The interplay among relatedness, existence, and growth in learning motivation holds a pivotal role in self-determination theory. These three elements work together harmoniously to fuel intrinsic motivation and active involvement in the learning journey. When students experience a sense of connection, possess autonomy in their learning, and recognize possibilities for personal development, their motivation thrives. By acknowledging and cultivating these dimensions within educational contexts, we can cultivate a supportive atmosphere that nurtures students' intrinsic motivation, resulting in more profound and meaningful learning encounters. The objective of this study is to study the relationship of existence, relatedness and growth towards online learning motivation. A quantitative survey which comprised of 4 main sections. It includes the sections on demographic data, expectancy, value and social support. 93 respondents from the Universiti Teknologi MARA (UiTM) Foundation of Science and Engineering program in Dengkil, Selangor, did participate in this survey. The survey was disseminated via WhatsApp and the responses were recorded via Google Form. In general, positive relationship between existence, relatedness and growth with their learning motivation were determined. By understanding the content and materials with the support from the instructor in responding to their query clearly have positively reinforced their grades hence increase their learning motivation. It is also required to have their full attention in class and have a good time management to ensure an effective student learning time as stipulated in their course information.
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