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| Construct | Definition | Source |
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| Perceived usefulness (PU) | Extent to which middle school students use the e-learning platform to improve their learning performance | Krishna Moorthy et al. (2019) [16] |
| Perceived ease of use (PEU) | Extent to which middle school students perceive using the e-learning platform as an effortless way to learn | Yoon (2016) [33] |
| Satisfaction (SA) | Extent to which middle school students are satisfied with the use of the e-learning platform | Oliver R L (1980) [12] |
| Teaching presence (TP) | Feeling of being in an offline classroom when using the e-learning platform | Secil Caskurlu, Yukiko Maeda, Jennifer C.(2020) [26] |
| Resource quality (RQ) | Ability of users in online learning platforms to perceive the merits and demerits of resources through studying | Allah Wasaya et al.(2021) [34] |
| System quality (SQ) | System of the online learning platform can be judged by users through studying on it | Khan & Qutab(2016) [35];
Chang et al.(2015) [36] |
| Academic identity (AI) | Academic identity is an individual’s judgment of academic value, while its extension reflects the individual’s beliefs about academics under the influence of various factors on the academic institution and social level | GUOMIN CHEN (2020) [30] |
| Self-efficacy (SE) | Self-efficacy consists of two separate dimensions, namely, self-efficacy of learning ability and self-efficacy of learning behavior | Fazil Abdullah (2016) [37] |
| Teacher-student relationship (T-SR) | The teacher-student relationship that users can experience during the learning on the online learning platform | Opdenakker, Maulana, den Brok (2012) [31] |
| Continuance intention (CI) | Consumers’ willingness to use or purchase an e-learning platform | Hai Min Dai(2020) [38] |
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