Factors Impacting Online Learning Motivation: An Examination of Expectancy for Success, Value towards Online Learning, and Social Support

The COVID-19 pandemic has accelerated the global shift to online education, presenting both opportunities for flexible learning and challenges in sustaining student motivation. This study examines undergraduate students’ motivation towards online learning in the context of expectancy for success, perceived value towards online learning, and social support. A quantitative research design was employed with purposive sampling involving 113 diploma and bachelor’s degree social sciences students at a Malaysian university. The study sought to identify students’ perceived levels of motivation, differences across academic levels, and the interrelationships among the three motivational constructs. Findings indicate high motivation to learn online among the students, and there is no significant variation in expectancy, value, and social support between the diploma and bachelor’s degree students. Findings also support past studies that the three motivational constructs have strong positive associations. The results underscore the need for institutions to strengthen motivational support in online learning through pedagogical innovation, structured guidance, and enhanced social interaction. Implications for policy and practice highlight the importance of targeted interventions to optimise student engagement and learning outcomes.

motivation, online learning, expectancy in online learning

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