What rationale would work? Unfolding the role of learners’ attitudes and motivation in predicting learning engagement and perceived learning outcomes in MOOCs

Table 2 The overview of measurement instruments

Variables	Measured factors	No. of items used	Factors kept after CFA	No. of item kept after CFA	Example of items	Source
Attitudes	Attitudes	6	Attitudes	3	I feel more motivated when I am learning in MOOCs.	Admiraal et al. (2017)
Self-efficacy	Self-efficacy	8	Self-efficacy	4	I’m confident I can do an excellent job in MOOCs.	Pintrich et al. (1991)
Task value
	Intrinsic value	7	Intrinsic value	4	This MOOC is interesting to me.	Perez et al. (2019)
	Attainment value	4			–
	Utility value	4			–
Perceived cost
	Task effort cost	5	Task effort cost	4	I have to put too much energy into this MOOC.	Flake et al. (2015)
	Loss of valued alternatives	5			–
	Emotional cost	6			–
Learning engagement
	Cognitive Engagement	8	Cognitive Engagement	5	When I study this MOOC, I try to connect what I am learning with my own experiences.	Reeve and Tseng (2011); Skinner et al. (2008)
	Behavioral Engagement	5	Behavioral Engagement	4	I study this MOOC carefully.
	Emotional Engagement	5	Emotional Engagement	3	When I study this MOOC, I feel curious about what I am learning.
Perceived learning outcomes	Perceived learning outcomes	9	Perceived learning outcomes	4	I have understood the content and concepts in the subject matter of this MOOC.	Paechter et al. (2010)