Motivation is pertinent to the curriculum implementation because the successfulness of the learning process is depending on whether or not the learners are motivated. The current 21st century learning process demands the learners to be more active in learning than teachers. This quantitative study employs a simple random sampling and 209 respondents from university students responded to the survey. The instrument used is a 5 Likert-scale survey and is rooted from Pintrich and De Groot’s (1990) to reveal the variables. The survey comprised of 4 sections. This study is done to examine how expectancy components, affective components and value components influence learners’ motivation. In addition, the relationship between expectancy components with value and affective components has also been explored. This study concludes that all six motivational factors under three constructs (value components, expectancy components and affective components) are highly influence the learners’ motivation. Also, there is an association found between expectancy and value components while there is no association between expectancy and affective components. The findings of this study are useful for future researchers who wish to understand the factors influence learners’ motivation as this study adopts the motivational construct from Pintrich and De Groot (1990). Future study is recommended to conduct different study to explore the role of teachers in motivating the learners to learn since this study only limited on the factors motivates learners to learn from the perspective of the learners.
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