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Correlation analysis between expectancy-value and achievement goals in MOOCs on energy sustainability: profiles with higher engagement

机译：能源可持续性矿产价值与成就目标之间的相关分析：参与较高的概况

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Purpose - This paper aims to analyze the interrelationship that exists between expectancy-value and achievement goals as factors that are decisive for participants' higher engagement in 12 massive open online courses (MOOCs) on energy sustainability and to determine the profile of participants achieving higher success rates. Design/methodology/approach - A qualitative-quantitative study of correlational and descriptive scope is carried out on two instruments based on pre- and post-tests of 6,029 participants, which is followed by a qualitative data analysis distributed by code families to identify participants' main motivations to take MOOCs. Findings - The results showed a positive moderate-high correlation between expectancy-value and achievement goals, which means in a practical sense that the participants' subjective estimates of the possibility of reaching their goals prior to the beginning of the course were fulfilled, as the intentionality of the subjects-participants was positive with respect to the contents imparted. Practical implications - The profiles of participants with a higher tendency to successfully finish the course and with high rates of engagement share the following characteristics: having previously and successfully finished more than one MOOC; taking the MOOC for work purposes (promotion, seeking better job opportunities, etc.); and having intrinsic motivation, that is, not depending on external factors such as obligations and certifications. Originality/value - This research suggests that there are pre-educational factors that define the trend of successful completion of MOOCs, based on expectancy-value (e.g. previous experiences with other MOOCs) and achievement goals (e.g. job improvement), with external motivational issues such as completion certificates being less prevalent in the learning intention.
机译：目的 - 本文旨在分析期望值与成就目标之间存在的相互关系，作为参与者在12个大规模开放的在线课程（MOOCS）对能源可持续性方面的更高参与的因素，并确定参与者取得更高成功的概况费率。设计/方法/方法 - 基于6,029名参与者的前后测试的两种仪器进行了定量定量研究，然后是由代码系列分配的定性数据分析来识别参与者。主要动机占领穆克斯。结果 - 结果表明，预期价值和成就目标之间的积极中等高度相关，这意味着参与者在课程开始前达到目标的主观估计的主观估计，就是如此对象 - 参与者的意向对赋予内容的积极态度。实际意义 - 参与者倾向于成功完成课程趋势的概况，并具有高竞争率，共享以下特征：先前并成功完成了多个MOOC;将MOOC用于工作目的（促销，寻求更好的工作机会等）;并且具有内在的动机，即，不是根据义务和认证等外部因素。原创性/价值 - 本研究表明，基于期望值（例如以前与其他MOOCS的经验）和成就目标（例如工作改进），有一个教育因素，这些因素定义了MOOCs的成功完成旨在完成MOOC的趋势（例如以前的经验），具有外部励志问题如完成证书在学习意图中不太普遍。

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