The goal of this research was to understand the predictors of two important learner-centered outcome measures of success in massive open online courses (MOOCs): learner satisfaction and learner intention-fulfillment. In contrast with previous studies which focused on the fulfillment of the course developers’ intentions and placed retention and completion rates as the ultimate outcome measures, these two outcomes are more appropriate for measuring success in the non-formal life-long learning context. Combining data from self- report surveys and actual behaviour, a total number of 125 MOOC participants answered a pre- and a post-questionnaire and their behavioral measurements were harvested from the log-files of the course. Using structural equation modeling enables to see the effect of the independent variables included in the study – demographic and educational background, outcome beliefs, online self- regulation learning, learners behaviour and perceived course usability. The results suggest that participant gender, his/her number of weekly quizzes taken and the length of participation in the course affect the perception of individual intention-fulfilment, while the number of lectures that the participants took affect the level of course satisfaction. Positive outcome beliefs, the ability to regulate the learning by setting goals and the perceived usability of the course affected the level of intention-fulfilment and course satisfaction.