LAUSR

Abstract The current study examines age and non-ability traits as determinants of participation in an autonomous learning activity, a Massive Open Online Course (MOOC). Framed within investment theories of adult intellectual development, we tested a model in which course performance and completion were predicted by age, trait complexes (constellations of personality variables), prior knowledge, interest, and course affective engagement. Trait complexes and interests were linked to objective course behavioral data for a sample of adult learners engaged in the course (N = 108; Mage = 44.2, SD = 17.3). The intellectual and mastery trait complex was positively associated with finding the course engaging; no such relationship was found for the traditional and avoidance trait complex. Older adults participated in more course activities than younger adults, which led to better course performance. These findings highlight the factors that lead to continuous intellectual development through the lifespan.