Motivation is a key element in learning. It plays a pivotal role in the educational journey of students, contributing significantly to their academic accomplishments and self-empowerment. With abrupt stay-at-home order due to COVID-19, learning physically at the university has transition to learning online. Due to the transition, it is imperative to understand the students' motivation when they are studying from home for effective teaching and learning. So, this study was conducted with the purpose to explore students' motivation when studying from home according to Alderder's ERG theory (1969), ecompassing existence (E), relatedness (R), and growth (G). This study interpretes existence through the lens of flexibilty, relatedness by achieving a balance between study and personal life, and growth via enhanced learning performance. The research design of this study was a survey descriptive research. An online survey was employed to gather data, comprising four sections with a total of 32 items. The survey was completed by 100 undergraduate students enrolled in the Mechanical Engineering programme at a public university in Malaysia. From the response, it is found that the students' motivation to learn online is positive and they sucessfuly meet all of the needs. Students are motivated to learn online because it offers flexibility to study, regardless of the time and location. They can also manage their time effectively between study commitments and family responsibilities. This study suggest implications such as reducing assigned classwork and ensuring a conducive learning environment to enhance the students' learning experiences.
Abdullah, N. A. A., Rahmat, N. H., Zawawi, F. Z., Khamsah, M. A. N., and Anuarsham, A. H. (2020). Coping with Post COVID-19: Can work from home a new norm? European Journal of Social Science Studies, Vol 5(6), pp 61-81. http://dx.doi.org/10.46827/ejsss.v5i6.933
Ahmad, N., Rashid, N. R. A., Abdullah, N. A. T., Yean, C. P., Shariff, S. & Rahmat, N. H. (2022). Exploring learners’ motivations for studying from home. International Journal of Academic Research in Business and Social Sciences, 12(1), pp 2230-2243. https://doi.org/10.6007/IJARBSS/v12-i1/12151
Alderfer, C. P. (1969). An empirical test of a new theory of human needs. Organizational Behavior and Human Performance, 4(2), 142-175. https://doi.org/10.1016/0030-5073(69)90004-X
Allam, S. N. S., Hassan, M. S., Mohideen, R. S., Ramlan, A. F., and Kamal, R. M. (2020). Online distance learning readiness during Covid-19 outbreak among undergraduate students. International Journal of Academic Research in Business and Social Sciences, 10(5), 642–657. http://dx.doi.org/10.6007/IJARBSS/v10-i5/7236
Cheung, C., Takashima, M., Choi, H., Yang, H., & Tung, V. (2021). The impact of COVID-19 pandemic on the psychological needs of tourists: Implications for the travel and tourism industry. Journal Of Travel &Amp; Tourism Marketing, 38(2), 155-166. https://doi.org/10.1080/10548408.2021.1887055
Fatoni, A. N., Nurkhayati, E., Nurdiawati, E., Fidziah, Pamungkas, G., Suhroji A., Irawan, Purwanto, A., Julyanto, G., & Azizi, E. (2020). University students online learning system during Covid-19 pandemic: Advantages, constraints and solutions. Systematic Reviews in Pharmacy, 11(7), pp 570-576. https://www.sysrevpharm.org/archive/srp-volume-11-issue-7-year-2020.html
Goodenow, C. (1993). The psychological sense of school membership among adolescents: scale development and educational correlates. Psychology in the Schools (A Wiley Company), 30(1), pp 79-90. https://doi.org/10.1002/1520-6807(199301)30:1<79::AID-PITS2310300113>3.0.CO;2-X
González-Sanguino, C., Ausín, B., ÁngelCastellanos, M., Saiz, J., López-Gómez, A., Ugidos, C., & Muñoz, M. (2020). Mental health consequences during the initial stage of the 2020 Coronavirus pandemic (COVID-19) in Spain. Brain, Behavior, and Immunity, 87, pp 172-176. https://doi.org/10.1016/j.bbi.2020.05.040
Herwiana, S., & Laili, E.N. (2022). Exploring benefits and obstacles of online learning during the Covid-19 Pandemic in EFL students' experiences. QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama. https://doi.org/10.37680/qalamuna.v14i1.1259
Hussein, E., Daoud, S., Alrabaiah, H., & Badawi, R. (2020). Exploring undergraduate students’ attitudes towards emergency online learning during COVID-19: A case from the UAE. Children And Youth Services Review, 119, 105699.
https://doi.org/10.1016/j.childyouth.2020.105699
Ismail, M. H., Saaludin, N., Ali, M. S. N., & Abidin, A. I. S. (2021). The foreign language students’ readiness on online learning in Malaysia. Asia Proceedings of Social Sciences, 8(2), pp 11-155. https://doi.org/10.31580/apss.v8i2.1909
Kamaludin, K., & Sundarasen, S. (2023). COVID-19 and online distance learning in Malaysia: A blessing or a curse? Frontiers in Education, Vol. 8, p. 1062219. https://doi.org/10.3389/feduc.2023.1062219
Manjeese, C. (2022). Divulging the efficacy of e-learning through the eyes of university students: Lessons from a third world perspective. Physics And Chemistry of The Earth, Parts A/B/C, 127, 103187. https://doi.org/10.1016/j.pce.2022.103187
May, D., Morkos, B., Jackson, A., Hunsu, N.J., Ingalls, A., & Beyette, F. (2022). Rapid transition of traditionally hands-on labs to online instruction in engineering courses. European Journal of Engineering Education, 48(5), 842-860. https://doi.org/10.1080/03043797.2022.2046707
Mukhtar, K., Javed, K., Arooj, M., Sethi, A. (2020). Advantages, limitations and recommendations for online learning during COVID-19 pandemic era. Pakistan Journal of Medical Sciences, 36(COVID19-S4), p.S27. https://doi.org/10.12669/pjms.36.COVID19-S4.2785
Mushtaha, E., Abu Dabous, S., Alsyouf, I., Ahmed, A., & Raafat Abdraboh, N. (2022). The challenges and opportunities of online learning and teaching at engineering and theoretical colleges during the pandemic. Ain Shams Engineering Journal, 13(6), 101770. https://doi.org/10.1016/j.asej.2022.101770
Muthuprasad, T., Aiswarya, S., Aditya, K., & Jha, G. (2021). Students’ perception and preference for online education in India during COVID-19 pandemic. Social Sciences Humanities Open, 3(1), 100101. https://doi.org/10.1016/j.ssaho.2020.100101
Poulou, M., & Norwich, B. (2019). Psychological needs, mixed self-perceptions, well-being and emotional, and behavioral difficulties: adolescent students’ perceptions. European Journal of Psychology Of Education, 35(4), 775-793. https://doi.org/10.1007/s10212-019-00457-1
Pratiwi, D. I., & Waluyo, B. (2023). Autonomous learning and the use of digital technologies in online English classrooms in higher education. Contemporary Educational Technology, 15(2), ep423. https://doi.org/10.30935/cedtech/13094
Sadeghi, M. (2019). A shift from classroom to distance learning: Advantage and limitations. International Journal of Research in English Education (IJREE), 4(1), pp 80-88. https://doi.org/10.29252/ijree.4.1.80
Serhan, D. (2020). Transitioning from face-to-face to remote learning: Students’ attitudes and perceptions of using Zoom during COVID-19 pandemic. International Journal of Technology in Education and Science (IJTES), 4(4), pp 335-342. https://doi.org/10.46328/ijtes.v4i4.148
Sharman, R., & Illingworth, G. (2020). Adolescent sleep and school performance - the problem of sleepy teenagers. Current Opinion in Physiology, 15, 23-28. https://doi.org/10.1016/j.cophys.2019.11.006
Tull, M. T., Edmonds, K. A., Scamaldo, K., Richmond, J. R., Rose, J. P., & Gratz, K. L. (2020). Psychological outcomes associated with stay-at-home orders and the perceived impact of COVID-19 on Daily Life. Psychiatry Research, 289, pp 113098. https://doi.org/10.1016/j.psychres.2020.113098
Xiao, M., Tian, Z. & Xu, W. (2023). Impact of teacher-student interaction on students’ classroom well-being under online education environment. Educ Inf Technol 28, 14669–14691. https://doi.org/10.1007/s10639-023-11681-0
Yin, X. & Zeng, L. (2020). A study on the psychological needs of nurses caring for patients with coronavirus disease 2019 from the perspective of the existence, relatedness, and growth theory. International Journal of Nursing Sciences, 7(2), 157-160. https://doi.org/10.1016/j.ijnss.2020.04.002
