Diverse learning approaches are crucial to ensure effective and efficient teaching and learning activities for undergraduate learners in higher learning institutions. Learners should prepare to adapt to changes in teaching and learning for productive functioning in a highly demanding environment. For high-calibre academic results, learners must be able to motivate themselves. A successful learner who can function independently may be produced using self-directed learning and Vroom’s expectancy model. This study aims to investigate the perception of learners on their choice of learning strategies by looking at the influence of Vroom’s instrumentality, expectancy, and valence towards the learners’ motivation. This study also examines the relationship between the three of Vroom’s expectancy components by employing a quantitative analysis using Vroom’s expectancy theory and Pintrich and De Groot’s motivational scale. A survey comprising 28 questions with 5-point Likert scales was distributed to 310 undergraduate students in Malaysian universities. The survey has two primary components: demographic profile and motivational scale. The motivational scale has six criteria: intrinsic goals orientation, extrinsic goals orientation, task value beliefs, students’ perception of self-efficacy, control beliefs for learning, and affective components. As the respondents provided all items with a good rating, the findings demonstrate that instrumentality, anticipation, and valence moderately influence the learners’ motivation. The findings also reveal a highly significant relationship between the expectation and instrumentality components. Meanwhile, expectation and valence are negatively correlated, and instrumentality and valence are not correlated. Overall, the findings offer insightful information about the motivational elements that might influence students’ desire to excel at university.
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