基于技术接受与使用统一理论（UTAUT），引入学习动机与认知风格两个扩展变量，构建了大学生学习资源选择行为模型，并利用870份有效问卷数据进行实证分析。研究结果显示：绩效期望与学习动机是驱动大学生学习资源使用意向的核心因素，努力期望和社会影响也产生了显著的正向作用。行为意向在各前因变量与实际使用行为之间发挥中介作用，其中绩效期望与学习动机的间接效应最为突出。便利条件则直接促进了实际使用行为的发生。此外，认知风格在“意向—行为”路径中呈现显著调节效应，视觉型学生的意向转化率明显高于非视觉型学生。

智慧教育；学习资源选择；UTAUT模型

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