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Understanding the elements that influence engagement and success is crucial in the context of online education, since it poses distinct challenges and opportunities for inspiring learners. This study examines the influence of value, anticipation, and social support on motivation in online education settings. The research seeks to clarify the relationship between these characteristics and how they collectively influence learner motivation, using a quantitative survey technique. The study was administered to 108 participants from engineering backgrounds of different educational institutions in Malaysia. It included questions about demographics, values, expectations, and social support. The results highlight the importance of internal motivation driven by curiosity and interest, as well as the crucial roles of self-efficacy and perceived control in influencing learners' motivation. Furthermore, the presence of social support from both peers and teachers is identified as a crucial factor in determining motivation, since it fosters a sense of community and assistance. Significant relationships were seen between value and social support (r = .685**), social support and expectancy (r = .552**), and expectancy and value (r = .741**). The study highlights the need of creating online learning environments that are helpful and engaging. It emphasises the necessity of fostering internal motivation, strengthening self-confidence, and offering strong social support to enhance learner engagement and academic success. Subsequent studies should investigate the long-term impacts of these characteristics and examine particular learning environments to provide customised knowledge for educational implementation and policy-making.
Zahid et al. (Fri,) studied this question.
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