Multiple pathways to generative AI entrepreneurial behavior: A mixed-methods study of Chinese undergraduates

The application of generative artificial intelligence (GAI) technology in entrepreneurship education has become increasingly widespread. However, existing studies have not yet clarified the intrinsic logic of how GAI entrepreneurial courses (EC) influence students' adoption of GAI technology. Grounded in the Triadic Reciprocal Determinism of Social Cognitive Theory and the Technology Acceptance Model, this study constructs a Course–Cognition–Self-efficacy–Intention–Behavior (CCSIB) theoretical framework. Focusing on GAI entrepreneurship education, it explores how EC influence undergraduates' GAI entrepreneurial behavior. Particular attention is given to the chain mediating roles of GAI entrepreneurial cognition, digital entrepreneurial self-efficacy, and GAI entrepreneurial adoption intention. Using PLS-SEM and fsQCA, this study analyzes 1018 valid sample data from key universities in China, revealing the complex correlations and causal pathways among variables. The findings indicate that EC exert a significant positive influence on undergraduates’ GAI entrepreneurial behavior, and that this effect is transmitted through a chain mediation path of GAI entrepreneurial cognition, digital entrepreneurial self-efficacy and GAI entrepreneurial adoption intention. This research not only enriches theory but also provides an evidence-based blueprint for designing and implementing effective GAI-focused entrepreneurship education, offering critical insights for management educators in the digital age. • We construct a CCSIB framework integrating Triadic Reciprocal Determinism and TAM. • GAI courses build cognition but may initially cause a "confidence shock" in self-efficacy. • A serial mediation of cognition, efficacy, and intention links courses to behavior. • FsQCA identifies three equifinal pathways leading to high GAI entrepreneurial behavior. • Educators should adopt a "Cognition-first, Confidence-second" two-stage pedagogical strategy.