Understanding the elements that influence engagement and success is crucial in the context of online education, since it poses distinct challenges and opportunities for inspiring learners. This study examines the influence of value, anticipation, and social support on motivation in online education settings. The research seeks to clarify the relationship between these characteristics and how they collectively influence learner motivation, using a quantitative survey technique. The study was administered to 108 participants from engineering backgrounds of different educational institutions in Malaysia. It included questions about demographics, values, expectations, and social support. The results highlight the importance of internal motivation driven by curiosity and interest, as well as the crucial roles of self-efficacy and perceived control in influencing learners' motivation. Furthermore, the presence of social support from both peers and teachers is identified as a crucial factor in determining motivation, since it fosters a sense of community and assistance. Significant relationships were seen between value and social support (r = .685**), social support and expectancy (r = .552**), and expectancy and value (r = .741**). The study highlights the need of creating online learning environments that are helpful and engaging. It emphasises the necessity of fostering internal motivation, strengthening self-confidence, and offering strong social support to enhance learner engagement and academic success. Subsequent studies should investigate the long-term impacts of these characteristics and examine particular learning environments to provide customised knowledge for educational implementation and policy-making.
Ahmad, A., Hasan, H. M., Salim, S. S., Usir, E., & Ahmad, N. (2022). The Relationship Between Emotional Intelligence and Stress Among Pharmacy Students at Universiti Teknologi MARA Puncak Alam During COVID-19 Pandemic. Education in Medicine Journal, 14(3). https://doi.org/10.21315/eimj2022.14.3.6
Al-Kumaim, N. H., Alhazmi, A. K., Mohammed, F., Gazem, N. A., Shabbir, M. S., & Fazea, Y. (2021). Exploring the impact of the covid-19 pandemic on university students’ learning life: An integrated conceptual motivational model for sustainable and healthy online learning. Sustainability (Switzerland), 13(5). https://doi.org/10.3390/su13052546
Anthonysamy, L., & Singh, P. (2023). The impact of satisfaction, and autonomous learning strategies use on scholastic achievement during Covid-19 confinement in Malaysia. Heliyon, 9(2). https://doi.org/10.1016/j.heliyon.2022.e12198
Artino, A. R. (2007). Self-regulated learning in online education: A review of the empirical literature. International Journal of Instructional Technology and Distance Learning, 4(6).
Baber, H. (2022). Social interaction and effectiveness of the online learning – A moderating role of maintaining social distance during the pandemic COVID-19. Asian Education and Development Studies, 11(1). https://doi.org/10.1108/AEDS-09-2020-0209
Bandura, A. (2012). Going global with social cognitive theory: From prospect to paydirt. In Applied Psychology: New Frontiers and Rewarding Careers. https://doi.org/10.4324/9780203837603
Barak, M., Watted, A., & Haick, H. (2016). Motivation to learn in massive open online courses: Examining aspects of language and social engagement. Computers and Education, 94. https://doi.org/10.1016/j.compedu.2015.11.010
Bekele, T. A. (2010). Motivation and satisfaction in internet-supported learning environments: A review. In Educational Technology and Society (Vol. 13, Issue 2).
Black, A. E., & Deci, E. L. (2000). The effects of instructors’ autonomy support and students’ autonomous motivation on learning organic chemistry: A self-determination theory perspective. Science Education, 84(6). https://doi.org/10.1002/1098-237X(200011)84:6<740::AID-SCE4>3.0.CO;2-3
Cho, M. H., & Heron, M. L. (2015). Self-regulated learning: the role of motivation, emotion, and use of learning strategies in students’ learning experiences in a self-paced online mathematics course. Distance Education, 36(1). https://doi.org/10.1080/01587919.2015.1019963
Duda, J. L., & Nicholls, J. G. (1992). Dimensions of Achievement Motivation in Schoolwork and Sport. Journal of Educational Psychology, 84(3). https://doi.org/10.1037/0022-0663.84.3.290
Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53. https://doi.org/10.1146/annurev.psych.53.100901.135153
Fowler, S. (2018). The Motivation to Learn Online Questionnaire [The University of Georgia]. https://getd.libs.uga.edu/pdfs/fowler_kevin_s_201805_phd.pdf
Glynn, S. M., Brickman, P., Armstrong, N., & Taasoobshirazi, G. (2011). Science motivation questionnaire II: Validation with science majors and nonscience majors. Journal of Research in Science Teaching, 48(10). https://doi.org/10.1002/tea.20442
Hartnett, M. (2016). The Importance of Motivation in Online Learning. In Motivation in Online Education. https://doi.org/10.1007/978-981-10-0700-2_2
Hartnett, M., St. George, A., & Dron, J. (2011). Examining motivation in online distance learning environments: Complex, multifaceted, and situation-dependent. International Review of Research in Open and Distance Learning, 12(6). https://doi.org/10.19173/irrodl.v12i6.1030
Hayat, A. A., Shateri, K., Amini, M., & Shokrpour, N. (2020). Relationships between academic self-efficacy, learning-related emotions, and metacognitive learning strategies with academic performance in medical students: A structural equation model. BMC Medical Education, 20(1). https://doi.org/10.1186/s12909-020-01995-9
Ismail, N. Z., & Razak, M. R. (2021). The Challenges of Learning Programming Subject in Online Distance Learning (ODL) Environment at UiTM Pahang. Gading Journal of Science and Technology, 4(2), 27–31.
Jackson, S. L. (2015). Research Methods and Statistics: A Critical Thinking Approach. Cengage Learning. https://books.google.com.my/books?id=rTZ-BAAAQBAJ
Kurbanoglu, N. I., & Akin, A. (2010). The relationships between university students’ chemistry laboratory anxiety, attitudes, and self-efficacy beliefs. Australian Journal of Teacher Education, 35(8). https://doi.org/10.14221/ajte.2010v35n8.4
Lagat, K. T., & Concepcion, G. L. (2022). Students’ Social Interaction, Collaborative Learning, and Perceived Learning in an Online Learning Environment. International Journal of Social Science Research and Review, 5(1). https://doi.org/10.47814/ijssrr.v5i1.130
McConnell, D. (2006). E-Learning Groups And Communities. In David McConnell.
Mun, Y. S., & Sam, T. L. (2022). Online Learning Motivation During COVID-19 Pandemic: The Role pf Learning Environment, Student Self-Efficacy and Learner-Instructor Interaction. Malaysian Journal of Learning and Instruction, 19(2).
https://doi.org/10.32890/mjli2022.19.2.8
Pintrich, P. R. (2003). Motivation and classroom learning. In Handbook of psychology: Educational psychology, Vol. 7. (pp. 103–122). John Wiley & Sons, Inc.
https://doi.org/10.1002/0471264385.wei0706
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and Self-Regulated Learning Components of Classroom Academic Performance. Journal of Educational Psychology, 82(1). https://doi.org/10.1037/0022-0663.82.1.33
Raghunathan, S., Darshan Singh, A., & Sharma, B. (2022). Study of Resilience in Learning Environments During the Covid-19 Pandemic. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.677625
Rahmat, N. H., Sukimin, I. S., Sim, M. S., Anuar, M., & Mohandas, E. S. (2021). Online Learning Motivation and Satisfaction: A Case Study of Undergraduates vs Postgraduates. International Journal of Asian Social Science, 11(2).
https://doi.org/10.18488/journal.1.2021.112.88.97
Saleh, N. S., Taib, S. A., Sa’adan, N., Noorezam, M., Mohammad Iliyas, S. M., Jenal, N., & Rahmat, N. H. (2023). Learning Motivation: A Correlational Study between Value and Expectancy Components. International Journal of Academic Research in Business and Social Sciences, 13(6). https://doi.org/10.6007/ijarbss/v13-i6/17112
Schunk, D. H. (2012). Learning theories: An educational perspective. In Reading (Vol. 5).
Schunk, D. H., & Zimmerman, B. J. (2012). Motivation and self-regulated learning: Theory, research, and applications. In Motivation and Self-Regulated Learning: Theory, Research, and Applications. https://doi.org/10.4324/9780203831076
Sekaran, U., & Bougie, R. (2016). Research methods for business. A skill building approach. New York: John Wiley and Sons.
Shroff, R. H., Vogel, D. R., & Coombes, J. (2008). Assessing individual-level factors supporting student intrinsic motivation in online discussions: A qualitative study. Journal of Information Systems Education, 19(1).
Tajudin, A., Maulida, C., & Ria Dwi Vransiska. (2022). Self-regulated learning in online classes: A comparative study between Malaysian and Indonesian students. Journal of Educational Management and Instruction (JEMIN), 2(1), 1–11.
https://doi.org/10.22515/jemin.v2i1.4965
Turner, J. C., & Patrick, H. (2008). How does motivation develop and why does it change? Reframing motivation research. In Educational Psychologist (Vol. 43, Issue 3). https://doi.org/10.1080/00461520802178441
Wei, H. C., & Chou, C. (2020). Online learning performance and satisfaction: do perceptions and readiness matter? Distance Education, 41(1).
https://doi.org/10.1080/01587919.2020.1724768
Widjaja, A. E., & Chen, J. V. (2017). Online Learners’ Motivation in Online Learning: The Effect of Online-Participation, Social Presence, and Collaboration. Learning Technologies in Education: Issues and Trends, December.
Yusop, H., Rosnan, S., Ismail, Z., Jaafar, N. H., . N., & Wibowo, M. (2022). Motivation to Learn Online: The Case For Social Support. International Journal of Academic Research in Business and Social Sciences, 12(9). https://doi.org/10.6007/ijarbss/v12-i9/14704
(Zahid et al., 2024)
Zahid, A. Z. M., Kamaruddin, S. F., Saifullizam, N. Z., Noh, N., Ismail, H. B., & Kassim, J. (2024). The Influence of Value, Social Support and Expectancy in Online Learning. International Journal of Academic Research in Business and Social Sciences, 14(7), 922–941.
Copyright: © 2024 The Author(s)
Published by Knowledge Words Publications (www.kwpublications.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
