The study focused on variables which were posited to capture undergraduate students' experiences with a large-scale online tutoring service, and relationships with the students’ perceptions of their academic capabilities and academic performance. A theoretical model incorporating variables from research on Technology Acceptance and Social Cognitive Theory was developed and tested. A total of 365 undergraduate students from a university located in Sydney, Australia, completed an online survey. Data were analysed using confirmatory factor analysis (CFA) and structural equation modeling (SEM), and multi-group analyses (MGA). The measurement model demonstrated configural, metric and scalar invariance. There were differences between males and females regarding latent means, with females scoring higher than males for facilitating conditions. The regression paths were consistent across males and females (i.e., invariant) in the full structural model. Facilitating conditions was positively associated with the perceived usefulness of technology, which in turn was positively associated with academic self-efficacy. Surprisingly, perceived ease of use did not have a statistically significant association with perceived usefulness. Academic self-efficacy was positively associated with academic achievement. Implications, particularly for online tutoring service providers, are discussed.

该研究侧重于旨在捕捉本科生在大规模在线辅导服务中的体验的变量，以及与学生对其学业能力和学业成绩的看法的关系。结合技术接受和社会认知理论研究中的变量的理论模型被开发和测试。共有来自澳大利亚悉尼一所大学的 365 名本科生完成了在线调查。使用验证性因素分析 (CFA) 和结构方程模型 (SEM) 以及多组分析 (MGA) 分析数据。测量模型展示了配置、度量和标量不变性。男性和女性在潜在均值方面存在差异，女性在便利条件方面的得分高于男性。在完整结构模型中，男性和女性的回归路径是一致的（即不变的）。促进条件与感知技术的有用性呈正相关，而技术的有用性又与学业自我效能感呈正相关。出奇，感知易用性与感知有用性之间没有统计学上的显着关联。学业自我效能感与学业成就呈正相关。讨论了影响，特别是对在线辅导服务提供商的影响。