MOOCs represent an emerging model for delivering education services. Notwithstanding their potential, they suffer significant dropout rates, which have been attributed to the low motivation of the registered students. This research seeks to understand the variance in the levels of intention to continue using MOOCs (ICM) in relation to motivation (internal and external) and personality traits (agreeableness, extraversion, and conscientiousness). In this study, Structural Equation Modelling was applied to conduct an analysis of 212 professionals from Saudi Arabia who had used MOOCs in the previous three months. Internal motivations, but not the external ones, affect the ICM. Conscientiousness directly affects ICM and external motivation. Agreeableness affects the ICM with full mediation of internal motivations. Extraversion and agreeableness affect internal motivations. The main implication of this research is that, to use MOOCs in the future, different personalities need different motivations in their first use of them.

中文翻译：

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动机，人格特质和继续使用MOOC的意愿之间的关系

MOOC是提供教育服务的新兴模式。尽管他们有潜力，但他们的辍学率很高，这是由于注册学生的动力不足。这项研究旨在了解继续使用MOOC（ICM）的意愿水平与动机（内部和外部）和人格特征（令人愉快，外向和尽责）之间的差异。在这项研究中，使用了结构方程模型对来自沙特阿拉伯的212名在过去三个月中使用过MOOC的专业人员进行了分析。内部动机而不是外部动机会影响ICM。尽责性直接影响ICM和外部动机。宜人性通过内部动机的充分中介来影响ICM。外向性和好感会影响内部动机。这项研究的主要含义是，为了将来使用MOOC，不同的人在首次使用MOOC时需要不同的动机。