Resumo

SOUZA, Napoliana Silva de  e  PERRY, Gabriela Trindade. Personality dominance on students’ grades and permanence in a massive open online course (MOOC). Rev. Educ. Questão [online]. 2022, vol.60, n.64, e-28633.  Epub 23-Fev-2023. ISSN 1981-1802.  https://doi.org/10.21680/1981-1802.2022v60n64id28633.

Two striking issues in massive and open online courses (MOOCs) are the difficulty in keeping students in the courses and the underperformance of some participants, which may be related to subjective factors. In this direction, we investigated whether personality and achievement emotions experienced in a medical MOOC are related to students' permanence and grades. Questionnaires, cluster and regression analyzes composed the methodological specifications. The results of the achievement emotions questionnaires had low reliability, and no conclusion could be drawn about them, and the personality traits questionnaire did not indicate a relationship with grades or permanence. The findings follow the variability of results in the literature, which are not unanimous in stating correlations between these variables. These findings indicate that there are other more relevant variables associated with permanence and performance, which require more suitable instruments to assess emotions of achievement in MOOCs.

Palavras-chave : Massive Open Online Courses; Achievement emotions; Personality; Permanence.

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