Abstract

The purpose of this study is to investigate the factors that influence the online learning outcomes of Chinese college students. The study was guided by Bandura's social cognitive theory. This study collected 959 valid questionnaires from college students in Hainan Province of China and used 4 scales to evaluate perceived school support, ASE online learning engagement, and online learning outcomes. The results of the study found that college students' perceived school support had a significant positive effect on online learning outcomes; ASE partially mediated the relationship between college students' perceived school support and online learning outcomes; online learning engagement partially mediated the relationship between college students' perceived school support and online learning outcomes; there was a serial mediation between college students' perceived school support and online learning outcomes with the mediators of ASE and online learning engagement. The findings suggest theoretical and practical implications. Suggestions are also made for colleges and universities on how to improve online learning outcomes for college students and ideas for future research.

Key words: Perceived school support, online learning outcomes, academic self-efficacy, online learning engagement, college students.