The online learning has gradually become a notable trend of K-12 education, which requires students’ continuous intention in regard to online learning. Although it is acknowledged that both environmental, technological, and personal factors have the potential to enhance students’ continuous intention toward online learning, there is limited knowledge regarding how these factors interact with each other to affect students’ intention to engage in online learning continuously. Therefore, this study proposed a moderated mediation model to investigate the relationships among K-12 students’ perceived teacher support, perceived technology usefulness, perceived interest, and continuous intention relating to online learning. A total of 1363 valid questionnaires were collected. We found that the extent of teacher support positively predicted students’ intention to continue online learning, but this effect was fully mediated by perceived technology usefulness. Moreover, the mediating path among teacher support, technology usefulness, and continuance intention was moderated by perceived interest. The moderating effect on perceived technology usefulness was higher for students with a low sense of perceived interest than those with a high sense of perceived interest. In light of these findings, it was suggested to establish teacher support that could stimulate technological advantages and pay attention to the cultivation of students’ interest to enhance their continuance intention toward online learning. The limitations and future research directions were discussed.

在线学习逐渐成为K-12教育的显着趋势，这需要学生对在线学习的持续关注。尽管人们承认环境、技术和个人因素都有可能增强学生持续在线学习的意愿，但对于这些因素如何相互作用以影响学生持续参与在线学习的意愿，人们的了解还很有限。因此，本研究提出了一个有调节的中介模型来调查 K-12 学生感知的教师支持、感知的技术有用性、感知的兴趣和与在线学习相关的持续意图之间的关系。共回收有效问卷1363份。我们发现，教师支持的程度可以积极预测学生继续在线学习的意愿，但这种影响完全由感知到的技术有用性所调节。此外，教师支持、技术有用性和持续意图之间的中介路径受到感知兴趣的调节。感知兴趣低的学生对感知技术有用性的调节作用高于感知兴趣高的学生。鉴于此，建议建立能够激发技术优势的教师支持，并注重学生兴趣的培养，以增强他们在线学习的持续意愿。讨论了局限性和未来的研究方向。但这种效应完全是由感知到的技术有用性所调节的。此外，教师支持、技术有用性和持续意图之间的中介路径受到感知兴趣的调节。感知兴趣低的学生对感知技术有用性的调节作用高于感知兴趣高的学生。鉴于此，建议建立能够激发技术优势的教师支持，并注重学生兴趣的培养，以增强他们在线学习的持续意愿。讨论了局限性和未来的研究方向。但这种效应完全是由感知到的技术有用性所调节的。此外，教师支持、技术有用性和持续意图之间的中介路径受到感知兴趣的调节。感知兴趣低的学生对感知技术有用性的调节作用高于感知兴趣高的学生。鉴于此，建议建立能够激发技术优势的教师支持，并注重学生兴趣的培养，以增强他们在线学习的持续意愿。讨论了局限性和未来的研究方向。持续意愿受到感知兴趣的调节。感知兴趣低的学生对感知技术有用性的调节作用高于感知兴趣高的学生。鉴于此，建议建立能够激发技术优势的教师支持，并注重学生兴趣的培养，以增强他们在线学习的持续意愿。讨论了局限性和未来的研究方向。持续意愿受到感知兴趣的调节。感知兴趣低的学生对感知技术有用性的调节作用高于感知兴趣高的学生。鉴于此，建议建立能够激发技术优势的教师支持，并注重学生兴趣的培养，以增强他们在线学习的持续意愿。讨论了局限性和未来的研究方向。建议建立激发技术优势的师资支持，注重学生兴趣的培养，增强学生在线学习的持续意愿。讨论了局限性和未来的研究方向。建议建立激发技术优势的师资支持，注重学生兴趣的培养，增强学生在线学习的持续意愿。讨论了局限性和未来的研究方向。