Is there a relationship between valence and all factors in online motivation?

Nowadays, online learning has transformed educational engagement that affects learners’ motivation in learning from virtual environments. Due to that, it is important to understand the relationship between motivation factors to improve online learning experiences. Through Vroom’s Expectancy Theory and Fowler’s motivational components, this study investigated how students’ beliefs, values, and social support influence their motivation to learn online. This study aimed to look at the connections among these components. A quantitative study was employed through an online survey involving 189 full-time undergraduate students from Malaysian higher education institutions. The survey consisted of 41 items based on three main sections; expectancy (self-efficacy and control of learning beliefs), valence (intrinsic/extrinsic goal orientation and task value), and instrumentality (social and instructor support). The findings revealed strong positive correlations among all components. Hence this indicates that a learner’s motivation to study online is multidimensional and interdependent. These findings offer valuable implications for pedagogical practices and instructional design. Thus, it highlights the importance of developing self-belief, meaningful content, and support systems to enhance online learning engagement.

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