Motivation is a crucial aspect in the teaching-learning context. However, it cannot be addressed lightly as there could be a connection between learning motivation and learners’ achievement (Madziah and Isarji,2009). As academic excellence can help learners to shape their life goals, it is important to improve learning motivation. This study reveals the influence of instrumental, expectancy, and valence towards learners’ motivation. Besides that, this study also reveals the relationship across variables for motivation factors. Using survey as instrument to collect data for this quantitative study, the survey has four sections: (i) demographic profile, (ii) instrumentality, (iii) expectancy, and; (iv) valence. 103 respondents from social science and business faculty across five semesters took part in this survey. The findings show that motivation to learn can be influenced by a lot of factors. Although there is a strong relationship between instrumentality and expectancy, the relationship between instrumentality and valence is weak. All in all, this study contributes towards literature related to learning motivation.
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