【关 键 词 】：
MOOC； 学习者； 限制自由； 心理抗拒理论； 持续学习意向
MOOC能否让学习者投入其中以实现其教育成效，关键在于学习者对MOOC的接受、使用和持续使用的意愿以及努力程度。基于美国心理学家布林（Jack W. Brehm）提出的心理抗拒理论，将感知稀缺性和感知缺乏控制两个变量引入到限制MOOC学习者自由与其持续学习意向的关系分析框架之中，并构建了研究模型。通过情境实验法和问卷调查法调查127名MOOC学习者，在检验同源方差和问卷信效度的基础上，采用结构方程建模方法对研究模型与相应的研究假设进行验证。研究结果显示：当MOOC学习者体验到较强的感知稀缺性与感知缺乏控制（即自由受到威胁）时，会增强其心理抗拒感，而较强的心理抗拒感会正向影响其对视频讲座的专注程度与持续学习的意向。
Whether MOOCs can engage learners to achieve their educational effectiveness depends on the learner's willingness and efforts to accept, use and continue to use MOOCs. Based on the psychological resistance theory put forward by American psychologist Jack W. Brehm, this paper introduces two variables(Perceived Scarcity and Perceived Lack of Control) into the analytical framework of the relationship between the restriction of MOOC learners' freedom and their continuous learning intention. Then a research model is constructed. On the basis of testing common method variances and the reliability and validity of questionnaire, 127 MOOC learners are investigated by means of situational experiment and questionnaire survey. The structural equation modeling method is used to verify the research model and corresponding research hypotheses. The results show that when MOOC learners experience strong perceived scarcity and perceived lack of control (that is, their freedom is threatened), their psychological resistance will be enhanced and their focus on video lectures and their intention of continuous learning will be affected greatly.