International Journal of Academic Research in Business and Social Sciences

Vol. 1 2 , No. 10, 2022, E-ISSN: 2 2 2 2-6990 © 2022 HRMARS

Investigating Students’ Learning Motivation Based on Value,

Expectancy and Affective Components
Norhisyam Jenal, Siti Aishah Taib, Siti Mariam Mohammad Iliyas, Nadzrah
Sa’adan, Noor Shahariah Saleh, Maisarah Noorezam
To Link this Article: http://dx.doi.org/10.6007/IJARBSS/v12-i10/14879 DOI:10.6007/IJARBSS/v12-i10/14879

Received: 12 July 2022, Revised: 14 August 2022, Accepted: 26 August 2022

Published Online: 04 September 2022

In-Text Citation: (Jenal et al., 2022)

To Cite this Article: Jenal, N., Taib, S. A., Iliyas, S. M. M., Sa’adan, N., Saleh, N. S., & Noorezam, M. (2022).
Investigating Students’ Learning Motivation Based on Value, Expectancy, and Affective Components.
International Journal of Academic Research in Business and Social Sciences, 12(10), 641 – 661.

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Investigating Students’ Learning Motivation

Based on Value, Expectancy and Affective
Components
Norhisyam Jenal1, Siti Aishah Taib2, Siti Mariam Mohammad
Iliyas3, Nadzrah Sa’adan4, Noor Shahariah Saleh5, Maisarah
Noorezam6
1Kolej
Pengajian Kejuruteraan, Universiti Teknologi MARA Cawangan Johor, Kampus Pasir
Gudang, 2,3,4,6Akademi Pengajian Bahasa, Universiti Teknologi MARA Cawangan Johor,
Kampus Pasir Gudang, 5Akademi Pengajian Bahasa, Universiti Teknologi MARA Cawangan
Negeri Sembilan, Kampus Seremban
Email: [email protected], [email protected], [email protected]
[email protected], [email protected], [email protected]

Abstract
Students’ learning motivation has been affected greatly during the COVID-19 pandemic due
to the new challenges posed by the online learning environment. Thus, this study aims to
investigate how the value, expectancy, and affective components form students’ learning
motivation during this crisis. This quantitative study was conducted by distributing a Likert-
scale questionnaire with three main sections: Section A- Value Components (12 items),
Section B- Expectancy Components (7 items), and Section C- Affective Components: Test
Anxiety (5 items), to students at a public university in Malaysia. The questionnaire was
answered by 150 respondents and the data were analysed by using descriptive statistics via
IBM SPSS version 28. The findings revealed that the respondents reacted positively in all the
three components: Value, Expectancy, and Affective Components. In the Value Components,
extrinsic goal orientation received the highest mean scores when compared with intrinsic goal
motivation orientation and task value beliefs, while in the Expectancy Components, control
beliefs for learning obtaining higher mean scores than students’ perception of self-efficacy.
Meanwhile, in Affective Component, the findings demonstrate that the respondents were
anxious in taking a test or an exam. Pedagogical implications and future research of the study
were also discussed in this paper.
Keywords: Learning Motivation, Value Components, Expectancy Components, Affective
Components, Motivated Strategies For Learning Questionnaire (MSLQ)

Introduction
Background of Study
Globally, the COVID-19 epidemic has had a significant impact on the educational
opportunities of students. During extreme conditions, such as this pandemic, online learning

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has proven to be a viable alternative to face-to-face learning over the past two years (Ertan
& Kocadere, 2022). Students and instructors have been compelled to switch from traditional
classrooms to online or distance learning. As a result, they encounter significant obstacles in
changing techniques from a focus on face-to-face learning to a technology-mediated online
learning environment (Chiu et al., 2021). During this very crucial time period, these newly
developing difficulties have never before been noticeable. Consequently, it is necessary and
essential for researchers to reflect on and enhance the current methods of online learning
and instruction by taking students' motivation to study into account.
Students in Malaysian higher education institutions encounter two key challenges:
maintaining concentration and maintaining motivation when they transition from traditional
classroom settings to online learning environments (Yong & Thi, 2022). According to Sani
(2020), some students have little trouble keeping up with their online courses, but others are
finding it tough due to issues including a lack of online support, complicated technical
requirements, or simply being uncomfortable learning on their own. Students enrolling in
online learning classes for the first time who lack the required resources, such as gadgets and
internet access, exacerbate the situation. The three primary concerns are a lack of personal
desire or the student's conviction in his or her own abilities, which leads to feelings of
loneliness and isolation; the significance of instructor support in communicating with and
helping students throughout the rapid adjustment, which would make the move less difficult;
and the importance of the location environment, which includes the state of the learning
environment (Sani, 2020).

Statement of Problem
The teaching and learning process depends heavily on motivation (Ng et al., 2021). The
success of teaching and learning depends on how motivated the students are in the classroom
whereby motivational techniques in the classroom would help them become interested in
and care about what they learn (Alcivar, 2020). A study on the topic of motivation was
conducted by Emda (2018), who focused on the intrinsic and extrinsic motivation that
stimulated and equipped students to learn and overcome difficulties. Would it be possible for
students to maintain the same level of motivation for studying if the teaching and learning
process was carried out entirely online as opposed to face-to-face? Academic motivation is
likely to suffer as a result of the difficulties students face due to COVID-19 (Fong, 2022).

Recent studies indicated lower levels of satisfaction with online learning caused by a lack of
social connection and lower levels of motivation to study online due to less ideal facilities
(Meeter et al., 2020); the difficulties associated with online learning, such as the inability to
comprehend the course material, the absence of face-to-face interaction, and technological
obstacles such as limited data and an inconsistent internet connection (Chung et al., 2020);
and the effect of COVID-19 on tertiary students who reported lower motivation and learning
performance in online education due to a lack of infrastructure and social support (Tan, 2020).
A study by Lessard and Puhl (2021) discovered that during the pandemic, the most often
stated concerns among U.S. secondary students were motivation to focus on schoolwork.
Students' academic motivation, which can be understood as the process whereby goal-
directed (academic) work is prompted and sustained (Schunk, Meece & Pintrich, 2014), is a
key factor in students' achievements (Fong et al., 2021; Lazowski & Hulleman, 2016) as well
as in their capacity to study independently (Pintrich, 1999).

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Therefore this study is conducted to investigate students’ learning motivation based on these
three components: value, expectancy, and affective. The objectives of this study are:
• to investigate the value components on students’ learning motivation,
• to investigate the expectancy components on students’ learning motivation, and
• to investigate the affective component on students’ learning motivation.

Literature Review
Demotivators for Learning
Demotivator can be defined as specific external forces that reduce or diminish the
motivational basis of a behavioral intention or an ongoing action (Dornyei & Ushioda, 2011,
p. 143). Similarly, Gokuladas & SK (2020) defined demotivators as those factors that could
potentially influence individuals negatively. Conceptually similar to motivators which help
individuals to perform better, there could also be demotivators that hinder such
development. Sato et. al (2022) operationally define factors that affect motivation negatively
as demotivators, and these factors can be categorised into situational- and individual-specific
factors. Li & Zhou (2017) defined demotivation as a phenomenon of lack of motivation to as
a result of both external and internal factors. It was mentioned that earlier on, Dornyei (2001)
interpreted demotivation as the external force, which may make people reduce or lose a
certain behavior tendency or the conduct of behavior. However, Li & Zhou (2017) highlighted
that this definition only focused on the external factors and was criticized for failing to take
into account the internal factors.

Comparatively, Gokuladas & SK (2020) categorised demotivators as Intrinsic or Extrinsic.

Demotivators play an influential role in the morale, in which the lesser the number of
demotivators, be it extrinsic or intrinsic, the greater will be the perceived usefulness and the
perceived ease of the matter. Chong et. al (2019) have identified that not only external factors
but also internal factors can come into play in demotivating the process, specifically on the
context of language learning; which further expanded Dornyei’s (2001) interpretation of
demotivation. This is also highlighted by Ikeno (2002) in his study which suggested that both
internal factors (e.g.: lack of a sense of control) and external ones (e.g. teachers’ inability)
were the main demotivating factors. Li & Zhou (2017) in their study on Chinese University
Students' Demotivation to Learn English categorized demotivators into internal and external
factors; and some examples of these factors are unclear study goal and experience of failure
as well as teaching facilities, process and content respectively. With relation to this, Sakai &
Kikuchi (2009) revealed that experience of failure has been the most strongly demotivating
factor, similar to the results drawn from the study of (Liu, 2020). It is also suggested by Kikuchi
(2017) that each type of learner experienced unique motivators and demotivators in/outside
of the classroom and reacted differently.

Eddy-U (2015) identified themes such as interest, perceived effectiveness, good groupmates,
good classroom social situation, personal vision and self-confidence as both motivators and
in contrast, demotivators, when in inverse form or absent. From the perspective of online
learning, Aikina & Bolsunovskaya (2020) revealed a set of factors concerning pedagogical,
technical, management approaches; in which these can be both motivators and demotivators.
As challenging as it can be, the effects of demotivators can be transformed otherwise.
Experienced teachers, especially those who held intrinsic motivation to teach, channeled the

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impact of demotivators, including those relating to the pandemic, to a positive motivational

force to teach (Sato et. al., 2022).

Aside from that, as demotivator is concerned, Cankaya (2018) contended that it is an

understudied area, and is a relatively new issue for researchers. It is also mentioned by
Haryanto et.al (2018) that lack of data has been found on the factors that cause student
demotivation as compared to students’ motivation and teachers’ motivation.

Motivators for Learning

During the COVID-19 pandemic, most educational institutions changed to remote
learning. It is without a doubt that students’ affective and motivation levels are more crucial
during this time compared to normal school times. When there is no teacher present,
students are responsible for regulating their learning process. Therefore, self-regulated
learning and motivational components are assumed to influence students’ learning process.
The phrase "self-regulated learning" first appeared in the 1980s as a result of the greater
emphasis on self-regulation in academic contexts (Dinsmore et al., 2008). Motivation and self-
regulation are intimately connected (Zimmerman and Schunk, 2001; 2008). These researchers
define self-regulated students as individuals that actively engage in their learning processes
and pursuit of their objectives in a metacognitive, motivational, and behavioural manner.
Motivation is a word derived from the word ‘motive’. As the name implies, motivation
is what "moves" us to achieve the motives such as needs, desires, or wants. It is the driving
force behind everything we do. Motivation plays a significant role in the teaching and learning
process (Filgona et al., 2020). Motivating students helps them achieve their learning
objectives. It is critical to understand that encouraging learning is a key component of
effective education. This suggests that the most crucial aspect of learning is probably the
learners' motivation.
According to the Self-determination Theory (SDT) pinned by (Ryan & Deci, 2000),
learners may be driven to learn by two sources: internal and external. Generally, there are
two types of motivation: intrinsic and extrinsic motivation.
Extrinsic motivation is a type of reinforcement that can boost students’ performance. For
students with a low level of motivation, a dose of extrinsic incentives may increase their
enthusiasm and at the same time promote positive behaviours towards learning (Hamdi Serin,
2018). For example, study hard for the sake of getting good grades.
Meanwhile, intrinsic motivation is doing something because it's naturally intriguing
(Ryan & Deci, 2000). Learners' intrinsic motivation rises when they collaborate in the
classroom because their self-confidence grows. Additionally, they become more optimistic
about the material they are studying, respect one another more, and are more open to
hearing other people's perspectives. For example, participating in sports because it is fun and
enjoyable rather than for the sake of winning medals.
Both intrinsic and extrinsic motivation inspire students to participate in the educational
process. While some students can develop a drive to study on their own because they are
intrinsically motivated, some students require outside rewards to push them since they are
not passionate about learning.
Another process theory related to motivation is the Expectancy Theory as proposed by
Vroom (1964). Expectancy theory is mainly concerned with the cognitive antecedents that
contribute to motivation and how they interact with one another. That is, expectancy theory
is a cognitive process explanation of motivation based on the premise that individuals believe

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there are correlations between their effort at work, their performance as a result of that
effort, and the rewards they receive as a result of their effort and performance (Lunenburg,
2011). In other words, individuals will be motivated if they feel that putting in a lot of effort
would lead to good results, and good results will lead to the desired rewards. Vroom (1964)
developed the first expectation theory with direct applicability to work settings, which was
later broadened and modified by Porter and Lawler (1968) and others.

Past Studies
Past Studies for Demotivators for Learning
Prior to this study, several studies addressed the demotivators that affect the learning
performance outcomes of students. Xie (2020), for instance, did a study to analyse the
demotivators that inhibit high performance among Chinese students and to determine the
implications of these elements for future teaching. Based on the qualitative and quantitative
methods of a questionnaire survey, 588 responses were obtained from students at a Beijing
municipal institution. The results were subsequently analysed using SPSS. The results
identified seven demotivating elements: teacher-related competency, learner level, teaching
topic and materials, insufficient educational facilities and unjust judgement, grammar-
translation teaching style, lack of purpose in foreign language learning, and test pressure.
Teacher-related and learner-related problems were comparable to those in other nations.
However, teaching content and materials, inadequate school facilities, testing pressure, and
grading systems were more prevalent in countries such as Korea and Japan. In addition,
students reported feeling demotivated because they lacked control over their actions, such
as spending too much time playing video games and lazing around. The findings also revealed
different motivations for learning a foreign language in China compared to the West. For
example, the perception that learning a foreign language can result in higher social status and
a quicker emergence into the world contributed to the demotivation of language learners.
Overall, the study indicates the significance of enhancing teacher competence. In addition to
motivating to increase academic performance, it is necessary to assist students in overcoming
their weaknesses.

Moreover, Pathan et al (2020) investigated the detrimental impact of English language

learning demotivation on the language learning outcomes of university students. Participating
in the study were 215 second-year undergraduates from two public universities in
Balochistan, Pakistan, who had registered in an English programme. A 40-item English
language learning demotivation questionnaire was utilised to assess academic resilience
(Wagnild, 2009) and personality characteristics (John et al., 1991). Compared to the classroom
environment, classroom resources, and class characteristics, the study found that teacher
behaviour has a minor effect on students' motivation. Additionally, internal factors negatively
impacted learners' motivation and were influenced by external influences. Students lost
interest in learning the English language, for instance, due to irrelevant and complex language
education resources. For the five qualities of resilience, the results showed that perseverance
negatively influenced the six components of language learning. Still, the meaning had a
substantial adverse impact on class features and failure experiences. In addition, personal
qualities contribute to demotivating elements, indicating that conscientious learners were
equipped with self-discipline, productivity, meticulousness, and confidence. The personality
trait of openness was found to be associated with instructor behaviours, characteristics of
classes, and classroom resources to address potential demotivators, as well as correlating

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with pragmatic ability. The largest association was shown between diligence and persistence
as demotivating variables in English learning. The study confirms the prevalence of
demotivating influences in EFL learning among university students in Pakistan. In addition to
positive reinforcement, teachers must employ motivational teaching tactics and make
learning fun if they want students to learn from their mistakes.

In relation to the demotivational study, Mahmud (2019) attempted to determine the most
significant factors that discourage English language learning among ESL diploma students at
Universiti Sultan Azlan Shah (USAS). The purpose of the study was to improve the condition
of undergraduate students and indirectly contribute to their issues, notably in English
language acquisition. This study collected data using a questionnaire with twenty items drawn
from (Sakai and Kikuchi, 2009). Course book, inadequate school amenities, test results, non-
communicative methods, instructors' competency and teaching styles, and social were the six
factors derived from the research. It was determined that the non-communicative form was
the most influential factor in demotivating students, with grammatical emphasis and teaching
methods being the primary difficulties. Teachers' expertise and teaching methods were the
weakest demotivating components, consistent with the findings of Pathan (2020) that
teachers were not the primary contributors. The study provides fresh insight into the
evolution of the new teaching method. The results can serve as a guide for the university and
other institutions of higher education to revise their English language policies.

Past Studies for Motivators for Learning

Many studies have been done to investigate the motivation factors in learning. Motivation in
this research points to reasons on how students self-regulate the learning process. Purnama
et.al (2019) did research on how attracted learners are to studying English. The data from 22
respondents were analysed with a descriptive qualitative method. From the findings, the
writers concluded that respondents are highly motivated to learn English as it is an important
language that can aid them in many aspects such as to communicate widely with other
people. They were also interested in English if the lesson is fun and engaging like games. It is
also interesting that respondents resort to self-exploration via the internet when they have
problems in learning the subject matter. This study clearly indicates that motivation is crucial
in shaping learners’ behaviour and achievement in their studies. It can also assissts teachers
in planning the ideal teaching strategies according to the students’ preference.

Next, the study by Bisonette (2022) also looked at the importance of academic motivation in
providing a pathway to simultaneously support student achievement and wellbeing in both
online and traditional learning. A total of 236 undergraduate students 18 years of age or older
was the sample size of this quantitative comparative study. This study examined if there are
differences in any components of academic motivation such as intrinsic and extrinsic
motivation by learning environment. The findings indicated that there were no significant
differences in the components of academic motivation between online and face-to-face
learning environments. The study's practical implications include informing educators and
educational organizations on how to approach developing or adopting instructional strategies
for various learning environments.
In addition, the study by Esparragoza (2021) also examined motivational constructs and
metacognitive self-regulation could be significant predictors of academic performance in a
remote asynchronous environment. The study investigated whether intrinsic motivation,

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extrinsic motivation, task value, metacognitive self-regulation, self-efficacy for learning, and
cumulative GPA are predictors of student achievement. 168 undergraduates responded to
the survey and the result of the multiple regression analysis revealed that self-efficacy,
metacognitive self-regulation and cumulative GPA were statistically significant variables to
successful course grade. Implications and applications of this study include the importance of
motivation and self-regulation and the use of learning strategies in the specific context of
learning lower-level Spanish classes.

Conceptual Framework

EXPECTANCY
COMPONENTS
(STUDENTS'
PERCEPTION OF SELF
EFFICACY, CONTROL
BELIEFS FOR
VALUE COMPONENTS LEARNING)
(INTRINSIC GOAL
ORIENTATION, AFFECTIVE
EXTRINSIC GOAL COMPONENT
ORIENTATION, TASK
VALUE BELIEFS)

Motivation
For
Learning

Figure 1- Conceptual Framework of the Study: Motivation for Learning (Value, Expectancy &
Affective Components)

Figure 1 presents the conceptual framework of the study. This study’s framework is adapted
from Pintrich’s (2000) framework which highlights goal orientation in the research of self-
regulated learning.

Value Components
Value Components are comprised of intrinsic goal orientation, extrinsic goal orientation, and
task value (Pintrich et al., 1991). The degree to which a student feels herself to be participating
in a task for motives such as challenge, curiosity, or mastery is referred to as intrinsic goal
orientation. The presence of an intrinsic goal orientation toward an academic task shows that
the student's engagement in the task is an end in itself, rather than a means to an end.
Meanwhile, extrinsic goal orientation examines the extent to which a student thinks she is
engaging in an activity for external factors including grades, prizes, performance, other
people's opinions of her, and competition. When extrinsic goal orientation is high,
engagement in a learning task is a means to an end. On the other hand, task value varies from
goal orientation in that it pertains to the student's assessment of how interesting, important,

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and valuable the task is ("What do I think of this task?"). A high task value should result in
more participation in one's learning.

Expectancy Components
Expectancy Components generally involve students' beliefs that they are able to perform the
task and that they are responsible for their own performance (Pintrich & De Groot, 1990). It
includes students' beliefs about their ability to perform a task and covers the aspects of self-
efficacy and control of learning beliefs. Self-efficacy can be referred to as the reflection on the
ability in mastering a task. It also comprises the perception of the ability regarding
accomplishment and confidence in completing the task. As for control of learning beliefs, it
refers to students’ belief that their efforts, in contrast to external factors, will lead to positive
outcomes.

Affective Component
Affective Component in this framework is highly related to test anxiety. It is believed that test
anxiety consists of two components which are worry/ cognitive component and emotionality
component (Pintrich et al., 1991). Worry relates to students' negative thoughts that interfere
with performance, whereas emotionality refers to the affective and physiological arousal
elements of anxiety. Cognitive concern and performance preoccupation have been identified
to be the main causes of performance degradation.

Methodology
This quantitative study is done to investigate students’ learning motivation based on these
three components: value, expectancy, and affective. 150 participants were purposely chosen
from a public university in Malaysia. The instrument (refer to table 1). used is a survey adapted
from (Pintrich & De Groot, 1990). Apart from the demographic profile in Part 1., there are 4
other sections. Section A 12 items on value components, section b has 7 items expectancy
component, section D has 5 items on affective components.

Table 1
Distribution of Items in Survey *Adapted from Pintrich, P. R., & De Groot E. V. (1990)
SECTION CONSTRUCT VARIABLE No Total
Of Item
Items s
A VALUE COMPONENTS (a) Intrinsic Goal Orientation 4 12
(b) Extrinsic Goal Orientation 3
(c) Task Value Beliefs 5
B EXPECTANCY (a) Students’ Perception of 5 7
COMPONENTS Self- Efficacy
(b) Control Beliefs for Learning 2
C AFFECTIVE COMPONENT: TEST ANXIETY 5
TOTAL NO OF ITEMS 24

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Table 2
Reliability Statistics

Data were collected via Google form and analysed using SPSS version 28. With reference to
table 2, the SPSS analysis revealed a Cronbach analysis of 0.91 thus showing high internal
reliability for the instrument. Data were presented in terms of percentage for the
demographic profile and mean scores to answer the research questions.

Findings
Findings for Demographic Profile

Gender

43% Male

57% Female

Figure 2 - Percentage for Gender

Figure 2 indicates the percentage for gender distribution of this study. A total of 150
respondents were involved where 86 of them were male. It takes up to 57%, slightly 14%
higher than 64 female respondents with 43%.

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Discipline

30% 33%
Science & Technology
Social Sciences
Others

37%

Figure 3 - Percentage for Discipline

Figure 3 shows the percentage for the field of discipline among respondents. 33% (50) of the
respondents were from Science & Technology while 37% (55) with Social Sciences
background. The remaining 30% or 45 respondents came from the other disciplines.

Findings for Value Components

This section presents data to answer the first research objective (RO1): To investigate the
value components on students’ learning motivation.

Part A: Intrinsic Goal Orientation

Intrinsic Goal Orientation

4.1
4
3.9
3.8
3.7
3.6
3.5
3.4
MSVCQ1: In this program, MSVCQ2: In the courses of MSVCQ3: The most MSVCQ4: When I have the
I prefer class work that is a program like this, I satisfying thing for me in opportunity in this class, I
challenging so I can learn prefer course materials this program is trying to choose course
new things. that arouse my curiosity, understand the content of assignments that I can
even if they are difficult to the courses. learn from even if they
learn. don't guarantee a good
grade.

Mean Score

Figure 4: Mean scores for Intrinsic Goal Orientation

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Figure 4 shows the mean score for the items with intrinsic goal orientation. All items recorded
mean scores above 3.5. Item one and two recorded the same mean score (M=3.75) where
the respondents seem to prefer challenging class work and course materials. The highest
mean recorded for this value component is item three (M= 3.98) which shows the challenge
in understanding this program is the most satisfying. The least mean score recorded is on item
four (M= 3.61) indicates that the students will grab the opportunity to add value to their body
of knowledge even though it does not guarantee a good grade.

Part B: Extrinsic Goal Orientation

Extrinsic Goal Orientation

4.36
4.35
4.34
4.33
4.32
4.31
4.3
4.29
4.28
4.27
4.26
MSEGQ1: Getting a good grade in MSEGQ2: The most important MSEGQ3: I want to do well in the
the classes is the most satisfying thing for me right now is improving classes because it is important to
thing for me right now. my overall grade point average, so show my ability to my family,
my main concern in this program is friends, or others.
getting a good grade.

Mean Score

Figure 5: Mean Scores for Extrinsic Goal Orientation

Figure 5 reveals the mean score for extrinsic goal orientation items. All items recorded mean
scores above 4.00. The highest mean score is on item two (M= 4.35) which indicates that the
respondents are concerned about getting a good grade by improving their overall grade point.
The least mean score is on item three (M= 4.29) which indicates that the respondents are
concerned to do well in classes so they can show their ability to other people.

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Part C: Task Value Beliefs

Task Value Beliefs

4.3
4.2
4.1
4
3.9
3.8
3.7
3.6
3.5
3.4
MSTVQ1: I think I will MSTVQ2: It is MSTVQ3: I think the MSTVQ4: I like the MSTVQ5:
be able to transfer important for me to course material in subject matter of the Understanding the
what I learn from learn the course the courses of this courses. subject matter of the
one course to other materials in the program is useful for courses is very
courses in this courses. me to learn. important to me.
program.

Mean Score

Figure 6: Mean Scores for Task Value Beliefs

Figure 6 shows the mean scores for task values beliefs items. The highest mean score goes to
item 5 (M= 4.18) which indicates that understanding the subject matter of the courses is
important for the respondents. The least mean score is on item 1 (M=3.69) where the
respondents agree that they will be able to transfer what they have learned from one course
to other courses in this program.

Findings for Expectancy Components

This section presents data to answer the second research objective (RO2): To investigate the
expectancy components on students’ learning motivation.

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Part A: Students’ Perception of Self-Efficacy

Self-Efficacy
3.75
3.7
3.65
3.6
3.55
3.5
3.45
3.4
ECSEQ1I believe I will ECSEQ2I'm confident ECSEQ3I'm confident ECSEQ4I'm certain I ECSEQ5Considering
receive excellent I can understand the I can do an excellent can master the skills the difficulty of the
grades in the classes. most complex job on the being taught in the courses, the
materials presented assignments and classes. teachers, and my
by the instructors in tests in this program. skills, I think I will do
the courses. well in the classes.

Mean Score

Figure 7: Mean for Students’ Perception Of Self Efficacy

Figure 7 presents the mean scores recorded for the 5 items in the category of Students’
Perception of Self-Efficacy. The mean scores are generally similar with all 5 items scored
between 3.51 and 3.69. The item with the highest mean score is on the students’ belief on
receiving excellent grades in classes, meanwhile the lowest is on their confidence on
understanding the most complex materials presented by the instructors in the courses. The
other items scored 3.60, 3.63 and 3.67; which are respectively on their confidence on doing
an excellent job on the assignments and tests in the program, certainty on mastering the skills
being taught in the classes, and their thoughts on doing well in the classes with consideration
on the courses’ difficulty.

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PART B: CONTROL BELIEFS FOR LEARNING

Control Beliefs for Learning

4.3
4.28
4.26
4.24
4.22
4.2
4.18
4.16
4.14
4.12
ECCBQ1If I study in appropriate ways, then I will be ECCBQ 2If I try hard enough, then I will understand
able to learn the material in the courses of this the course materials.
program

Mean Score

Figure 8: Mean for Control Beliefs For Learning

Figure 8 indicates the mean scores for the two items listed for Control Beliefs for Learning.
Both items scored high, with 4.28 mean score recorded for the students’ belief on
understanding the course material if they try hard enough, and 4.18 mean score recorded for
their ability to learn the material in the program’s courses if they study in appropriate ways.

Findings for Affective Component

This section presents the findings to answer the third research objective (RO3): To investigate
the affective component on students’ learning motivation.

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Affective Component: Test Anxiety

Control Beliefs for Learning

3.9
3.85
3.8
3.75
3.7
3.65
3.6
3.55
3.5
3.45
3.4
ACQ1When I take a ACQ2When I take a ACQ3When I take ACQ4I have an ACQ5I feel my heart
test I think about test, I think about tests I think of the uneasy, upset feeling beating fast when I
how poorly I am items on other parts consequences of when I take an exam. take an exam.
doing compared with of the test I can't failing.
other students. answer

Mean Score

Figure 9: Mean for Affective Component

Figure 9 shows the mean scores for the 5 items in Affective Component scale. All items were
rated positively by the respondents with 3.84 as the highest mean for the statement that the
respondents thought about items on other parts of the test they could not answer when they
took a test. Item 4 in this section received the lowest mean, 3.56, whereby the respondents
admitted that they had an uneasy, upset feeling when they took an exam. The other items,
item 3-when they took tests, they thought of the consequences of failing, received 3.79 mean
score, item 1- when they took a test, they thought about how poorly they were doing
compared with other students, received 3.78 mean score, and item5-they felt their heart
beating fast when they took an exam received 3.68 mean score.

Conclusion
Summary of Findings and Discussion
This paper presents how value, expectancy, and affective components formed students’
learning motivation during the online learning in the COVID-19 pandemic. For the first
research objective, the respondents reacted positively in the value components, section A, of
the questionnaire. However, extrinsic goal orientation received the highest mean scores
when compared with intrinsic goal motivation orientation and task value beliefs. A previous
study on motivation has shown that extrinsic motivation was the most significant predictor
variable of participation intention, which suggests that if participants begin with a higher level
of extrinsic motivation, their participation intention will likewise be higher in the future (Liu,
2020). This finding implies that in the critical moment of learning with many obstacles due to
the COVID-19 pandemic, students’ extrinsic motivation has been a major factor that keeps
them continue learning.

Meanwhile, for the second research objective, the respondents reacted positively in the
expectancy components, section B, of the questionnaire. Both students’ perception of self-

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efficacy and control beliefs for learning received positive reaction from the respondents, with
control beliefs for learning obtaining higher mean scores than students’ perception of self-
efficacy. As explained by Lunenburg (2011), individuals perceive relationships between their
effort at work, their performance as a result of that effort, and the benefits they obtain as a
reward of their effort and performance. Therefore, this finding has highlighted the
importance of control of learning beliefs in motivation for learning (Pintrich et al., 1991) which
refers to students’ belief that their efforts, in contrast to external factors, will lead to positive
outcomes.

Finally, for the third objective, the respondents reacted positively in the affective
components, section C, of the questionnaire, which demonstrate that they were anxious in
taking a test or an exam. The findings in this section are in line with Xie’s (2020) finding
whereby test pressure was identified as one of the seven demotivating elements that inhibit
high performance among Chinese students.

In conclusion, there are three major findings in this study. First, extrinsic goal motivation is an
important factor in determining students’ learning motivation during a crises, such as COVID-
19 pandemic. Second, students’ control beliefs for learning can be another important factor
in students’ motivation for learning. Third, test anxiety can be a demotivating factor that
affects students’ motivation for learning. The next section will discuss the pedagogical
implications for each major finding and suggestions for future research.

Pedagogical Implications and Suggestions for Future Research

Based on the findings, several recommendations can be made in relation to the topic of
students’ learning motivation. The first recommendation is to consider providing valuable
extrinsic motivation as it has been found to be motivating the students to learn in a difficult
time such as COVID-19 pandemic. When faced with many obstacles in a learning environment
like the absence of electronic gadgets, stable internet connection and face-to-face interaction
with instructors and classmates, extrinsic motivation has proven to be a major factor for the
students to continue learning. However, instructors must also think about ways to improve
the students’ intrinsic motivation such as providing engaging activities to elevate students’
participation in the lesson embedded with motives such as challenge, curiosity, or mastery
(Pintrich et al., 1991). Second, students’ effort in learning should be encouraged as their
control beliefs for learning are significant in the learning process. Although this is not easy to
achieve, if a student believes she has control over her academic performance, she is more
likely to implement the necessary changes strategically (Pintrich et al., 1991). Encouraging
words and support in the teaching and learning process by the instructors may help the
students believe that they can control their own learning and put more effort to achieve their
desired outcomes. Third, as test anxiety can be a demotivating factor in the learning process,
instructors must think about ways to reduce students’ anxiety while taking the test. For
example, the instructors can provide steps and strategies to answer each specific question to
help the students feel more confident and less anxious during the test.

This study only focuses on the three components of motivation scales without the learning
strategies scales in the MSLQ Manual by Pintrich, P. R., & De Groot E. V. (1990). Therefore,
future research should also include the learning strategies scales to better understand both
the students’ learning motivation and learning strategies during the COVID-19 pandemic. The

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prospect of collecting this data serves as a preparation of what to do and how to execute the
teaching and learning process during a difficult time, hence better execution in the future.

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