@article { title = {Examining the relations among student motivation, engagement, and retention in a MOOC: A structural equation modeling approach}, year = {2015}, month = {/2015}, author = {Xiong, Yao and Li, Hongli and Kornhaber, Mindy L. and Suen, Hoi K. and Pursel, Barton and Goins, Deborah D.}, keywords = {retention, motivation, MOOC, engagement}, journal = {Global Education Review}, volume = {2}, issue = {3}, pages = {23-33}, issn = {2325-663X}, abstract = {Students who are enrolled in MOOCs tend to have different motivational patterns than fee-paying college students. A majority of MOOC students demonstrate characteristics akin more to "tourists" than formal learners. As a consequence, MOOC students’ completion rate is usually very low. The current study examines the relations among student motivation, engagement, and retention using structural equation modeling and data from a Penn State University MOOC. Three distinct types of motivation are examined: intrinsic motivation, extrinsic motivation, and social motivation. Two main hypotheses are tested: (a) motivation predicts student course engagement; and (b) student engagement predicts their retention in the course. The results show that motivation is significantly predictive of student course engagement. Furthermore, engagement is a strong predictor of retention. The findings suggest that promoting student motivation and monitoring individual students’ online activities might improve course retention.}, refereed = {yes}, url = {http://ger.mercy.edu/index.php/ger/article/view/124}, attachments = {124-884-1-PB.pdf}, }