随着信息技术的发展，在线学习发展迅速，已经进入常态化阶段，成为了大学生必不可少的学习方式。学业情绪和学习投入在一定程度上反映了大学生在线学习时的学习状态和学习质量，因此通过探究学业情绪和学习投入的关系，以提升大学生在线学习时的学业情绪来促进学习投入，对于改善在线学习时的学习效果有着重要的意义。

  通过对过往的文献进行梳理发现，大学生在线学习时学业情绪影响因素有：性别、自主支持、学业目标、任务、动机质量、目标结构和期望、学业反馈和结果，学习投入的影响因素有：学习环境、教师支持和学习者的社会交互、自我效能感和学习态度等。本研究基于控制-价值理论、自我决定理论和社会认知理论，借助SPSS和AMOS软件采用回归分析、中介检验等方法探究大学生在线学习时学业情绪和学习投入的关系，通过对345名大学生进行数据分析以及验证构建的模型得到以下四个结论：（1）在线学习时，随着学历的升高，大学生的积极学业情绪和学习投入度逐渐减少，消极学业情绪逐渐增多。（2）在线学习时，学业情绪能够显著预测大学生的学习投入，具体体现为：积极高唤醒性情绪和积极低唤醒性情绪能够正向预测大学生的学习投入，而消极高唤醒性情绪和消极低唤醒性情绪能够负向预测大学生的学习投入。（3）在线学习时，教师支持和自我效能感能够正向预测大学生的学习投入。（4）在线学习时，教师支持和自我效能感在学业情绪和学习投入中起链式中介的作用。

  通过对学习投入的回归分析可以发现，自我效能感在学业情绪对学习投入的影响中起至关重要的作用。积极的学业情绪可以带动更多的教师支持，而有了教师支持会进一步提升自我效能感，促进大学生的在线学习投入。基于此，为了促进在线学习时大学生的学业情绪和学习投入，本文提出以下三点建议：（1）调整教学内容，重视学习效果。（2）关注学生情绪，及时进行调控。（3）及时给予反馈，激发学习兴趣。

With the development of information technology, online learning develops rapidly and has entered the normal stage, becoming an essential way of learning for college students. To some extent, academic emotion and learning engagement reflect the learning state and quality of college students when they engage in online learning. Thus, it is of great significance to explore the relationship between academic emotion and learning engagement and promote college students' academic emotion during online learning for improving learning outcomes when they learn online.

Through combing the past literature, it is found that the influencing factors of college students' academic emotion during online learning are: gender, independent support, academic goal, task, motivation quality, goal structure and expectation, academic feedback and result; the influencing factors of learning engagement are: learning environment, teacher support and learners' social interaction, self-efficacy and learning attitude. Based on control-value theory, self-determination theory and social cognition theory, this study uses SPSS and AMOS software to explore the relationship between academic emotion and learning engagement in online learning of college students by using regression analysis and mediation test. Through data analysis of 345 college students and verification of the constructed model, the following four conclusions are drawn: (1) In online learning, with the increase of academic qualifications, positive academic emotions and learning engagement in college students gradually decrease, while their negative academic emotions gradually increase. (2) During online learning, academic emotion is able to notably predict college students' learning engagement. To be Specific, positive high arousal emotion and positive low arousal emotion can be able to predict college students' learning engagement positively, while negative high arousal emotion and negative low arousal emotion can be able to predict college students' learning engagement negatively. (3) In online learning, teacher support and self-efficacy can positively predict college students' learning engagement. (4) In online learning, teacher support and self-efficacy play a role as a chain mediator between academic emotion and learning engagement.

Through the regression analysis of learning engagement, it can be found that self-efficacy plays a crucial role in the influence of academic emotion on learning engagement. Positive academic emotions can lead to more teacher support, and teacher support can further enhance self-efficacy and promote college students' engagement in online learning. Based on this, in order to promote the academic emotion and learning engagement of college students in online learning, this paper puts forward the following three suggestions: (1) Adjust the teaching content and pay attention to the learning effect. (2) Pay attention to students' emotions and regulate them in time. (3) Timely feedback to stimulate interest in learning.