Flexible education is considered the primary function of e-learning, however, empirical evidence during the COVID-19 pandemic has also demonstrated that students may seek emotional comforts in e-learning to alleviate their negative emotions. This study aims to provide a holistic view of the antecedents of college students’ e-learning acceptance by integrating social support theory with the technology acceptance model. Specifically, drawing upon social support theory, this study adopted perceived educational support and perceived emotional support as two driving factors and examined their influences on students’ continuous intention in e-learning. The model was empirically validated using survey data from 512 college respondents in China during the first wave of the pandemic. Our results suggested that while perceived educational support exerts a major influence on e-learning acceptance, perceived emotional support also has an important role to play. Besides, the analytics results suggested that the two facets of support had different influencing patterns: perceived educational support has a positive and significant relationship with both perceived ease of use and perceived usefulness, whereas perceived emotional support solely has a significant relationship with perceived ease of use. Additionally, compared with the prior studies, the effect size ( ) between perceived ease of use and perceived usefulness is larger in the present study (COVID-19 context). These findings stress the need to better understand the mechanism by which social support influences college students’ e-learning acceptance and to make use of various kinds of social supports to enhance perceived ease of use (e.g. human-computer interface), promote perceived usefulness, and ultimately motivate more students’ continuance intention in e-learning.

Residents’ willingness to cooperate can contribute to the success of urban regeneration projects worldwide. However, limited research has explored factors determining residents’ willingness to cooperate with neighborhood regeneration projects. This study aims to investigate the influence of psychological factors on urban residents’ willingness to comply with neighborhood regeneration projects. To achieve this goal, the study extends the theory of planned behavior by specifying the effects of perceived benefit, perceived risk, and perceived fairness on residents’ compliance intention toward neighborhood regeneration projects. Data from 362 local residents (i.e., homeowners) in China were analyzed using partial least squares structural equation modeling. Results show that perceived benefit, perceived risk, and perceived fairness have significant effects on the attitude, subjective norm, and perceived behavioral control, which in turn enhance residents’ compliance intention toward neighborhood regeneration projects. In addition, perceived benefit and perceived fairness also exhibit direct positive effects on residents’ compliance intention. This study develops an enriched model to examine the forming mechanisms of residents’ compliance intention under the context of neighborhood regeneration. It also provides more insights to enhance the decision-making regarding strategies of urban regeneration toward better social sustainability. Specifically, measures should be implemented to increase residents’ subjective norm, perceived behavioral control, and benefit perception. It is also recommended to foster a favorable attitude and to facilitate fairness perceptions of residents.