Numerous research has explored that human motivations affect learning outcomes significantly. The main aim of the research was to explore the classroom motivations of undergraduate students from the Faculty of Administrative Science and Policy Studies, Universiti Teknologi MARA through the lens of the Alderfer theory of motivation. In particular, the main objective of the study was to determine how the Alderfer theory, existence, relatedness, and growth influence students’ classroom motivation. The research has adopted a correlational and cross-sectional study approach. A total of 424 undergraduate students from 5 academic programs the Administrative Science and Policy Studies participated in the online survey. The questionnaire consisted of 5 sections with 24 items on Alderfer’s three components of Existence, Relatedness and Growth. The study’s findings show that Existence, Affective and Growth dimensions scored from moderate to high mean scores ranging from 3.5 and above. The correlation analysis shows a strong significant relationship between existence and growth r =.711, p=.000. While a weak positive relationship between existence and relatedness r=.307, p=.000 and growth and relatedness r= .150, p=.002. The study’s implication indicates that most undergraduate students a moderate high level of motivation. Hence, to sustain the classroom motivation of the students, continuous psychological, materials and academic support together with training in teaching pedagogy are vital to ensure their academic success.
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In-Text Citation: (Harith et al., 2022)
To Cite this Article: Harith, N. H. M., Zain, Z. M., Yusof, R., Lokman, A., Batau, M. F. A., & Rahmat, N. H. (2022). Exploring Classroom Motivation Using Alderfer’s Theory. International Journal of Academic Research in Business and Social Sciences, 12(10), 1306– 1305.
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