伴随着信息技术的高速发展和我国对教育信息化的国家战略支持，互联网与教育的深度融合成为未来教育的发展趋势。但随之而来的大学生在线学习失信行为远远背离了在线教育的初衷，严重威胁了在线教育的发展。本研究基于计划行为理论建构了大学生的在线学习失信行为模型，研究了大学生在线学习失信行为的形成机制，以及各变量对在线学习失信行为的影响关系，最终提出了具有针对性的干预策略建议。研究通过问卷调查法收集数据，采用可靠性分析、因子分析、路径建模分析等方法，对问卷信效度进行了检验，并对假设模型进行了实证研究。结果表明，在线学习过程中，大学生对在线学习失信行为的主观规范和感知行为控制会正向影响失信行为意向，其中感知行为控制是大学生产生失信行为倾向的最主要影响因素，失信行为态度会受到主观规范的正向影响，但不会影响行为意向，失信行为意向可以比较准确地预测大学生的在线学习失信行为。为了降低大学生对在线学习失信行为的主观规范和感知行为控制水平，减弱其失信意愿，本研究建议，家长、学校、社会应该形成合力，从强化道德教育、提升学生的自我管理能力、营造良好学术环境、增强同伴的正向影响、提高在线学习平台监管力度以及优化评价体系六个方面，来对大学生的在线学习失信行为进行有效干预。

The ensuing online learning misconduct among college students seriously threatens online education’s development. This study built a model of university students' online learning misconduct based on the theory of planned behaviour, investigated how the behaviour forms and the relationship between variables, and then suggested targeted intervention strategies. The study used the questionnaire to collect data, then conducted an empirical study on the hypothesis model by factor analysis and path modelling analysis. The findings indicated that behavioural attitude would not affect the online learning misconduct’s intention, but the subjective norm and perceived behavioural control would play a positive role, with perceived behavioural control being the most important factor, and the behavioural attitude would be positively influenced by the subjective norm; the behavioural intention could well predict online learning misconduct. This study recommends that parents, schools and society work together to improve moral education, foster a good academic environment, increase supervision of online learning platforms, enhance students' self-management ability, strengthen the positive influence of peers and optimise the evaluation system, to reduce the level of subjective norm and perceived behavioural control and to weaken the intention of students' online learning misconduct.