ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXIV October 2025
Page 414
www.rsisinternational.org
Investigating the Influence of Value in Learners’ Motivation to Learn
*1
Ahmad bin Wan Abd Rahman,
2
Mohamad Nor Amin bin Samsun Baharun,
3
Abdul Azim Mohamad
Isa,
4
Fahed Maromar,
5
Abderrahmane Hibaoui,
6
Noor Hanim Rahmat
1,2,3,4
Akademi Pengajian Bahasa, University Technology MARA, Shah Alam, Malaysia
5
Dar el- Hadith El Hassania Instituition, Al Quaraouiyine University, Morocco
6
Akademi Pengajian Bahasa, University Technology MARA, Shah Alam, Malaysia
*Corresponding Author
DOI: https://dx.doi.org/10.47772/IJRISS.2025.924ILEIID0043
Received: 23 September 2025; Accepted: 30 September 2025; Published: 30 October 2025
ABSTRACT
Motivation among the learners is one of the most critical issues when it comes to engagement in academic
activities, perseverance and performance. Based on the ERG Theory by Alderfer, the paper will examine the
relationship between three essential motivational dimensions, which include value, expectancy, and affective
dimensions against the background of Malaysian undergraduate language learners. The quantitative research
design was adopted and a structured questionnaire was administered to 220 undergraduates. Results have
shown that the value element of learning motivation serves as a primary driver of learning motivation, which
has a strong influence on expectancy beliefs as well as on affective experiences. Extrinsic goal orientation,
positive task-value beliefs, and moderate intrinsic orientation were high, moderate, and high respectively. The
measures pertaining to expectations were also high in self-efficacy and moderate in affective measures
displayed moderate levels of test anxiety. The results confirm previous findings that value, persistence, and
emotional involvement are related and the applicability of ERG Theory in educational motivation studies. The
implications emphasize the need to ensure that learning environments are designed to add value to tasks, build
self-efficacy and resolve affective learning barriers.
Keywords: Learning motivation, ERG Theory, value, expectancy, affective factors
INTRODUCTION
Motivation to engage in academic activities is a compound concept that significantly affects engagement,
persistence, and learning outcomes among learners (Ryan and Deci, 2020). The research is pegged on the
conceptualisation of human needs as developed by Alderfer ERG Theory of Motivation (1969), which forms
the three interrelated dimensions, namely, Existence, Relatedness, and Growth (ERG). In contrast to the
hierarchical sequence of Maslow, the ERG Theory permits many needs to work concurrently and recognizes
the possibility of frustration in the higher needs being regressive to the lower ones (Alderfer, 1969; Wanous
and Zwany, 1977).
Within the academic setting, Existence represents the safety, comfort, and access to resources; Relatedness
refers to social engagement and a feeling of belonging; and Growth is indicative of self-enhancement and the
perceived worth of study (Pintrich and De Groot, 1990; Van den Broeck et al., 2016). The other theoretical
perspectives have also looked at motivation such as Expectancy-Value Theory (Eccles and Wigfield, 2002),
Self-Determination Theory (Deci et al., 2001) and Control-Value Theory (Pekrun, 2006). According to recent
results (Kim and Pekrun, 2022; Tze et al, 2022), ERG Theory may offer a more comprehensive framework
which incorporates cognitive, affective, and social aspects of motivation.
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXIV October 2025
Page 415
www.rsisinternational.org
Statement of Problem
Nevertheless, there is limited empirical research that combines value, expectancy, and affective levels of the
ERG framework. The past studies always indicate that the value of the task predicts learning effort and
persistence (Pintrich and De Groot, 1990; Kusurkar et al., 2012) and that expectancy beliefs are highly related
to confidence and achievement performance (Eccles and Wigfield, 2002; Rahmat and Thasrabiab, 2024).
Similarly, the research on affective elements (e.g., anxiety and enjoyment) proves their role in motivation and
engagement (Pekrun, 2006; Dong et al., 2022). Yet these threads of research are repeatedly considered
separately, without inquiry into the interaction between them as mutually dependent needs of existence, of
relatedness, and of growth. This disintegration does not allow a comprehensive view of the interaction between
motivational elements to maintain learning. It is important to fill this gap and come up with pedagogical
strategies that will both instill confidence, emotional balance, and value of tasks.
Objective of the Study and Research Questions
This study therefore explores learners’ perceptions of value, expectancy, and affective factors, examining their
interrelations through the lens of ERG Theory. Specifically, it addresses the following research questions:
1. How do learners perceive value components in learning motivation?
2. How do learners perceive expectancy components in learning motivation?
3. How do learners perceive affective components in learning motivation?
4. What is the relationship between value components and other motivational dimensions?
LITERATURE REVIEW
ERG Theory by Alderfer and Its Applicability in Learning Motivation.
The ERG Theory of Motivation developed by Alderfer in 1969 builds on the hierarchical model that Maslow
proposed and summarizes the human needs into three overlapping dimensions, namely, Existence, Relatedness,
and Growth.
According to this theory, people can simultaneously work on several needs and that frustration in achieving
higher-level needs can result in regression to lower ones (Alderfer, 1969; Wanous and Zwany, 1977). This
flexibility is the reason why ERG Theory can be of great use in elucidating the diversity of learner motivation
in different situations and periods.
Existence needs in education contexts are associated with safety, stability, and availability of sufficient learning
materials such as conducive learning environments that boost the confidence and comfort of the learners
(Zargar et al., 2013). Relatedness requirements include social sense of belonging and interpersonal relations
with the peers and instructors, that contributes to engagement and collaborative learning (Graen et al., 1986).
Growth needs on the other hand are the innate thirst or want of self-enhancement, mastery and intellectual
satisfaction among learners (Jha, 2010). These dimensions when applied to learning indicate that the
motivation is not caused by a single source but the relationship between the cognitive, affective, and social
factors.
The scholars have pointed out that the ERG Theory is very similar to educational motivation models. As an
example, the Growth dimension corresponds to the intrinsic motivation construct of Self-Determination
Theory (Deci et al., 2001), whereas Existence and Relatedness are autonomy and social belonging. The mutual
dependency of these needs indicates how learners work towards regulation of security, socialization, and self-
growth in the learning process.
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXIV October 2025
Page 416
www.rsisinternational.org
Motivation for Learning
Learning motivation involves psychological mechanisms that guide, maintain, and control behaviours with
respect to academic objectives (Ryan and Deci, 2020). It is usually subdivided into intrinsic and extrinsic
motivation. Intrinsic and extrinsic motivation is based on curiosity, enjoyment, and interest in the learning
process itself and extrinsic motivation; it is based on external factors and this includes recognition, grades, or
rewards (Al-Dhamit and Kreishan, 2013). Despite the importance of the two, overdependence on extrinsic
motivation may reduce intrinsic motivation (Deci et al., 2001).
There are various theoretical views that have enhanced the knowledge on learning motivation. According to
Expectancy-Value Theory (Eccles and Wigfield, 2002) the motivation of learners revolves around two key
elements namely; the belief in success (expectancy) and the value or usefulness learners have in a task (value).
Goal Orientation Theory has differentiated between mastery goals, which are competence-oriented and
performance goals, which are ability-oriented (Pintrich and De Groot, 1990). This Theory, Self-Determination
Theory (SDT), focuses on the accomplishment of autonomy, competence, and relatedness needs as critical in
themaintenance of intrinsic motivation (Van den Broeck et al., 2016). Moreover, the Control-Value Theory
(Pekrun, 2006) takes into account the emotional aspects and states that the enjoyment, anxiety, or boredom of
the learners is caused by the perceived control of learning and the value attached to it.
Collectively these frameworks emphasise three key dimensions of learning motivation: cognitive (expectancy),
evaluative (value) and affective (emotional) - which relate to the three needs of Alderfer: Existence, Growth,
and Relatedness. This theoretical convergence is in favor of applying ERG Theory in educational motivation
research as it places one on the same page of understanding the relation between the cognitive beliefs,
emotional experiences, and value perceptions among learners.
Empirical Studies on Motivation and ERG Theory
The inductive evidence always supports the fact that motivation is complex and mutually dependent. Ceylan
(2024) showed that motivational beliefs such as task value and self-efficacy have a positive effect on emotional
management and persistence. According to Kusurkar et al. (2012), autonomous and value-based motivation are
predictors of study effort and performance, but extrinsic regulation does not demonstrate strong results. On the
same note, the study by Wouters et al. (2016) demonstrated that rather than its intensity, the quality of
motivation, and especially its value-driven dimension are greater predictors of achievement.
Pintrich and De Groot (1990) have found intrinsic value to be positively related to cognitive engagement and
strategy use, and Dong et al. (2022) have found that expectancy-value constructs are predictors of persistence
even in the presence of affective pressure. Other recent studies by Tze et al. (2022) also confirm that
motivational dimensions are interdependent and that cognitive and affective factors do not act independently
but instead interact with each other.
Although these have been learned, there are comparatively limited studies that have looked into such
relationships using the ERG theoretical framework. By incorporating the value, expectancy, and affective
variables into the triadic framework of ERG, one may gain a more comprehensive insight into learner
motivation as the phenomenon that will incorporate both the psychological needs and affective processes.
CONCEPTUAL FRAMEWORK
Based on the theoretical and empirical literature, the study uses the ERG Theory by Alderfer in its conceptual
framework. In this framework:
Growth is represented by learners’ intrinsic and extrinsic goal orientations and their task-value beliefs
(Pintrich & De Groot, 1990).
Existence corresponds to learners’ expectancy-related beliefs, including self-efficacy and control of
learning (Rahmat & Thasrabiab, 2024).
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXIV October 2025
Page 417
www.rsisinternational.org
Relatedness aligns with the affective dimension, encompassing learners’ emotions such as enjoyment,
anxiety, and social comparison (Pekrun, 2006).
The framework assumes that the value element will serve as a middle man connecting the cognitive confidence
(expectancy) and emotional involvement (affective). It is based on the premise that the learners will have a
higher likelihood of believing in their ability to achieve success when they assign some kind of meaning to a
task, and they will experience positive emotions in relation to the process of learning.
Figure 1- Conceptual framework of the Study
This theoretical connection allows a detailed analysis of the simultaneous functioning of motivational needs of
learners. By placing value in the middle of ERG triadic model, the study aims at elucidating the sustainability
of engagement and motivation to learn among undergraduate students through these connected elements.
METHODOLOGY
The study used a quantitative research design to examine the role of value in motivating learners based on the
ERG theory that was developed by Alderfer. The research aimed at studying three important aspects such as
value, expectancy, and affective components and the interrelations between them among undergraduate
learners.
Initially, there were 220 undergraduate students of a Malaysian government university who were sampled
voluntarily on the basis of convenience sampling. The participants had been attending language classes during
data collection. The research used a questionnaire in a structured form that was administered online, which
involved demographic questions and questions on the motivation.
Table 1- Likert Scale Use
1
Never
2
Rarely
3
Sometimes
4
Very Often
5
Always
The questionnaire used five-point Likert scale where the answers are given as 1 (Never) to 5 (Always). It was a
24-item scale that was more or less based on Pintrich and De Groot (1990), which dealt with three constructs:
Value Components (12 items)
Expectancy Components (7 items)
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXIV October 2025
Page 418
www.rsisinternational.org
Affective Components (5 items)
Table 2- Distribution of Items in the Survey
Sect
Construct (Keywords)
No Items
Total Items
Cronbach Alpha
B
Value Components
4
12
.920
3
5
C
Expectancy Component
5
7
.919
2
D
Affective Components
5
.878
Total No Of Items
24
.942
The instrument reliability was studied using Cronbach alpha coefficients. The findings revealed a high level of
internal consistency of all components:
Value = .920
Expectancy = .919
Affective = .878
Overall instrument reliability = .942
These values indicate excellent reliability and confirm that the instrument was suitable for the current research
context (Jackson, 2015).
Data Analysis
Data were analysed using SPSS software. Descriptive statistics (mean and standard deviation) were used to
summarise learners’ responses, while Pearson correlation analysis was employed to determine relationships
among the three motivational constructs. The findings are presented according to the four research questions.
RESULTS AND DISCUSSION
Demographic Profile
The demographic characteristics of the respondents indicate that most of the respondents were women (67%),
and men were also few (33%), and the respondents were mostly between the ages of 22 and 23 years (58%).
This distribution represents a group of senior undergraduates who are highly exposed to academic content at
the undergraduate level, to give important information in the motivation patterns.
Table 3- Percentage for Demographic Profile
Question
Demographic Profile
Categories
Percentage (%)
1
Gender
Male
33%
Female
67%
2
Age
18-19
3%
20-21
39%
22-23
58%
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXIV October 2025
Page 419
www.rsisinternational.org
Findings for Value Components
Learners’ perceptions of value components, which include intrinsic and extrinsic goal orientations and task-
value beliefs, revealed consistently high motivation levels.
Intrinsic Goal Orientation: Students expressed strong curiosity and interest in challenging materials (M =
3.9, SD ≈ 0.8).
Extrinsic Goal Orientation: Learners reported high motivation driven by grades, recognition, and family
expectations (M = 4.1, SD ≈ 0.8).
Task Value Beliefs: Participants perceived course materials as relevant and useful (M = 3.9–4.1, SD ≈
0.7–0.9), though they rated transferability of learning across courses slightly lower (M = 3.7).
Figure 2- Mean for Intrinsic Goal Orientation
Item
Mean
SD
MSVCQ1 In this program, I prefer class work that is challenging so I can learn new
things.
3.8
0.8
MSVCQ2 In the courses of a program like this, I prefer course materials that arouse
my curiosity, even if they are difficult to learn.
3.9
0.7
MSVCQ3 The most satisfying thing for me in this program is trying to understand
the content of the courses
3.9
0.8
MSVCQ4 When I have the opportunity in this class, I choose course assignments
that I can learn from even if they don't guarantee a good grade.
3.8
0.8
Figure 3- Mean for Extrinsic Goal Orientation
Item
Mean
SD
MSEGQ1 Getting a good grade in the classes is the most satisfying thing for me right now.
4.1
0.8
MSEGQ2 The most important thing for me right now is improving my overall grade point average, so my
main concern in this program is getting a good grade.
4.1
0.8
MSEGQ 3 I want to do well in the classes because it is important to show my ability to my family, friends,
or others.
4.1
0.8
Figure 4- Mean for Task Value Beliefs
Item
Mean
SD
MSTVQ1 I think I will be able to transfer what I learn from one course to other courses in this program.
3.7
0.9
MSTVQ2 It is important for me to learn the course materials in the courses.
4
0.7
MSTVQ3 I think the course material in the courses of this program is useful for me to learn
4.1
0.8
MSTVQ4 I like the subject matter of the courses.
3.9
0.7
MSTVQ5 Understanding the subject matter of the courses is very important to me.
4
0.7
These findings indicate that learners’ motivation is shaped by both intrinsic curiosity (Growth needs) and
extrinsic recognition (Existence needs), consistent with the propositions of ERG Theory.
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXIV October 2025
Page 420
www.rsisinternational.org
Findings for Expectancy Components
Expectancy components measured self-efficacy and control beliefs for learning.
Respondents demonstrated moderately high self-efficacy (M = 3.7–3.8, SD ≈ 0.8), expressing confidence in
their ability to perform well and master new material. Control beliefs for learning were also high (M = 4.0, SD
≈ 0.7), indicating that learners believed their effort could directly influence success.
Figure 5- Mean for Students’ Perception of Self-Efficacy
Item
Mean
SD
ECSEQ1 I believe I will receive excellent grades in the classes.
3.8
0.8
ECSEQ2 I'm confident I can understand the most complex materials presented by the instructors in the
courses.
3.7
0.8
ECSEQ3 I'm confident I can do an excellent job on the assignments and tests in this program.
3.8
0.8
ECSEQ4 I'm certain I can master the skills being taught in the classes.
3.7
0.8
ECSEQ5 Considering the difficulty of the courses, the teachers, and my skills, I think I will do well in the
classes.
3.8
0.8
Figure 6- Mean for Control Beliefs for Learning
These results affirm that expectancy-related beliefs align positively with Existence needs (security and
competence) and Growth needs (self-development) as conceptualised in ERG Theory.
Findings for Affective Components
The affective aspect analyzed the emotional experience of the learners, especially their anxiety and comfort in
the learning and evaluation situations. Findings showed that there was moderate anxiety (M = 3.6-3.8, SD =
0.8-1.0). The most mentioned by learners were peer comparison and performance on exams, physical
manifestations of anxiety (e.g., racing heartbeat) were less common, and lesser mentioned.
Figure 7- Mean for Affective Components
Item
Mean
SD
ACQ1 When I take a test I think about how poorly I am doing compared with other
students.
3.7
0.9
ACQ2 When I take a test, I think about items on other parts of the test I can't answer
3.8
0.8
ACQ3 When I take tests I think of the consequences of failing.
3.7
0.9
ACQ4 I have an uneasy, upset feeling when I take an exam.
3.6
0.9
ACQ5 I feel my heart beating fast when I take an exam.
3.7
1.0
4
4
0.7
0.7
3.6 3.8 4 4.2 4.4 4.6 4.8
ECCBQ1If I study in appropriate
ways, then I will be able to
learn the material in the…
ECCBQ 2If I try hard enough,
then I will understand the
course materials.
Mean SD
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXIV October 2025
Page 421
www.rsisinternational.org
These results demonstrate that learners report to undergo reasonable emotional arousal which motivates to pay
attention and work instead of paralysing stress. In the ERG model, this is the Relatedness needs, which are
represented by the wish to get social confirmation and a sense of belonging by the learners in the evaluative
situations.
Correlation among Motivational Components
Correlation analysis was performed to examine relationships among value, expectancy, and affective
dimensions.
Table 4- Correlation between Value and Expectancy Components
Value
Expectancy
Value
Pearson (Correlation
1
.786**
Sig (2-tailed)
.000
N
220
220
Expectancy
Pearson (Correlation
.786**
1
Sig (2-tailed)
.000
N
220
220
Table 5- Correlation between Expectancy and
Expectancy
Affective
Expectancy
Pearson (Correlation
1
.349**
Sig (2-tailed)
.000
N
220
220
Affective
Pearson (Correlation
.349**
1
Sig (2-tailed)
.000
N
220
220
Table 6- Correlation between Affective and Value Components
Affective
Value
Affective
Pearson (Correlation
1
.413**
Sig (2-tailed)
.000
N
220
220
Value
Pearson (Correlation
.413**
1
Sig (2-tailed)
.000
N
220
220
Results indicate statistically significant positive relationships among all three constructs:
Value and Expectancy: strong correlation
(r = .786**, p < .01)
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXIV October 2025
Page 422
www.rsisinternational.org
Expectancy and Affective: moderate correlation
(r = .349**, p < .01)
Affective and Value: moderate correlation
(r = .413**, p < .01)
These results indicate that the learners, who have a perception of increased task value also exhibit greater
levels of self-efficacy and positive emotional states. The quality of the association between value and
expectancy reinforces the piece that the perception of value among the learners is the key motivational force
that binds the belief and the feeling.
These outcomes support the statement made by Alderfer according to which Growth needs (value) have an
impact on the Existence (expectancy) and Relatedness (affective) dimensions. Therefore, learners motivational
system exists in an integrated form as opposed to being in a fragmented form.
Integrated Interpretation of Findings
The interaction of the value, expectancy, and affective elements suggests that multiple dimensions model is the
best to explain the motivation of learners. High task value leads to confidence and involvement which
consequently lower anxiety and increases perseverance. This interdependent connection reinforces the finding
by Ceylan (2024) regarding the motivational and affective factors as interrelated in influencing the continued
engagement of learners.
Furthermore the data confirms that motivation is not fixed but dynamic- students control their effort, emotion
and confidence not only concurrently but in a response to the perceived value of the task. The findings thereby
confirm the applicability of the ERG Theory as an integrative theory in exploring the academic motivation in
higher education.
DISCUSSION
The results of this paper highlight the multi-dimensional and at the same time unified interplay of value,
expectancy, and affective learning motivation beliefs as it has been theorized within the ERG Theory proposed
by Alderfer. The findings confirm that the motivation of learners cannot be explained using one dimension but
a combination of the satisfaction of Growth, Existence, and Relatedness needs simultaneously.
Value Component as the Central Motivator
The students exhibited a great intrinsic and extrinsic goal orientations and high task-value beliefs indicating
that they view learning as a personal and socially significant experience. This is in line with Ceylan (2024) and
Kusurkar et al. (2012) who discovered that value-based motivation improves persistence and self-regulation
among learners. When students realise the benefits and fun in the academic activities, they tend to become
preoccupied and work harder. This is the same result as the Growth dimension of the ERG Theory, which
focuses on fulfilment of self-development and mastery.
Expectancy and Affective Dimensions
Emotional stability and involvement were positively related to expectancy beliefs, as well as reflected in self-
efficacy and control of learning. Students who thought that they could achieve high scores reported lower
anxiety levels that are manageable, which is in line with the results reported by Pekrun (2006) and Kim and
Pekrun (2022). This connection implies that Existence needs satisfaction, including security and competence,
assists in regulating the affective reactions, which enhance focus and persistence.
The affective component, which was characterized by moderate levels of test related anxiety showed that the
emotional state of the learners was not debilitating but rather adaptive and helped them to perform well when
effectively controlled. This observation is reflected by the argument of Dong et al. (2022), who argue that
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXIV October 2025
Page 423
www.rsisinternational.org
moderate anxiety levels can facilitate engagement because they keep attention and energy levels high. In the
context of the ERG framework, the results of the current research demonstrate that the relevance of the
Relativity needs, including the needs of social reassurance and belonging, assist in managing emotional
reactions in the context of evaluation.
Interrelation among Components
The significant relationship of value and expectancy, and moderate relationships with affective factors
demonstrate that the perception of value of learners is the key engine that connects cognition and emotion.
When students attach greater importance to their learning activities, not only they are more convinced of their
capacity to excel, but also they tend to be affected more positively in terms of emotional involvement. This
trend validates the idea proposed by Alderfer (1969) according to which the satisfaction of the needs is mutual:
the satisfaction of the Growth needs contributes to the enhancement of the Existence and Relatedness
dimensions.
Together, the results support the idea that value is a motivational mediator that builds the relationship between
the conception of what learners believe they are able to accomplish (expectancy) and the attitude towards
learning (affective). This process related to one another offers a deeper insight into motivation in the
educational context and justifies the relevance of the ERG Theory as a holistic motivational theory.
Theoretical Implications
This study contributes to motivational theory by demonstrating that ERG Theory offers a flexible and
integrative model for understanding learners’ motivation. The ERG Theory takes into consideration the
concomitant activation and interaction of various needs, unlike models that detail motivational constructs as
independent. The existing results confirm the idea by Alderfer that the Growth needs (value) may be affected
by and influence the Existence (expectancy) and Relatedness (affective) needs.
The synthesis of these constructs in a single framework contributes to a higher level of theoretical knowledge
compared to the traditional linear models. It also helps to bridge cognitive and affective views of motivation
research by locating self-efficacy, task value, and emotional experience to one explanatory system. This
multidimensional view would be useful in future motivational theories especially where an individual learner
has to keep on balancing confidence, emotion and purpose.
Pedagogical Implications
The implications of the findings on educators aiming to develop sustainable motivation among students are
also very important. Because value became the determinant factor in the area of expectancy as well as affective
dimensions, the teaching methods are supposed to increase the perceived value of the learning tasks. This may
be done through connecting the contents of a course to real life practical use as well as individual objectives of
the student in order to make the process of learning more meaningful and pertinent. It is also important to
develop a self-efficacy of students. The educators can reinforce expectancy beliefs through offering systematic
support, explicit feedback and avenues of gradual triumph. The emphasis on the consideration of minor
accomplishments can foster confidence and minimize the learned helplessness.
In view of the moderate levels of test-related anxiety, the strategies that would combine academic challenge
with emotional support should also be taken into account by the instructors. Constructive feedback and
formative assessments and various evaluation mechanisms could be useful to keep the optimal arousal and
minimize stress on performance.
In general, pedagogical strategies that serve the existence, relatedness, and growth needs of learners at the
same time can promote holistic and sustainable motivation, resulting in increased engagement, emotional
balance, and academic achievement.
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXIV October 2025
Page 424
www.rsisinternational.org
Suggestions for Future Research
Further studies can elaborate on the current results by using the longitudinal or mixed method research design
to study the change in motivation among learners as time goes by. Further comparison of various academic
fields, study levels or cultures might also help in understanding how well ERG Theory can be generalised in
the educational setting further. Future research may also consider the role of intervention based research on the
role of improving task value via instructional design or feedback to the motivational system to enhance the
dynamic interaction of the expectancy and affective elements.
Also, qualitative methods, including the interviews or reflective journals would perhaps reveal more emotional
and cognitive subtleties, hence contributing to the comprehension of the role of value-based motivation in
learning engagement.
CONCLUSION
The study explored the motivation of the learners to study under the context of the ERG Theory, emphasizing
on the relationship between value, expectancy, and affective elements. Results prove the value as the focal
motivational tool that affects the cognitive and emotional part of learning. There was high extrinsic and
intrinsic motivation, self-efficacy, and moderate levels of anxiety among learners that were interrelated
positively.
The study concludes that the value dimension serves as a motivation bridge and this is a motivational factor
that connects belief and emotion as part of motivation process of learners. This multifaceted insight reaffirms
the applicability of the ERG Theory as a universal framework of explaining academic motivation as well as
informing pedagogical practices to satisfy learners in terms of growth, confidence, and belonging.
REFERENCES
1. Alderfer, C. P. (1969). An empirical test of a new theory of human needs. Organizational Behavior and
Human Performance, 4(2), 142–175. https://doi.org/10.1016/0030-5073(69)90004-X
2. Al-Dhamit, Y., & Kreishan, L. (2013). Gifted students' intrinsic and extrinsic motivations and parental
influence on their motivation: From the self‐determination theory perspective. Journal of Research in
Special Educational Needs, 16(1), 13–23. https://doi.org/10.1111/1471-3802.12048
3. Ceylan, N. (2024). The contribution of motivational beliefs to motivational and affective strategy use.
https://doi.org/10.21203/rs.3.rs-4470447/v1
4. Deci, E., Koestner, R., & Ryan, R. (2001). Extrinsic rewards and intrinsic motivation in education:
Reconsidered once again. Review of Educational Research, 71(1), 1–27.
https://doi.org/10.3102/00346543071001001
5. Diarta, L., & Saluy, A. (2022). The role of competence, psychological capital, and intrinsic motivation
interventions in influencing teacher performance in the era of the COVID-19 pandemic. International
Journal of Law Policy and Governance, 1(2), 89–102. https://doi.org/10.54099/ijlpg.v1i2.396
6. Dong, L., Liu, M., & Yang, F. (2022). The relationship between foreign language classroom anxiety,
enjoyment, and expectancy-value motivation and their predictive effects on Chinese high school students’
self-rated foreign language proficiency. Frontiers in Psychology, 13, 860603.
https://doi.org/10.3389/fpsyg.2022.860603
7. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of
Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153
8. Feldman, D. C., & Arnold, H. J. (1978). Position choice: Comparing the importance of organizational and
job factors. Journal of Applied Psychology, 63(6), 706–710. https://doi.org/10.1037/0021-9010.63.6.706
9. Fischer, C., Malycha, C., & Schafmann, E. (2019). The influence of intrinsic motivation and synergistic
extrinsic motivators on creativity and innovation. Frontiers in Psychology, 10, 1–15.
https://doi.org/10.3389/fpsyg.2019.00137
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXIV October 2025
Page 425
www.rsisinternational.org
10. Graen, G. B., Scandura, T. A., & Graen, M. R. (1986). A field experimental test of the moderating effects
of growth need strength on productivity. Journal of Applied Psychology, 71(3), 484–491.
https://doi.org/10.1037/0021-9010.71.3.484
11. Hamdan-Mansour, A. M., Hamaideh, S. H., Azzeghaiby, S. N., Hanouneh, S. I., & Aboshaiqah, A. E.
(2015). Psychosocial correlates of motivation for academic accomplishment among university students.
Open Journal of Medical Psychology, 4(1), 1–8. https://doi.org/10.4236/ojmp.2015.41001
12. Jackson, S. L. (2015). Research methods and statistics: A critical thinking approach (5th ed.). Cengage
Learning.
13. Jha, S. (2010). Need satisfaction, motivation and job satisfaction of university teachers: A case of Nepal.
International Bulletin of Business Administration, 9, 79–92.
14. Kim, C., & Pekrun, R. (2022). Emotions and motivation in learning and performance. In A. J. Elliot (Ed.),
Advances in motivation science (Vol. 9, pp. 117–153). Academic Press.
https://doi.org/10.1016/bs.adms.2021.12.004
15. Kusurkar, R. A., Cate, O. T. J., Vos, C. M. P., Westers, P., & Croiset, G. (2012). How motivation affects
academic performance: A structural equation modelling analysis. Advances in Health Sciences Education,
18(1), 57–69. https://doi.org/10.1007/s10459-012-9354-3
16. Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and
implications for educational research and practice. Educational Psychology Review, 18(4), 315–341.
https://doi.org/10.1007/s10648-006-9029-9
17. Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of
classroom academic performance. Journal of Educational Psychology, 82(1), 33–40.
https://doi.org/10.1037/0022-0663.82.1.33
18. Rahmat, N. H., & Thasrabiab, T. (2024). Exploring motivation and self-regulation from the social
cognitive view. International Journal of Academic Research in Business & Social Sciences, 14(10), 3276–
3290. http://dx.doi.org/10.6007/IJARBSS/v14-i1/20476
19. Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory
perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology,
61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
20. Tze, V. M. C., Daniels, L. M., & Klassen, R. M. (2022). Evaluating the control-value theory of
achievement emotions in the classroom: A meta-analytic review. Educational Psychology Review, 34(1),
1–40. https://doi.org/10.1007/s10648-021-09627-5
21. Van den Broeck, A., Ferris, D. L., Chang, C. H., & Rosen, C. C. (2016). A review of self-determination
theory’s basic psychological needs at work. Journal of Management, 42(5), 1195–1229.
https://doi.org/10.1177/0149206316632058
22. Wanous, J. P., & Zwany, A. (1977). A cross-section test of need hierarchy theory. Organizational Behavior
and Human Performance, 18(1), 78–97. https://doi.org/10.1016/0030-5073(77)90052-8
23. Wouters, A., Croiset, G., Galindo‐Garre, F., & Kusurkar, R. (2016). Motivation of medical students:
Selection by motivation or motivation by selection. BMC Medical Education, 16(1), 37.
https://doi.org/10.1186/s12909-016-0560-1
24. Zargar, M., Vandenberghe, C., Marchand, C., & Ayed, A. (2013). Job scope, affective commitment, and
turnover: The moderating role of growth need strength. Journal of Occupational and Organizational
Psychology, 87(2), 280–302. https://doi.org/10.1111/joop.12046