[目的/意义] 探究乡村用户对数字素养教育参与意愿的影响因素，以期提升乡村用户的数字素养教育参与度，从而提升乡村用户数字素养水平。[方法/过程] 研究采用扎根理论分析32份语料数据，基于社会认知理论和自我决定理论，构建乡村用户对数字素养教育参与意愿概念模型。[结果/结论] 研究根据模型阐述乡村用户的自主性需要、能力需要、归属需要3种自我需要，与自主性动机、控制性动机、缺乏动机3种个人动机类型，解释限制性环境、支持性环境以及组织环境对于个人和行为意愿的作用机理，解构乡村用户参与意愿的形成过程，最终提出改善提升用户参与数字素养教育意愿的建议，以期提升乡村用户数字素养水平，缩小城乡数字素养鸿沟，促进更多乡村用户可以切实享受到数字乡村发展红利。
[Purpose/Significance] This study aims to explore the factors influencing the participation intention of rural users in digital literacy education, with the goal of enhancing their level of digital literacy through increased participation.[Method/Process] The research utilized grounded theory to analyze a corpus of 32 data sets, and based on social cognitive theory and self-determination theory, a conceptual model of rural users' participation intention in digital literacy education was constructed.[Result/Conclusion] The study elaborates on three types of rural users' self-needs, namely autonomy, competence, and relatedness, and three types of personal motivation, including intrinsic motivation, extrinsic motivation, and lack of motivation, using the model. It explains the mechanisms by which constraining environments, supportive environments, and organizational environments affect individuals' intention and behavioral intentions. The study also deconstructs the process of forming participation intention among rural users. Ultimately, suggestions for improving and enhancing users' intention to participate in digital literacy education are proposed, with the aim of raising the level of digital literacy among rural users, narrowing the rural-urban digital literacy gap, and facilitating the enjoyment of digital rural development dividends by more rural users.
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