. This study addresses that gap by re-situating the influence of peer groups and mentors on entrepreneurial attitude formation among Malaysian university students within a Youth Studies lens, drawing on Erikson’s (1968) psychosocial identity theory, Marcia’s (1966) identity-status framework, and Arnett’s (2000) theory of emerging adulthood, alongside Social Cognitive Theory (Bandura, 1986) and the Theory of Planned Behavior (Ajzen, 1991). Specifically, the study asks: (1) through what mechanisms do peer groups shape entrepreneurial attitudes among university youth; (2) how do mentors complement peer influence in this process; and (3) how does the developmental task of youth identity formation condition these social influences on entrepreneurial attitude? A qualitative Systematic Literature Review guided by the PRISMA protocol was conducted, retrieving records through keyword searches of Scopus-, Web of Science-, and Google Scholar-indexed sources (n = 52 identified; n = 19 included following screening, eligibility assessment, and Mixed Methods Appraisal Tool quality review). Studies were synthesized using the three-stage thematic synthesis method of Thomas and Harden (2008). Findings show that peer groups shape entrepreneurial attitude chiefly through collaborative learning, role modelling, and the reinforcement of subjective norms, while mentors contribute through knowledge transfer, professional guidance, and the strengthening of perceived behavioral control; both operate against the backdrop of an unresolved youth identity-exploration process that existing entrepreneurship-education literature largely treats as background rather than as an explanatory variable in its own right. The review also surfaces genuine tensions in the literature, including inconsistent evidence on mentoring’s career-development impact and the comparative neglect of social/peer factors in broader entrepreneurial-intention models. An integrated conceptual framework with four testable propositions is proposed to guide future empirical work. The findings carry implications for higher education institutions, youth-development policymakers, and entrepreneurship support agencies seeking to design developmentally attuned entrepreneurship programmes for Malaysian youth.