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The purpose of this study is to investigate the effects of artificial intelligence (AI) anxiety on entrepreneurial intentions among university students, focusing on the chain-mediating roles of entrepreneurship education and entrepreneurial self-efficacy. This study was conducted with a sample of 494 undergraduate students from five universities in Hubei Province, China, all of whom had participated in entrepreneurship education. The PROCESS macro for SPSS was used to examine (1) the direct effect between artificial intelligence anxiety and entrepreneurial intention, and (2) the chain-mediating roles of entrepreneurship education and entrepreneurial self-efficacy in this relationship. The results show four key findings. First, AI anxiety positively influences university students' entrepreneurial intention. Second, entrepreneurship education serves as an independent mediator in this relationship. Third, entrepreneurial self-efficacy also independently mediates this relationship. Fourth, a sequential mediation pathway exists where AI anxiety increases entrepreneurship education, which enhances entrepreneurial self-efficacy and ultimately strengthens entrepreneurial intention. This study clarifies the pathway through which AI anxiety impacts entrepreneurial intention by proposing a chain mediation model that integrates entrepreneurship education and entrepreneurial self-efficacy, providing theoretical support for entrepreneurship education interventions in the AI era.

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기사명 저자명 페이지 원문 목차
Digital technology integration among Chinese teachers in the education informatization 2.0 era (2018-2024) : a bibliometric and topic modeling analysis Yuyu Gu, Innwoo Park p. 127-166
How AI anxiety shapes entrepreneurial intentions among university students : a chain mediation model of entrepreneurial education and self-efficacy Yaolishun Xing, Jiyon Lee p. 167-193
Improving writing performance through peer assessment : beyond academic levels and initial writing skills Min Hae Song, Jooyong Park, Jaeseo Lim p. 195-217
Relationship between teachers’ mindset profile and autonomy-supportive behaviors Ji Young Lim, Hae June Kim, Dahye Lee, Kyu Yon Lim p. 219-253
(The) reciprocal relationship between learning motivation and learning strategies : an autoregressive cross-lagged model analysis Jinju Lee, Jinju Lee p. 255-288
Exploring middle-aged women's perceptions of generative AI utilization : a post-session perspective Ji Eun Ha, Jaesam Chung, Seyoung Lee p. 289-321
(An) analysis of the efficiency and productivity changes in the university distance education support project using data envelopment analysis and the malmquist productivity index Sui Choi, Hyekyung Kim p. 323-362
(A) study on perception differences between teachers and students regarding AI-based learning platforms Seungmin Lee p. 363-392
Community college students’ use of ChatGPT for computational problem-solving tasks : perceptions and interaction patterns Ji Eun Ha, Dahyeon Kim, Jeewon Tae, Hyo-Jeong So p. 393-421
Usability testing of the Korean language learning app “Qoianee” for Kazakh speakers Aruzhan Aidarbek, Taejung Park p. 423-458

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