Purpose/Significance] This article aims to explore the influencing factors of knowledge contribution behavior of online social learning, which is of positive significance to promote learning quality and improve community management. [ Method/Process] This paper integrates the theory of planned behavior, social exchange theory and social capital theory from the perspective of dual-situations, inclu-ding egoism and altruism. Then research hypothesis and theoretical model are proposed. Users from multiple virtual learning platforms and online social learning communities are selected as research samples in the part of empirical research. By using situational experiment and questionnaire interview, this research obtains 236 valid questionnaires. After that, SmartPLS2. 0 is applied to test hypotheses and model. [ Result/Conclusion] The results shows that, perceived status returns and perceived knowledge returns significantly promote usersˊegoisti-cally knowledge contribution intention, while perceived time cost and perceived knowledge cost have no significant impact on it. Perceived subjective norm, perceived objective norm and perceived personal status significantly simulate usersˊ altruistically knowledge contribution intention, while perceived group status has no significant impact on it. Both egoistical knowledge contribution intention and altruistically knowledge contribution intention have a significant positive impact on knowledge contribution behavior and the former impact effect is stronger than the latter.%[目的/意义]旨在探究影响用户在线社交学习知识贡献行为的因素，对提升学习质量、完善社区管理具有积极意义。[方法/过程]从利己和利他的双重情境出发，在整合计划行为理论、社会交换理论和社会资本理论的基础上提出研究假设并构建了理论模型。实证研究部分，选取多个虚拟学习平台和在线社交学习社群的用户群体为样本，采用情境实验结合问卷访谈的方式收集236份有效问卷作为研究数据，并利用SmartPLS 2.0对模型进行检验。[结果/结论]研究结果显示，感知地位收益和感知知识收益显著促进社交学习中用户的利己知识贡献意愿，感知时间成本和感知知识成本对利己知识贡献意愿没有显著影响；感知主观规范、感知客观规范和感知个体地位正向促进利他知识贡献意愿；感知群体地位对利他知识贡献意愿没有显著影响；利己和利他知识贡献意愿均对知识贡献行为有显著的促进作用，且利己意愿的影响效果强于利他意愿。
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