互联网的迅速发展带动了在线教育的发展，而在新冠疫情大流行期间，在线学习已成为教育的最重要方式。对在线教育的研究，以往大部分学者专注于高等教育方面，且大部分主要探究学生智力因素与在线教育之间的关系，忽略学生的在线学习行为意愿。学生的在线学习行为意愿是学生是否愿意使用在线学习至关重要的因素之一，并且能够能够预测学生的在线学习的效果。而UTAUT（整合信息技术接受和使用）模型作为一个非常简单和全面的技术接受和使用统一理论，可以很好的用来探索用户对技术的接受程度。许多研究结果还表明，它比以前的任何一种技术接受模型都更有能力解释用户的行为。因此，本文基于UTAUT模型，探究绩效期望、努力期望、社群影响、促进条件四种因素与本科生在线学习行为意愿之间的关系，为未来进一步促进在线学习发展以及本科生的在线学习提供建议和指导。本研究首先通过文献法，收集与学生在线学习行为意愿相关的影响因素，在总结前人所设计问卷基础上对本研究问卷进行设计，通过预测以及信度和效度检验后，正式发放问卷，进行实际调查，以129位本科生为研究对象，共收集有效问卷109份。之后从中选取10位具有代表性的调查对象进行访谈，以便辅助分析问卷结果。

随后本研究借助SPSS 26对有效样本进行数据整理分析，得到了最终具有解释力的影响因素模型及研究结论。研究结果显示：（1）绩效期望、努力期望、社群影响和促进条件对本科生在线学习行为意愿具有显著正向影响；（2）对于本科生这一学习群体，绩效期望是其在进行在线学习的行为意愿最为重要的影响因素。最后根据数据分析结果进行讨论，提出相应的提高本科生在线学习行为意愿建议。

The rapid growth of the Internet has led to the development of online education, and during the COVID-19 pandemic, online learning has become the most important form of education. Most previous research on online education has focused on higher education, and most of it has mainly explored the relationship between students’ intellectual factors and online education, ignoring students behavioural intention to learn online behaviour. Students’ behavioural intention to learn online is one of the most important factors in student’ willingness to use online learning, and can predict the effectiveness of online learning. The UTAUT(Unified Theory of Acceptance and Use of Technology) model, as a very simple and comprehensive unified theory of technology acceptance and use proposed by Venkatesh, can be used very well to explore user acceptance of technology. Many studies have also shown that it is more capable of explaining user behaviour than any of the previous models of technology acceptance. Therefore, based on the UTAUT model, this paper explores the relationship between four factors, namely performance expectancy, effort expectancy, social influence, and facilitating condition, and undergraduate students’ behavioural intention to learn online, in order to provide suggestions and guidance for further promoting the development of online learning and undergraduate students’ online learning in the future. This study firstly collected the influencing factors related to students’ behavioural intention to learn online through literature method, and then designed the questionnaire for this study based on previous questionnaires. After passing the reliability and validity tests, the questionnaire was formally distributed and the actual survey was conducted, and a total of 109 valid questionnaires were collected. Among them, 10 representative samples were selected for interviews in order to assist in the analysis of the questionnaire results.

The study then analysed the data of the valid samples with the help of SPSS 26 and made corrections to obtain the final explanatory power of the influencing factor model and the research findings. The findings show that: (1) performance expectancy, effort expectancy, social influence, and facilitating conditions have a significant positive effect on undergraduate students’ behavioural intentions to learn online; (2) among them, performance expectations are the most important influencing factor on undergraduate students’ behavioural intention to learn online. Finally, the results of the data analysis are discussed and corresponding suggestions are made to improve undergraduate students’ behavioural intention to engage in online learning behaviours.