Correlation analysis between expectancy-value and achievement goals in MOOCs on energy sustainability: profiles with higher engagement Academic Article in Scopus uri icon


  • © 2020, Emerald Publishing Limited.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.

publication date

  • July 15, 2020