Online learning is becoming more and more common, so how to maintain learners' online learning engagement is very important. This study aims to explore the impact of future self-continuity on college students' online learning engagement and its underlying mechanism of action. We utilized the Future Self-Continuity Questionnaire, the Learning Self-regulation Questionnaire, the Implicit Theories of Intelligence Scale, and the Online Learning Engagement Scale to measure the corresponding variables of a sample with 476 college students. The results revealed that future self-continuity, autonomous motivation, and implicit theories of intelligence were significant positive predictors of student's online learning engagement. The positive association between future self-continuity and student's online learning engagement was mediated by the autonomous motivation. Moreover, the mediating effect of autonomous motivation was moderated by the implicit theories of intelligence. Relation to the individual endorsing entity theorists, the mediating effect of autonomous motivation was stronger for individual holding increment theorists. Future self-continuity has an impact on college students' online learning engagement levels directly or indirectly through autonomous motivation. Attention should be paid to the cultivation training of learners' future scenario imagination and autonomous motivation to facilitate their maintenance of focused online learning engagement.

中文翻译：

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未来自我连续性对大学生在线学习参与的影响：有调节的中介模型

在线学习变得越来越普遍，因此如何保持学习者的在线学习参与度非常重要。本研究旨在探讨未来自我连续性对大学生在线学习投入的影响及其潜在作用机制。我们利用未来自我连续性问卷、学习自我调节问卷、内隐智力理论量表和在线学习参与量表对476名大学生样本的相应变量进行了测量。结果显示，未来的自我连续性、自主动机和内隐智力理论是学生在线学习参与度的显着正向预测因素。未来的自我连续性与学生的在线学习参与度之间的正相关是由自主动机调节的。此外，自主动机的中介效应受到隐性智力理论的调节。相对于个人认可实体理论家来说，自主动机的中介作用对于个人持有增量理论家来说更强。未来自我连续性通过自主动机直接或间接影响大学生的在线学习参与水平。应注重对学习者未来情景想象和自主动机的培养训练，以利于其保持专注的在线学习投入。