中文摘要：

[目的／意义]文章旨在探究虚拟学习社区知识贡献行为的激励因素及其作用机理。[方法／过程]从内外生激励视角出发，在整合激励理论、计划行为理论和社会认知等理论基础上提出实验假设并构建理论模型。实证研究部分，选取多个虚拟学习社区平台用户群体为样本，采用情境实验结合问卷访谈的方式收集211份有效问卷数据，利用SmartPLS2．0对模型进行检验。[结果／结论]研究结果显示，知识预期和地位预期显著促进用户“为我”知识贡献意愿，情感预期对“为我”知识贡献意愿没有影响；社区规范、主观规范和感知地位正向促进“为他”知识贡献意愿；自我效能、“为我”和“为他”知识贡献意愿均对知识贡献行为有促进作用；自我效能正向影响“为我”知识贡献意愿．而对“为他”知识贡献意愿无影响。

英文摘要：

[ Purpose/significance] This article aims to explore the motivation factors and their functioning mechanism of the knowledge contribution behaviors in virtual learning community. [ Method/process ] Research hypothesis and theoretical model are proposed from the perspectives of endogenous and exogenous motivations by integrating the theories of motivation, planned behavior and social cognition. Users from multiple virtual learning communities are selected as research samples in the part of empirical re- search. By using situational experiment and questionnaire interview, this research collects 211 valid questionnaires and SmartPLS 2. 0 is applied to test the model. [ Result/conclusion] Results show that, expectation of knowledge and status significantly stimu- late users＇ ＂for self＂ knowledge contribution intention, while expectation of emotion has no impact on it. Community specifications, subjective norms and perceived status are promoting users＇ ＂for others＂ knowledge contribution intention. Self-efficiency, ＂for self＂ and ＂ for others＂ knowledge contribution intentions all have significant positive impacts on knowledge contribution behaviour. Self-efficiency stimulates ＂for self＂ knowledge contribution intention, while has no impact on ＂for others＂ knowledge contribution intention.