Motivation to Learn Online: An Overview of Students’ Perceptions

Student motivation is crucial for engagement and success in online learning. This quantitative study is based on Bandura’s (2012) Social Cognitive Theory and Fowler’s (2018) motivation framework for online learning. Social Cognitive Theory emphasizes the interaction between personal factors, behaviour, and environment in learning. The study examines how value, expectancy, and social support shape online learning motivation. A 5-point Likert survey with four sections was administered to 229 purposively selected participants. Section A covered demographics, Section B measured value, Section C measured expectancy, and Section D measured social support. Results show value strongly enhances motivation, while expectancy boosts confidence and belief in success. Social and instructor support also improve performance in online language learning. Overall, all variables demonstrated strong positive correlations with online motivation. The study refines the MLOQ framework and suggests future research on cultural, gender, and emotional factors to sustain long-term online learning motivation.

Motivation, Online Learning, Perceptions, Social Cognitive Theory

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