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Online self-regulated learning has been concerned as one of important learning method. The value of online selfregulated learning can be realized by sustained and effective usage, so it is more important to explore the influence factor of college students’ continued intentions of online self-regulated learning. Based on the Expectation Confirmation Model and Technology Acceptance Model, this paper proposes a conceptual model of explaining the continued intention of online selfregulated learning. Using the data from college students and the Partial Least Squares (PLS) method, the paper explores the key elements and mechanisms that impact the continued intention of online self-regulated learning. There are several findings: Firstly, the perceived usefulness, attitude and using satisfaction positively influence continued learning intention, and the perceived usefulness impacts indirectly continued intention through satisfaction and attitude. Secondly, college students’ satisfaction has a significant and direct impact on the attitude of online selfregulated learning. Thirdly, the perceived ease of use and the expectation of confirmation by students has indirectly affects continued intention through perceived usefulness, satisfaction and attitude of online self-regulated learning Keywords— College student; online self-regulated learning; Expectation Confirmation Model; Technology Acceptance Model; Continued Intention

An Empirical Research on Influence Factor of College Students' Continued Intentions of Online Self-Regulated Learning Based on the Model of ECM and TAM