{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,19]],"date-time":"2026-08-19T04:27:22Z","timestamp":1787113642834,"version":"build-2736575974"},"reference-count":74,"publisher":"MDPI AG","issue":"8","license":[{"start":{"date-parts":[[2026,8,17]],"date-time":"2026-08-17T00:00:00Z","timestamp":1786924800000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Behav. Sci.","Behavioral Sciences"],"abstract":"<jats:p>Drawing on Self-Determination Theory, this study examines how perceived learning support, smartphone addiction, and user resistance jointly shape online learning outcomes among Chinese pre-service teachers. Data from 1134 participants enrolled in China\u2019s government-funded targeted teacher education program-primarily oriented toward strengthening the supply of teachers for basic education, especially in central and western China, were analyzed using Mplus 8.3. The results showed that perceived learning support was positively associated with learning outcomes, whereas smartphone addiction was negatively associated with them. The role of user resistance was more complex in the full structural model and should therefore be interpreted with caution. Self-regulated learning (SRL) strategies served as a key mediator: perceived learning support improved learning outcomes partly by fostering SRL, while smartphone addiction hindered learning outcomes by weakening SRL. By examining a distinctive cohort of pre-service teachers, this study highlights the importance of supportive learning conditions and institutional context in online learning, and identifies SRL as a key learning process through which learning support and digital constraints are associated with learning outcomes.<\/jats:p>","DOI":"10.3390\/bs16081409","type":"journal-article","created":{"date-parts":[[2026,8,17]],"date-time":"2026-08-17T12:01:26Z","timestamp":1786968086000},"page":"1409","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Learning Support, Digital Constraints, and Online Learning Outcomes Among Pre-Service Teachers in China\u2019s Government-Funded Teacher Education Program: The Mediating Role of Self-Regulated Learning"],"prefix":"10.3390","volume":"16","author":[{"given":"Lanzi","family":"Huang","sequence":"first","affiliation":[{"name":"School of Education, Hunan First Normal University, Changsha 410205, China"},{"name":"Research Center for Innovative Development of Teacher Education in the New Era, Hunan First Normal University, Changsha 410205, China"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Lingqin","family":"Zeng","sequence":"additional","affiliation":[{"name":"Graduate School of Education, Peking University, Beijing 100871, China"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Jianwen","family":"Guo","sequence":"additional","affiliation":[{"name":"College of Elementary Education, Capital Normal University, Beijing 100048, China"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-4247-6088","authenticated-orcid":false,"given":"Xian","family":"Liu","sequence":"additional","affiliation":[{"name":"Department of Educational Development & Research, School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, 6200 MD Maastricht, The Netherlands"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Boyuan","family":"Duan","sequence":"additional","affiliation":[{"name":"School of Education, Renmin University of China, Beijing 100872, China"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0009-0002-1524-5038","authenticated-orcid":false,"given":"Xiaoxuan","family":"Zhang","sequence":"additional","affiliation":[{"name":"School of Education, Central China Normal University, Wuhan 430079, China"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-4252-2141","authenticated-orcid":false,"given":"Zhao","family":"Cheng","sequence":"additional","affiliation":[{"name":"Department of Educational Sciences, Vrije Universiteit Brussel, B-1050 Brussels, Belgium"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1968","published-online":{"date-parts":[[2026,8,17]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","first-page":"35","DOI":"10.1016\/j.ijinfomgt.2015.09.007","article-title":"User resistance in IT: A literature review","volume":"36","author":"Ali","year":"2016","journal-title":"International Journal of Information Management"},{"key":"ref_2","doi-asserted-by":"crossref","first-page":"133","DOI":"10.1080\/01587919.2018.1553562","article-title":"Predicting student satisfaction and perceived learning within online learning environments","volume":"40","author":"Alqurashi","year":"2019","journal-title":"Distance Education"},{"key":"ref_3","doi-asserted-by":"crossref","first-page":"191","DOI":"10.1108\/QRDE-09-2007-0002","article-title":"Online military training: Using a social cognitive view of motivation and self-regulation to understand students\u2019 satisfaction, perceived learning, and choice","volume":"8","author":"Artino","year":"2007","journal-title":"Quarterly Review of Distance Education"},{"key":"ref_4","doi-asserted-by":"crossref","first-page":"285","DOI":"10.20448\/journal.509.2020.73.285.292","article-title":"Determinants of students\u2019 perceived learning outcome and satisfaction in online learning during the pandemic of COVID-19","volume":"7","author":"Baber","year":"2020","journal-title":"Journal of Education and e-Learning Research"},{"key":"ref_5","doi-asserted-by":"crossref","first-page":"115","DOI":"10.1016\/j.compedu.2018.01.016","article-title":"Are digital natives open to change? 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