Abstract: Deeper learning aligns with the future trend of high-quality educational development and can provide an optimal pathway for student learning under the background of the “Double Reduction” policy. This study integrates TAM and UTAUT to construct a research model, and takes 794 middle school students in Jiangsu Province as examples to investigate their acceptance of deeper learning. The results show that: (1) middle school students have a good perception of the value and acceptance of deep learning, yet they regard it as difficult to implement, and their behavioral intention needs to be improved; (2) there exist significant differences in the behavioral intention toward deeper learning among students with different grades, learning experiences and parental education levels; (3) the behavioral intention is influenced by multiple factors, among which attitude toward use and perceived usefulness serve as direct influencing factors, while perceived ease of use and facilitating conditions act as indirect influencing factors, with multiple mediating paths and chain mediating effects verified in the structural equation model. Accordingly, countermeasures to promote middle school students’ adoption of deeper learning are proposed from three aspects: deepening value recognition, overcoming fear of difficulties, and strengthening home-school co-education.