Investigating Students’ Learning Motivation Based on Value, Expectancy and Affective Components

Students’ Based Expectancy, and Affective 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. 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 metacognitive the survey and the of the multiple regression revealed that metacognitive self-regulation and cumulative GPA were statistically significant variables to successful course Implications and applications of this study include the importance of and self-regulation and the use of learning strategies in the specific context of learning lower-level Spanish classes.